Post on 02-Jul-2015
description
INNOVATIVE TEACHING METHODOLOGIES
Presentation by
R. EDIN BROW9841993332, edinbrow@gmail .com
What Recruiters Look ForWhat Recruiters Look For
Industry Requirements
◦ Leadership◦ Analytical Skills◦ Problem Solving Skills◦ Teamwork◦ Communication Skills◦ Creativity◦ Passion/Interest in
Industry◦ Integrity
Student’s Role
• Enrich vocabulary for effective communication.
• Acquire LSRW skills through Role play, Situational Dialogue, Debate, Seminars, Group discussions , Oral Presentations.
Teacher’s Role
◦ Teacher should acts as an advisor, organizer, facilitator, guide, motivator, evaluator, and so on.
Constructivist ApproachConstructivist Approach Brader-Araje and M.G. Jones expound constructivism as
"the idea that development of understanding requires the learner to actively engage in meaning-making situations.”
It is creativity which generates competence in the learner to create, to invent, to put forward original and useful ideas in context of varied situations.
In a constructivist classroom, the teacher as a facilitator shows some objects to learner, or draws the fetching pictures of certain things and urges them to apply their brains, imagination, memory and wit to unfold various names (synonyms) of that object.
Mind-Mapping TheoryMind-Mapping Theory
Prof. Tony Buzan of England pioneered the effective use of Mind-Mapping Theory.
This theory entails the effective use of task-based pictorial representations and attractive graphics of certain objects.
The Mind-Map is the manifestation of the brilliance of thinking.
Mind-map graphics renewed and intensified the interest of the students in the classroom, and they contemplated and pressed their brains to evoke, to recall, to think out various synonyms of the pictorial objects.
Mind-Map Graphics
(Pictorial
representations of
human organs)
Constructivist Approach:
(Utterances of words relating to graphics)
Response of students % of various types of vocabulary Teacher's New
wordsActive Passive Ad-hoc
Hand
Write 100% Rinse
Catch 80% Knit
Hold 80% Scrub
Slap 70% Scour
Throw 90% Blow
Tap 30% Bash
Drive 80% Thump
Clap 70% Grate
Fist 70% Rub
Lift 100% Scribble
Grip 40% Jote down
Knock 70%
Push 80%
Pull 80%
Carry 80%
Dig 40%
Paint 80%
Sweep 40%
Paste 60%
Spin 40%
Wash 80%
Howard Gardner’s Multiple Intelligences
Intelligence Applications Manifestations
Verbal-Linguistic “Word Smart”
How can I include numbers, classification, calculations and critical-thinking?
Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
Mathematical-Logical “Logic Smart”
How can I include visuals, colors, art, graph and pictures?
Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
Musical “Music Smart”
How can I include private learning time and student choice?
Ability to produce and appreciate rhythm, pitch and timber
Visual-Spatial “Picture Smart”
How can I include group work, peer sharing , project work, and discussions?
Capacity to think in images and pictures, to visualize accurately and abstractly
Bodily-Kinesthetic “Body Smart”
How can I include movement, exercise, drama and crafts?
Ability to control one's body movements and to handle objects skillfully
Interpersonal “People Smart”
How can I include music, sounds, rhythms and dance?
Capacity to detect and respond appropriately to the moods, motivations and desires of others
Intrapersonal “Self Smart”
How can I include reading, writing and speaking?
Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
Howard Gardner’s Multiple Intelligences Intelligence Is strong in: Likes to:
Learns bestthrough:
Famousexamples:
Verbal- Linguistic
Reading, writing, telling stories, memorizing dates, thinking in Words
Read, write, talk, tell stories, memorize, work at puzzles
Reading, hearing and seeing words, speaking, writing, discussing and debating
Abraham Lincoln
Math-Logic Math, reasoning, logic, problem- solving, patterns
Solve problems, Question, work with numbers, experiments
Working with patterns and relationships, classifying, categorizing, working with the abstract
Albert Einstein
Spatial Reading, maps, charts, drawing, mazes, puzzles, imaging things, visualization
Design, draw, build, create, daydream, look at pictures
Working with pictures and colors, visualizing, using the mind’s eye, drawing
Pablo Picasso
Bodily-Kinesthetic Athletics, dancing, acting, crafts, using tools
Move around, touch and talk, body language
Touching, moving, processing knowledge through bodily sensations
Charlie Chaplin
Musical Singing, picking up sounds, remembering melodies, rhythms
Sing, hum, play an instrument, listen to music
Rhythm, melody, singing, listening to music and melodies
Mozart, Ella Fitzgerald
Interpersonal
Understanding people, leading, organizing, communicating, resolving conflicts, selling
Have friends, talk to people, join groups
Sharing, comparing, relating, interviewing, cooperating
Mother Theresa
Intrapersonal
Understanding self, recognizing strengths and weaknesses, setting goals
Work alone, reflect, pursue interests
Working alone, doing self-paced projects, having space, reflecting
Eleanor Roosevelt, Sigmund Freud
Taken from: Developing students’ Multiple Intelligences by Kristen Nicholson-Nelson (p. 13) (1998)
Teaching Techniques to rememberTeaching Techniques to remember1. Engage: real life situations, problems and examples.
2. Variety – Role play, assignments, fieldwork, Hands on
experiments, group discussions, PPt presentation and so on.
3. Active learning : Ensure that active learning takes place.
4. Students Teaching: Students can teach each other the
material within the classroom i.e. think, pair and share.
5. Review: Prior information, students/ teachers peer review.
6. Evaluation: Evaluation of student learning, Evaluation of
classroom teaching.
7. Feedback : Giving critical feedback in order to improve,
Teacher’s self-reflection.
Learning Never Ends. . .
References:
1.Gardner, Howard. Frames of Minds: The Theory of Multiple Intelligences. New York: Basic Books, 1983.2.Hills, J.R. Assessment. from http://sites.google.com/site/uvuedpsych/ files /assessment _ packet_highered.doc. 3.Clark, D. R. (2004).The Art and Science of Leadership. from http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
My Sincere thanks to Heavenly Father
Thanks to al l
Teacher The Greatest Innovator . . .