2. The learning objectives and assessments for the course,
we need to think about the various instructional
activities we will use to engage students with the
material and enable them to meet the objectives. Of
course, the key is to align instructional strategies with
the other two components. Many instructional
strategies are flexible, and can be used in service of
several learning objectives, but some of them are better
suited for a particular set of objectives. In most cases, we
will need to use a combination of instructional
strategies. This table focuses on two of three components
of course design.
4. 1) COLLABORATIVE LEARNING
The five essential qualities required for successful
co-operative learning are relevant in collaborative
learning also. But in the style of working there
are some differences:
i. The interference of the teacher in collaborative
learning will be less
ii. Social interaction is given more stress
iii. Individual performance is de-emphasised while
team work is insisted upon
iv. Groups plan learning activities together and
divide tasks among themselves .They together
carry out their action plans which results in the
construction of new knowledges.
5. 2) CO-OPERATIVE LEARNING
This is a technique which small groups work together
to reach an already fixed target . Five essential
qualities have been pointed out in co-operative
learning. These are
i. Positive inter dependence
ii. Face to face interaction
iii. Individual accountability
iv. Structured activity
v. Team work skills and group processes
6. Mapping concepts is beneficial not only in education but for work in
organizations and businesses as well. It is much easier to manage presentations
that are completely contained on one page, rather than stacks of note cards or
sheets of paper—acting as a reminder of all the key elements in the presentation
without promoting rote delivery. Mapping concepts can help your writing through
structuring ideas and innovatively constructing arguments. Recently I've begun
using mapping as a means of generating class discussions and assessing student
learning.
:
i. Discover what preconceptions and prior knowledge students bring to a topic;
ii. Determine a change in understanding by employing it before, during, and after
lessons;
iii. Use maps as student feedback for shaping the direction of lessons;
iv. Develop maps as a small-group assessment project; and,
v. Ask students to write explanatory essays based on their maps.
7. 4) GRADATION
• Interference, the use of aspects of another language at a variety of
levels;
• Strategies of learning such as over overgeneralization and analogy
by means of which the learner tests out his hypotheses about the
structure of the language;
• Strategies of assimilation, in which the learner makes his learning
task easier; and
• Strategies of communication, whereby the learner adapts what he
knows into an efficient communication model, producing an
optimal utility grammar from what he knows of the language. In
addition to understanding these deficiencies, it is necessary to
distinguish between performance and competence errors. The
former are occasional and haphazard and are related to such factors
as fatigue and memory limitations. The latter are systematic and
may represent either a transitional stage in the development of a
grammatical rule or the final stage of the speaker's knowledge.
8. 5) STIMULATION
• It is widely believed that a child's imagination ought to be stimulated and
developed in education. Yet, few teachers understand what the imagination
is or how it lends itself to practical methods and techniques that can be
used easily in classroom instruction. This book offers practical help for
teachers who want to engage, stimulate, and develop the imaginative and
learning processes of children ages 8 to 15.. The book contains concrete
examples of curriculum design and teaching techniques structured to
appeal specifically to children in their middle school years. The publication
is organized into 4 chapters which cover:
• a brief account of the range of meanings people ascribe to imagination
• why it is important to stimulate and develop the imagination of students;
• characteristics of students' imaginative lives and meaningful learning;
• the design of a framework for planning teaching that aims to stimulate
students' imaginations;
9. CONCLUSION
Studies on the two techniques of learning – empirical as well as
theoretical- are going on in various part of the world. One such study
was regarding the number of members in a small group that would give
maximum result. According to Slavin two or three members per group
can produce better achievement than groups of four or five. Antil,et. al.
have concluded that most teachers prefer pairs and small groups of
three or four.
Because of the revolution in communication facilities like internet,
E-mail, etc. we can now establish collaboration with teachers and
learners of other countries even.
Any how, there is no doubt in that all teachers should study
these techniques in detail and practise the two strategies according to
the learning situations involved.
10. METHODOLOGY OF TEACHING
AND
PEDAGOGIC ANALYSIS
Dr. K. SOMAN
Dr. K. SIVARAJAN
IIRCA ( Internet )
