Showing Styles .


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Teaching Styles. Consider these variables Lesson objectives Activities Students Class size Equipment and facilities Unique abilities, skills, and comfort of the teacher. Teaching Styles. Direct style Teacher controlled Explanation and demonstration Followed by independent practice
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Slide 1

Showing Styles Consider these factors Lesson destinations Activities Students Class measure Equipment and offices Unique capacities, aptitudes, and solace of the instructor Copyright 2001 by Allyn and Bacon

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Teaching Styles Direct style Teacher controlled Explanation and exhibit Followed by autonomous practice Teacher as demonstrator,lecturer, spark, coordinator, slave driver, chief, and corrector of blunders Emphasis on making a protected, controlled environment Copyright 2001 by Allyn and Bacon

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Teaching Styles Task (Station) Style Students pivot between a few stations Students work at stations independently, in sets, or in little gatherings Less educator inclusion Instruction concentrates on educator criticism Students learn undertakings at self-pace Copyright 2001 by Allyn and Bacon

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Teaching Styles Mastery Learning Style Outcomes-based Breaks results into littler parts Sub-aptitudes are the center of adapting Individually paced and self-coordinated Can utilize an assortment of collection examples Student screens Copyright 2001 by Allyn and Bacon

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Teaching Styles Individualized Style Student-focused learning Individualized educational programs Knowledge of psychological components goes before psychomotor assignments More control for understudies Individualized input Involves a great deal of planning time for the instructor Copyright 2001 by Allyn and Bacon

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Teaching Styles Cooperative Learning Style Reciprocal style – dyads Focus on cooperating Emphasis on joint as opposed to individual results Reaches social targets Success happens when all achieve the objective Students ought to switch parts regularly Copyright 2001 by Allyn and Bacon

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Teaching Styles Inquiry Style Process situated Emphasis on the learning procedure Cognitive goals are looked for Teacher manages and coordinates understudies Combination of inquiries, issues, illustrations, and learning exercises Teacher drives understudies toward definite arrangement Guided revelation and critical thinking Copyright 2001 by Allyn and Bacon

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Teaching Styles Free Exploration Style Child-focused Teacher chooses instructional materials and assigns range to be utilized Only wellbeing cutoff points are forced Teacher ought to maintain a strategic distance from show and adulating certain outcomes too soon Concentrate on propelling exertion Copyright 2001 by Allyn and Bacon

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Optimize Skill Learning Understanding Developmental Patterns Learning and advancement shift Sequence of expertise improvement is comparable for learners Development continues from go to toe Development happens from inside to outside Development continues from general to particular Copyright 2001 by Allyn and Bacon

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Optimize Skill Learning Arousal Level of fervor stretch produces Can have a positive or negative influence Must discover "simply right" sum Competition expands excitement Avoid rivalry when showing abilities Stress and uneasiness through rivalry decrease a kid\'s capacity to learn Too little excitement = little premium Copyright 2001 by Allyn and Bacon

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Optimize Skill Learning Meaningful Skill Feedback Skill input is data around a development execution Intrinsic versus extraneous criticism Skill input ought to energize, given often, conveyed openly, and is dependent upon execution Knowledge of results Knowledge of execution Copyright 2001 by Allyn and Bacon

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Optimize Skill Learning Effective Practice Sessions Key a portion of learning engine aptitudes Focus on the procedure Place accentuation on method Emphasis on result (item) diminishes chance taking practices Use mental practice strategies Design rehearse sessions that advance engine expertise learning Copyright 2001 by Allyn and Bacon

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Optimize Skill Learning Progression Move through requested strides Least difficult to most difficult Simple to complex Present exercises that best suit the individual paying little mind to suggested level Students advance at their own rate Present formatively fitting exercises Copyright 2001 by Allyn and Bacon

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Lesson Planning Prepare a composed arrangement Characteristics of a lesson arrange Objectives Equipment Instructional exercises Teaching insights Four section lesson arrange = early on action, wellness exercises, lesson center, and shutting amusement Copyright 2001 by Allyn and Bacon

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Lesson Planning Introductory Activity Warm-up 2-3 minutes Sets tone for rest of the class Physiological readiness for action Little direction Practice class administration abilities Students get prompt criticism Copyright 2001 by Allyn and Bacon

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Lesson Planning Fitness Activity Enhance wellbeing related wellness and advance lifetime action Personalized exercises Exercise all parts of the body Brief examinations about wellbeing and wellness Success is key Copyright 2001 by Allyn and Bacon

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Lesson Planning Lesson Focus Designed to instruct physical abilities Attain real program targets Repetition and refinement of aptitudes Sequential, achievement situated setting Teaches aptitudes important to work easily in way of life action Emphasis on guideline that spotlights on the procedure of ability improvement Copyright 2001 by Allyn and Bacon

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Lesson Planning Closing (Game) Activity Stresses and fortifies abilities scholarly May be a diversion that utilizations aptitudes learned in the lesson center Leaves understudies with a constructive feeling about physical action support and physical training class Avoid utilizing amusement as a pay off Copyright 2001 by Allyn and Bacon

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