Thursday, October 8, 2015
Online Assignment
MODERN
INSTRUCTIONAL APPROACHES AND TECHNIQUES
Submitted To Submitted
By
Smt.Kalyani Rajendhran Abin Vargheese
Lecturer in Natural Science Natural Science
Sabarigiri College of Education Reg
No:18114379001
Anchal Sabarigiri College of Education
Anchal
INTRODUCTION
Teachers
aspire to have all of their students learn. This aspiration of reaching all
students spans disciplines, age levels and all varieties of institutions. Most teachers
do so out of a genuine love for their discipline and a desire to share the
wonder of their chosen field with others.
The
modern instructional approaches and techniques like
v Jigsaw technique
v Circle learning
v Concept Mapping
v Think -Pare
Share
The co-operative learning and
collaborative learning re related with modern instructional approaches or
techniques.
Collaborative
learning is a situation in which two or more people learn or attempt to learn
something together co-operative learning is one of the most remarkable and
fertile areas of theory, research and practice in education. It is an
instructional method that encourages students to work in groups to master
material presented by the teacher co-operative learning utilizes ideas of
vygotsky, piaget and kohlberg in that both the individual and the social
setting are involved in the learning process as students attempt to initiate
life learning. There are two cognitive theories that are directly applied to
co-operative learning, the developmental participation in the process of
education.
THINK-PARE-SHARE
Think
– pare-share is the method of co-operative learning. It allows students to
engage in individual and small group thinking before they are asked to answer
questions in front of the whole class. There are four steps in this method. In
the fist step, groups of our students listen to a question posed by the
teachers. Secondly, individual students re given time to think and then write
their responses. Thirdly pairs of students read and discuss their responses.
Finally, a few students are called on by the teacher to share their thoughts
and ideas with the whole class. This method can be very useful and work well in
the science classroom due to the continual request of science teachers having
students formulate hypothesis about the out come of an experiment before it is
done.
JIGSAW TECHNIQUE
The
jigsaw technique is a method of co-operative learning. The key to
implementation of jigsaw is the creation of gap in students information and
using this gap as a motivator for their further involvement in the learning
processes. Two types of Jigsaw technique are occurred.
Jigsaw I
Jigsaw II
Jigsaw
I has main components: reading, expert
group discussion, team report, testing and team recognition. In Jigsaw after
the material to be learnt is divided in two separate units,
v It is presented in ‘base groups’ or ‘home
teams’ of 4 or 6 heterogeneous members assembled by the teacher.
v Individual members of the base groups
are then given separate parts of the whole academic textual material.
v Each home team takes responsibilities
for one aspect of the problem in question.
v Having learned parts for learning, they
some together in expert or study groups to study discuses and refine their
understanding of their share parts.
v Then everyone has digested the
materials, they return to their base groups turns to teach what they learned to
their teammates.
v Therefore they all fill their gaps of
knowledge in mutual communicative environments and in fact complete the
jigsaw.
Jigsaw II
is different from Jigsaw I in such a way that each student should study the
whole assignment rather than a section of it. After the teacher introduces the
whole them each member is asked to study a specific segment of the topic
thoroughly.
§ Individuals meet their other team
members who have the same topic in ‘expert teams’,. They at this stage in their
home teams, also lean something more.
§ In the areas they have not been
provided with resources or sufficient knowledge from others in expert teams.
§ Finally they re subjected to a class
wide discussion or a question and answer session.
§ They also take a test which covers the
entire sub topic.
§ Jigsaw II stresses on individuals
improvement evaluation.
CIRCLE
LEARNING
The
use of a circle as both the organizational structure and descriptive metaphor
for a meeting of equals is likely to have been a part of our history for as
long as fire has. The learning circle is a mechanism for organizing and
honoring the collective wisdom of the group and is present in many indigenous
cultures.
The
overtime and across countries, civic organizations, neigh our hood communities,
trade unions, churches and social justice groups have used the idea of learning
circles. Many educators are using learning circles to connected students from
around the world. Researchers have used learning circles as a form of
professional development to improve their practice.
MODELS
OF LEARNING CIRCLES
Learning
circles have been used for centuries with students and adults in many different contexts. Two models are
described here but others may exist.
Model
1: Open Agile Learning Circle.
Open
agile is an agile system of project and team management.
·
In
the open Agile system, the learning circle is a simple and practical model of
selective Learning”
·
The
learning circle is one of open Agiles three foundations, alongside Truth
fullness and consultative Decision – Making.
This model describes learning as a
series of four steps. They are:-
Reflection
Learning
Planning
Action
Reflection:-
The
reflection step is a pause in our activities where we gather data, impressions,
history, stories, and any other observations about what we have done.
Learning:-
In
the learning step we carefully examine the observations made in the reflection
step and “discover” new insights, skills, relationships, structures, failures
or any other conceptual changes.
Planning
In
the planning step we apply the conceptual understandings we have developed. We
use these newly discovered principles to systematically to create a plan of
action. We should directly reflected in our planning each insight or principles
we have learned.
Action
In
the action step, as an individual, team, or organization we carry out the plans
we have created. We do our work. In order to do this affectively we must have
courage to plunge into the unknown.
Four
capacities of open Agile Learning Circle
Detachment
The
capacity for detachment supports the reflection step. Detachment is
openness.
Search
The
capacity for search supports the learning step.
Love
of the work
The
capacity for love of the learning supports the planning step. Love creates
openness to guidance.
Courage
The
capacity for courage supports the action step. Courage encompasses conscious
choice, volition, and willingness.
Model
2: Distributed Leadership and Collaboration in Online learning circles.
In
this, model, learning circles are described as a structure or distributed
leadership in collaborative learning contexts. A learning circle is a highly
interactive, participatory structure for organizing group work. This model is
described by a
Ø Set of defining dimensions.
Ø Norms that support the interaction.
Ø The phase structure that guides the
process.
CONCEPT
MAPPING
v A concept Map is a diagram that depicts
suggested relationships between concepts.
v It is a graphic tool that designers,
engineers, technical workers and others use to organize and structure
knowledge.
v A concept map is typically represents
ideas and information as boxes or circles, which connects with labeled arrows
in a downward-branching hierarchical structure.
v The technique for visualizing the
relationships among different concept is called concept mapping.
v A concept map is a way of representing
relationships between ideas, images or words in the same way that a diagram
represents the grammar of a sentence, a road map represents the locations of
highways and towns and a circuit diagram represents the working of an
electrical appliance.
History of Concept Mapping
§ The technique was first developed by Joseph
D Novak and his research team at Cornell University in 1970.
§ It has been used as a tool to increase
meaningful learning in the sciences and other subjects.
§ Concept maps have its origin in the
learning movement called constructivism.
§ Novak’s work is based on the cognitive
theories of David Ausubel who stressed the importance of prior knowledge in
being able to lean new concepts.
§ Novak state that meaningful learning
involves the assimilation of new concepts and propositions into existing
cognitive structure.
§ Ray Mc Aleese in a series of article,
has suggested that mapping is a process off-loading.
§ Mc Aleese suggests that the powers of
making knowledge explicit using nodes and relationship allows the individual to
become aware of what they know and a result to modify what they know.
Uses
of concept mapping
v Concept maps are used to stimulate
generation of ideas and are believed to aid creativity.
v It is also used for brain storming
v Used to communicate complex ideas.
v Note taking and summarizing gleaning
key concepts their relationships and hierarchy from documents and source
material.
v New knowledge creation.
v Instructional knowledge preservation.
v Collaborative knowledge modeling and
the transfer of expert knowledge.
v Enhancing meta cognition.
v Improving language ability.
v Knowledge elicitation.
REFERENCE
Mathew Mariamma; Teaching science for Biological &
Physical Science , NAS publishers,
Malappuram, 2014 p.p.167-173.
Aggarwal.J.C (2001) Principles Methods and techniques of
teaching. Vikas publishing house, Mumbai PP 400-403.
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