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BY:MOHAMAD SHAFEEQ BIN ZAIDUN
MOHD SHAIFUDDIN BIN RAZALI
NAJWA ADIBAH BINTI BUKARI
LECTURER:
MDM JAYANTHI MALA A/P MARIMUTHU
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Brainstorming Problem Solving Method
Cooperative Learning Technique
Drama Technique
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Brainstorming is a group creativity techniquethat was designed to generate a large numberof ideas for the solution of a problem.
It is particularly helpful when you need to
break out of stale, established patterns ofthinking, so that you can develop new ways oflooking at things. This can be when you needto develop new opportunities, where you want
to improve the service that you offer, or whenexisting approaches just aren't giving you theresults you want.
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Focus on quantity: This rule is a means ofenhancing divergent production, aiming tofacilitate problem solving through the maxim,quantity breeds quality. The assumption is thatthe greater the number of ideas generated, thegreater the chance of producing a radical and
effective solution. No criticism: It is often emphasized that ingroup brainstorming, criticism should be put'on hold'. Instead of immediately stating whatmight be wrong with an idea, the participants
focus on extending or adding to it, reservingcriticism for a later 'critical stage' of theprocess. By suspending judgment, one createsa supportive atmosphere where participantsfeel free to generate unusual ideas.
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Unusual ideas are welcome: To get a goodand long list of ideas, unusual ideas are
welcomed. They may open new ways ofthinking and provide better solutions thanregular ideas. They can be generated bylooking from another perspective or setting
aside assumptions. Combine and improve ideas: Good ideas can
be combined to form a single very good idea,as suggested by the slogan "1+1=3". This
approach is assumed to lead to better andmore complete ideas than merely generatingnew ideas alone. It is believed to stimulate thebuilding of ideas by a process of association.
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Problem solving is a process to choose anduse the effective and benefical tool andbehaviours among the different potentialities
to reach the target. It contains scientific method,critical
thinking,taking decision,examining andreflective thinking.
This method is used in the process of solvinga problem to generalize or to make synthesis.
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1-Choosing the topic and emergence of
problem.2-Delimitation of the problem.
3-Planning the application.4-Preparing the working guide.5-Providing the sources.
6-Examining the problem.7-Getting a conclusion.8-Disputating the topics,views and findings.
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A) INDUCTIONIt is like teaching with discoveringmethod.Cases are observed carefully.Thesimilarities and dissimilarities are found.Thenyou can reach the general rule or law with thetechniques "generalization" or "makingabstract" from the similarities.
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B) DEDUCTION
It is reverse of induction technique.Somegeneral laws and rules which are reachedbefore are given to the students and wantthem to apply this method to differentsingular case.The convenience of it to the oneof the case is controlled mentally.
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Research has shown that cooperative learningtechniques;
1.promote students learning and academicachievement
2.increase students retention3.enchance students satisfaction with learning
experience4.help students develop skills in oral
communication5.develop students social skills6.promete students self-esteem7.help to promote positive race relations.
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1.Positive interdepence2.Face to face interaction
3.Individual and group accountability
4.Interpersonal and small-group skilss5.Group processing
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1.Jigsaw2.Three-step interview3.Think-pair-share
4.Round robin brainstorming5.Three-minute review6.Numbered heads7.Team pair solo
8.Circle the sage9.Partners
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1.The teacher can merely provides a settingand atmosphere in which such attitudes andbehaviours may develop.
2.Careful encouragement and direction isneeded constantly by the teacher.
3.The teacher creates and maintains a mutualfeeling of responsibility to achieve group
goals.4.The teacher is responsible for contributing
specific info when needed.
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Cooperative learning is a succesful teaching
strategy in which small teams, each withstudents of diffrent levels of ability, usevariety of learning activities to improve theirunderstanding of a subject. All group
members:-gain confidence from each others effort.
-all group members share a common fate.
-know that ones performance is mutuallycaused by oneself and ones team members.
-feel proud and jointly celebrate when a groupmember is recognised for achievement.
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Students will be able to recognise andpractice individual skills
Students will be able to communicate withother group members,easily
Students will be able to gain anunderstanding of the feeling of others
Students will be able to learn to use body
language
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One of the teaching techniques which teachstudents how to behave in which situation byliving it
Physical environment/costumes/ accessoriesare important,effects the concentration ofstudents
Students use their own imagination thus
improve their creativeness
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Informal drama: no preparation,no writtenmaterial.for ex;traffic accident,
Role playing: students may get preparationfor their role before acting,
Formal drama: completely under the teachercontrol. Everybody uses written material
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Puppets: students use puppets and say whatthey want from behind of the puppets
Pantomime: students use only mime andgestures, no oral acts,such as washing hisface,eating something..
Finger game: especially for younger students.A story is given and want students tocomplete it by making their fingers talk
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It is fun Provides direct involvement in learning on the
part of all students Improves language using Communicating/speaking and listening skills
are improved Allows for exploration on solutions
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Needs too much time Costumes,decors and preparation of physical
environment may create difficulties If students be limited, it may be boring Students may be too self-conscious Not appropriate for large groups Students may feel threatened
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Provides opportunity to recognise andpractice the skills
Improve language usage
Allows for exploration of solutions
The more students involve, the more theylearn
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brainstorming, (n. d. ). Retrieved on april,14, 2007 fromhttp://www.mindtools.com/brainstm.html
brainstorming, (n. d. ). Retrieved on april,14, 2007 fromhttp://en.wikipedia.org/wiki/Brainstorming
http://www.gencbilim.com/odev/odevgoste
r.php?il=eskisehir&id=8317 http://www.dersimiz.com/eyazim/yazi.asp?
id=59
http://www.mindtools.com/brainstm.htmlhttp://en.wikipedia.org/wiki/Brainstorminghttp://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://en.wikipedia.org/wiki/Brainstorminghttp://www.mindtools.com/brainstm.html7/29/2019 TECHNIQUES FOR TEACHING L
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JIGSAW LISTENING1. Divide a class into 3 groups (A,B,C)
2. The group task may be to decide on the best place to gofor a holiday.
3. Group A- listen to a foreign radio broadcast on place of
interest
4. Group B listen to a local radio broadcast
5. Group C- watch a video advertisement where a lot ofextra-linguistic help is given
6. After listened to the tape, forms the class in groups ofthree, each group having an A, B and C.
7. The group uses input from each member to come to agroup decision.