APPROACH

 It is a conjunction of ideas related to the nature and teaching of a giver

language.

 It refers to theories about the nature of language and language learning.

 It describes how people acquire their knowledge of the language and makes
statements about the conditions which will promote succesful language
learning offers a model of language competence.

 It is the lev theory and i beliefs are reflected which a whole regarding a
language and its learning. It is a much wider concept than a method and
techniqu

 It is the source of the principles and practices of language teaching

 It describes how a language is used and how its constituent parts interlock

TECHNIQUE

 It's each specific strategy that we use in the classroom.

 It is a tool that is used to obtain an immediate result.

 It's what really happens in the classroom, in the actual teaching.

 These techmques must be coherent with the method, and therefore, they
must be in harmony with the approach.

 Some techniques can be found in different methods whereas other ones are
specific to a given method

METHOD

 It is considered the practical realization of an approach.

 procedures, a system that clearly explains how to teach a language

 It isunderstood as a group of skills to be taught-, roles of teachers and

learners, kinds of materials to use).

 (syllabus organization contents & It is understood as a group of procedures,

a system that clearly explains how to teach a language (contents and skills to
be taught

 The method is based on a specific approach. The approach is axiomatic

whereas the method is procedural.

 When a m d has fixed procedures, [Link] by a clearly articulated

approach, it is easy to describe. However, if a method tekes procedures and
techniques from a wide variety of sources, that is that they are used in other
methods or are mentioned by other beliefs, it will be very hard to continue
describing it as a method. How should it be categorized then?
TWO TYPES OF APPROACHES

DIRECT APPROACHES Expository Method Directive

Deductive
Demonstrative

INDIRECT METHOD Exploratory Method Inductive

Exploratory
Reflective
Constructivism
Problem solving
Laboratory
Inquiry
Metacognition

When to use:

Direct Instruction/Expository Guided Instruction/Eoratory

 Content oriented Experience oriented

 Factual Information Developmental/formulation of

concept, principles, skis attitudes,
and values
 Similar information directly
available no effort to look for it Information not avalable-needs to be
discovered yet

Criteria for a good personalised learning

1. The pedagogical approach didactic process:
WHO?(subject)
a)HOW organised
b) What TOOLS/software PEDAGOGICAL
APPROACH:

2. The object/content of learning

WHAT is the content WHAT?(Object)

3. The subject/intended for the actors

WHO is involved

DEDUCTIVE INDUCTIVE

INFORMATION THEORY
PATTERN HYPOTHESIS
TENTATIVE HYPOTHESIS OBSERVATION
THEORY CONFIRMATION

DEMONSTRATION APPROACH
Demonstration Approach is a teaching strategy in which the teacher
engages "in a learning task other than just talking about it".
 Aims of Demonstration Method
 To teach a skill, concept or principle
 To demonstrate delicate work involving careful manipulations
 To achieve psychomotor and cognitive objectives

INDIRECT GUIDED/ EXPLORATORY APPROACH

Indirect instruction method is best used when the learning process is

inquiry-based, the result is discovery and the learning context is a problem. This
can come as
1) Inquiry method/discovery method
2) Problem solving method
3) Project method

2. INQUIRY TACHING
"Discovery teaching and discovery learning"
commonly used in higher level thinking.
 Teacher in the inquiry approach, poses a problem, ask questions and
facilitates dialogues.
 Inquiry approach relies heavily on the ability of both teachers and students to
discuss.

REFLECTIVE TEACHING STRATEGIES

Self Analysis Writing Journal Keeping a Portfolio

Keep a record of Includes;A description Includes a students
his/her Success of the teaching/learning first-hand observation
or failure in [Link] of the event and personal knowledge
employing a C. Value or worthiness that will be needed on
strategy of the outcomes and analyzing changes
Problems and D. causes of success or in values being developed.
issues
Confronted,
and
Significanc
e of learning
events that

Organizing the topic

 Prepare lesson planeeping in mind
1. Relevance
2. Sequence
3. Editing
4. Time management
Reinforcement
 Make the lesson both comprehensive and interesting by Reinforcing with
1. Facts and figures
2. Problems/exercises
3. Giving Examples
4. Making it a two way lecture discussion by asking few questions(particularly the
students who are not attentive.

Stimulation
 Make it more interestin and lively by
1. Repetition of the main points
2. Stressing the important ones
3. Pauses to make something more effective
4. Relevant personal experiences
5. Purposeful body movements, gestures, voice modulations, eye contact etc.

Teacher is the main one

 Teacher teachers (not the black board, OHP or PPT)

Teaching flows
 Teaching is a flow of thoughts Stream of thoughts).
 It is a continuous process, hence there should be no unwanted interruptions.

Summarizing
 Summarize your lecture
 By checking whether you have lained all the learning objectives you have choen.
 Just repeat your learning objectives giving stress on main points.
 Please note that summarization is not evaluation or assessment of impact of your
lecture. It completes just delivery of lecture, but does not measure the impact of
lecture on the audience.

Impact Assessment
 Can be done in several ways
 One sided (by teacher himself)
 Two sided (teacher and student)
 third party assessment

Evaluation
 Self designed using the understanding of the lening objectives of the lecture as
criteria.
 Or
 Basing on the basics of any lecture like the content, quality of presentation etc

Learning objectives score

 You can give points to components of lecture and grade yourself or get it done by the
student or third party.
 Example: 10 marks score
 1 mark each for Set induction, Organizing lesson, Reinforcement, Stimulation, Vocal
clarity, Expressions, Relevance, Sequence,
 Preparation of slides, Usefulness to the student,

Excellent lecture= scored 8-10 points; good lecture-6-8 points; average lecture=4-6
points; poor lecture=<4 points

Teaching
 Teaching is an a + (not just reading from a book and reproducing in the class room).

Managing the students

 Don't throw the blame on the sudents for your failure to create an impact with your
lecture.
 Students are immature, less skilled, emotional and You are mature, more skilled and
composed.

Best way to control the students is by giving them best lectures.

Functions of Teaching/ Roles and Responsibilities of Teachers

What is teaching?
 Teaching is a process intended for learning by inducing a behavioural change in the
taught.
 It is an art of communicating a message with impact on audience.
 Pedagogy is an art or profession of teaching.

Why teaching
 Teaching creates knowledge awareness and feelings in the taught and brings about
behavioral change.

TEACHING PROCESS

Teacher Message Taught

Well prepared (CABS) SANITIZED

CLEAR AND PERSPECTIVE

ACCURATE
BRIEF
SPECIFIC

No communication barriers

LEARNING CYCLE

COGNITIVE DOMAIN PSYCHOMOTOR AFFECTIVE

DOMAIN

KNOWING BEING DOING

KNOWLEDGE ATTITUDE PRACTICE

TEACHING

Teaching equips
 Cognitive domain with kno vledge and psychomotor domain with feelings and
interest.
 Both these domains affect the affective domain to do or practice.
 If this practicing of teaching is done on regular basis with positive feeling, liking for
the subject, subject will be internally absorbed and retained (internalization)
 Whenever the it is needed, the cognitive domain provides or recalls the stored facts
and concepts automatically(automatism)
 Then one can profess about the subject.
Who is a Professor?
 Once the affective domain is enriched with knowledge and positive attitude
 Internalization of the subject (subject will be assimilated) will occur.
 Internalization will lead to development of automatism (recalling the concepts and
the facts about subject automatically) and command over the subject.
 Then he can profess about that subject becomes a professor)

TYPES OF TEACHING
 ACTIVE
 PASSIVE
 LEARNER ORIENTED
 TEACHER ORIENTED

Teaching methods
1. Lecture
2. Lecture discussion
3. Seminar
4. Symposium
5. Panel discussion
6. Group discussion
7. Tutorials
8. Role play
9. Integrated teaching (horizontal and vertical)
10. Talking point sessions
11. Workshops
12. Conferences

Criteria of good teaching

 Cood Concept (thorough preparation)
 Organized Content(lesson planning)
 Good Quality and optimum quantity
 Sequence
 Relevance
 Learner oriented

TEACHING PRACTICE
1 GET INDUCTION
2. INTRODUCING TOPIC
3. TOPIC ORGANIZATION
4. REINFORCING OR STIMULATING
5. SUMMARIZING

Set induction
 Bringing the mood of the audience into the topic.
 Make sure that your audience is ready to receive the message you are going to
deliver by any means which will make them attentive and receptive like:
1. Verbal questioning
2. Handouts
3. Problem/exercises

Introduction to the topic

 Introduce the topic to the students by means of
1. Title
2. Learning objectives
3. Performance objectives