Team
Teaching
Team teaching introduced for proper
staff utilization and as effective technique of instructions team teaching
first appeared in education interest in 1957. According to drump team teaching
is an arrangement thereby more teachers with adjustment plan, instruction and
evaluate co-operatively or more class group in order to take advantage of the
respective special competences as teacher. According to Harold S.Davis “Team
teaching may be consider to be any form of teaching in which or more teacher
regularly and purposefully share responsibilities for the planning and
correlating of lessons to 1 or more classes of students.
According to chaplin, “Team teaching
is a type instructional organization involving teaching team the studens
assigned to them, in which 2 or more teacher are given responsibility working
together for all or a significant part of instruction of the same group of
student.
Purpose of Team
Teaching
1.
The goal team teaching is improvement of Teaching
through a better utilization of a group of teacher.
2.
Team teaching utilize teacher specialized expert,
interest, instruction skill, time and energy.
3.
It answers effective planning as well as
instruction.
4.
It answers preparation of lessons, materials and
other aids to create motivation among the students and better learning
situation.
5.
The team concept itself these possibility of variety
in instruction based on pooled talent of the teacher.
(a) Characteristics of Team teaching
A teacher has to function as a
Diagnosticusim or Diagnostician role able to analyse the condition affecting
students learning and to determine the cause of failure.
(b) Facilitator
Able to use group dignamies
independent study facilitate learning.
(c) Technician
Able to operate mechanical aid in instructs.
(d) Evaluation
Able to judge the success of
teaching and to observe changes in behaviour.
2) Regrouping of
students
Generally the class since varies
from 35 to 55 students. In Team teaching of 2 to 3 classes or regrouped
together thus pulting 100 to 120 students together at a time students can also
be grouped on the basis of subject.’
3) Rescheduling
of time
In team teaching there is a small
group of teachers importing instruction to a large group of students under such
situation, schedule is rearranged as per needs subject. It can not function on
the pattern of regular classes going on in a school.
4) Redesign
teaching space
Generally classrooms of have been
the accepted school pattern since the group of students is large the space
needs of the working team or different then those of the regular classes. For
large groups of students, there will be a need of large rooms.
5) Common time
of planning
It is evident that co-operative
planning is the foundation of effective team teaching. If the team numbers want
to use varied methods of teaching, if they make use of audio visual aids, if
they arrange content and teaching strategies together or want to do effective
evaluation, there will be a need of common time for all team members to plan.
This is of great significance.
6. Integration
of learning
Integration of learning in a
meaningful way. The team structure offers opportunist for reflective and
creative work where teacher can arrange learning in a meaningful way. In this
approach teachers of different talents are grouped together and they integrate
this talents to organize learning in an effective manner.
7. Development
of Resource Center
In a school resource center are
established for all groups studies. Types of Team.
Single subject
teams
In single subject team teaching 2 or
more teacher agree to teach the same subject at a particular grade level to the
sample group in a common period. If 2 teacher constitute the team, the student
group 50-60 pupils. If there are more than 2 teacher in the team 100-150
peoples can be grouped together.
Inter
disciplinary teams
In a inter disciplinary teams,
teacher of different subjects assume responsibility for the same large group
and are given a block of time in which 2 or 3 with them.
Hierarchical
team
Some teams are diarchal in nature,
consisting teachers aids, character and assistance classification.
In this teams one professional
teacher his as team leader. And function as admistrator in charge. The removing
teacher perform professional duties.
Synergetic
teams
There are some teams which work
together as a team and their minimum of chiarchial approach. Generally the
approach is as follows.
1.
There are 3-7 teachers as team members.
2.
There is different levels of responsibility of
teacher.
3.
Juniour teachers took after supervisory work.
4.
The purpose is to do team work.
5.
In their classroom teachers product the professional
autonomy of each other.
6.
The program is organized in such a way that talent
of all teacher is utilized.
7.
Class size depends on flexible scheduling approach.
8.
Team teacher make effective use of audio visual aids.
Minimum
essential for team teaching
1.
Proper selection teachers for constituting a team is needed.
2.
There is a need of common planning time.
3.
There is a need of a feeling of share
responsibility.
4.
There should be adequate room facility.
5.
Schedule arrangement should be flerxiful and
purposeful.
6.
There is a need of carefully plant objectives base
instruction and evoluation.
Advantage
of team teaching
1.
Co-operative planning among teacher for an effective
teaching is one of the major advantage.
2.
Utilization of each teacher competency for the
improvement of teaching.
3.
Utilization of instructional material or technical
equipments for teaching.
Limitation
of team teaching
1.
Grouping a large number of students together make
individualized instruction a difficult tast.
2.
Sometime poor planning makes teaching ineffective.
3.
There is shortage of teacher who can function as
team leader.
4.
Scheduling team classes is not easy.
5.
Development harmonious team of teachers is difficult.
Seminar
technique
Meaning
and Definition of seminor techniques
A Seminor as an instructional
technique involves generating a situation for a group to have guided
interaction among themselves on a theme which is generally presented to the
group by one or more members.
Seminar is an instructional
technique of higher learning which involves paper reading on a theme and
followed by the group discussion to clarify the complex aspects of the theme.
Objectives of
seminar technique
1.
Cognitive objectives
This technique creates the
learning situations so that the following higher cognitive objectives may be
realised.
1.
To develop the ability of keen observation
experiences, feelings and to present them effectively.
2.
To develop the ability of responding, in this manner
would involve higher cognitive actions, valuing organizing and characterization
of quick comprehension of the situation, examination, of it against the
knowledge he possess and construction of his reations to the situation.
Affective
objectives
1.
To develop the feeling of tolerance the opposite
ideas of others.
2.
To acquire the good manners of putting questions and
answering the question of other effectively.
3.
To develop the emotional stability among the
participants of the seminar.
Roles in seminar
technique
In organizing a seminar the
following roles are performed.
Role of the
organizer
An organizer to plan and prepare the
whole programme of the seminar. He decides the topic or theme of the seminar
and assigns the different aspects of theme to different person who have to play
the role of speakers. The date, time, place and suggests the name of convenor
of the seminar.
Role of
president
The participants propose the name of president in suggesting the name of
chairman, it should be taken in consideration that the person must be well
acquainted with the theme of seminor. At the end he has to summarize the
discussion and may present his view point on the them. He has to give thanks to
the speakers, participants guests and deservers.
Role of speakers
The speaker prepare the topics
thoroughly and cyclostyle copies of the papers are prepared and these are distributed among the
participants. So that participants should also prepare themselves on the theme.
The speaker should be ready to defend the questions. The speakers should have
the tolerance of anti-ideas or criticism of others.
Role of participants
The participants of the seminor
should be well acquainted with the theme. They should appreciate the
performance of the speakers. They should be able to seek clarification and put
questions. They should not put question directly to the speakers. There are 25
to 40 participants in the seminar.
Role of
observers
Some quests and observers and also
invited and allowed to observe the activities of the seminar. They should be
allowed at the end to discussion and present their observations their
observations by permission of the chairman.
Procedure of the
seminar
As an instructional technique
seminar involves creating a situation for a group to have guided interaction among
themselves on a theme which is generally
presented to the group by one or more members. The person who presents the
theme should have studied the theme
thoroughly before hand.
This organsied material is put in
the form of a paper circulated among members in advance. After the theme is
presented, it is discussed by the group. During the discussion participants may
1.
Seek clarifications of the theme presented.
2.
Make observations in the light of their knowledge
and experience regarding the theme and
3.
raise issues relating to the theme for further analysis
and evaluation.
Proceeding of the seminor are
guided by a chairman who should be knowledgeable about the theme. His role
would be to keep the discussion on track, stimulate maximum precipitation and
consolidate the viewspoints expressed at appropriate stages.
Seminor sufficient time should be
allowed for the discussion session. The interaction in a seminar is likened to
the field of forces in machine. In seminar different viewpoints or even
opposite opinions, will not result in neutrality but will induce further
thinking among participants. In this case the individual is benefitted as he is
either led to further analysis and evaluation of his view points, or helped in
validating and thus strengthening them.
Advantages of a
seminar
1.
It is potential to develop several abilities among
participants.
2.
Certaom affective attributes like tolerance for
other’s views, openness to ideas, co-operation with others, emotional stability
and respect for others feelings may he inculcated among the participants during
the course of such sessions.
3.
Due to seminar the thinking power, different higher
cognitive abilities like, analytical and critical thinking, synthesing and
evaluating the ideas tend to be developed.
4.
Seminar has great instructional value as it makes
the instruction learner – centered and provides for learning through enquiry
based on the natural inquisitiveness in human beings.
5.
A concomitant affect of seminar as instructional
technique is the development of better learning habits. It leads the learner
get induced to pursue independent study, engage in post-seminar discussion
covering the theme to develop critical
outlook to any idea thereby teaching the learner to self-initiated learning is
more permanent in nature.
6.
This natural learning establish an protant place for
seminar technique at all level of instruction, though it is mainly confined to
higher education.
Essentials for
seminar
1.
It is presumed that the seminar technique demands
maturity in terms of language, social and emotional make up and the facility to
deal with abstractions.
2.
It should
have an abstract them to be presented and discussed.
Types of seminar
There are four
1.
Mini – Seminar
2.
Main – Seminar
3.
National Seminar and
4.
International Seminar
1.
Mini – Seminor
A semi – organized to discuss a
topic in a class is known as mini-seminar. Its purpose is to train the students
for organizing the seminar and play different roles. Such seminar should be
organized before the main seminar.
2. Main seminar
Such seminars are organized at
departmental level or institutional level on a major theme. All the students
and staff members take part in main seminars. Main seminars as organized weekly
or monthly in – departments.
3. National
seminar
It is organized by an association or
organization at national level. The secretors of the seminar prepare the
schedule theme, time, dates, days and venue. Experts are invited on the theme
of the seminar. NCERT organizes such seminar at national level, education
technology, population education, Distance education, Non-formal education.
4. International
Seminar
Umesco and other international
organization organized nation can also organize such seminars on international
theme.
Limitation of
seminar
1. A Seminar
technique can not be used on all levels of education but only on higher level
of education.
2. A Seminar can
not be organized on all the content of a subject matter. Its theme should be
such on which discusses may be held.
3. In seminar
during discussion anti-ideas and favourable ideas on the theme. Both try to win
over the other. Therefore, the purpose of the seminar is not served. The
chairman should discourage this type of discussion.
4. Criticism
made for the sake of criticism. The instructional situation of such discussion
is not conducive for learning.
5. When a
seminar is being organized habitual speakers dominate the discussion. Thus the
discussion confines only to few person rather than whole group.
Symposium
Technique
Meaning
and Definition
According to plato the symposium is
mean “Good dialogue”. According to God symposium intellectual recreation or
enjoyment.
The recent meaning of the term is a
meeting of persons to discuss a problem or theme.
“The symposium technique / forum
serves as an excellent device for informing an audience, gystalizing opinion
and general preparing the listeners for arriving at decision, policies, value,
judgement or understanding.
Objectives of
symposium
The following are main objectives of
the symposium technique.
1.
To identify and understand two various aspects of
theme and problems.
2.
To develop the ability to decision and judgment
regard a problem.
3.
To develop the values and feelings regarding a
problem.
4.
To enable the listeners to form policies regarding a
theme or problem.
Mechanism of
symposium Technique
The symposium is a type of
discussion, in which two or more speakers, talks from ten to twenty minutes,
develop individual approaches or solutions to a problem or present aspects of a
policy, process or programme. The speeches are followed by questions or
comments from the audience, as in the panel forum.
The chairman of the symposium introduces
the topic, suggests something of its importance. The symposium forum serves an
excellent device for informing an audience, crystallizing opinion and in
general preparing the listening for arriving at decision, policies, value judgment or understanding.
All members of the performing group
can sit in a straight line behind a table or an adjoining chair, with the
chairman in the middle or to one side of the speakers.
Precautions for
symposium
1.
Preparation
The moderator should prepare the speakers
and know the rules of procedures, sequence of speaking and way in which the
forum will be conducted.
2.
Comprehensive Approach
The chairman should not attempt
to stack the cards by omitting or ignoring vital phases of the problem as he
selects or delegates his speakers. To distort omit an important point of view
deliberately is to invite disaster.
3.
Planning questioning period
In all the forum situations the chairman
must plan very carefully for the questioning period that follows the prepared speeches,
unless he wishes to risk boredom or bedlum.
4.
Some subjects for symposium
1.
Use of television for education
2.
Scope of distance education in our education.
3.
Semester system in education
4.
Causes of students unrest
5.
Use of miro teaching in teacher education.
6.
Use of team – teaching in the school.
7.
Use of action research in classroom teaching.
8.
Scope of education technology in our education.
Characteristics
of symposium
1.
It provides broad understanding of a topic or a
problem.
2.
It provides opportunity to the listeners to take
decision about the problem.
3.
It is used for higher classes to discuss specific
themes and problems.
4.
It develops the sense of co-operation and
adjustment.
5.
It provides different views on the subject of the
symposium.
Limitations of
symposium
1.
The chairman has no control over the speakers as
they have full freedom to prepare the theme for discussion. They can present
any aspent of the theme or problem.
2.
There is a probability of repetition of the conduct
because every speaker prepares theme as a whole. It creates difficulty of understanding
to the listerers.
3.
The different aspect of theme are presented simultaneously.
Therefore the listeners are not able to understand the theme correctly.
4.
The listeners remain passive in the symposium because
they are not given opportunities to seek clarification and put questions.
5.
The discussion and presentation of theme is not
summarized at the end. The participants take decision according to their own.
Workshop
Technique
Introduction
The new innovation and practice of
education are introduced by organizing workshop in which persons are trained to
use new practice in their teaching learning process. The workshops are
organized to develop the psychomotor aspects of the learner regarding practices
of new innovations in area of education.
Definition
of workshop Technique
Workshop is defined as assembled
group of low to twenty five persons who a common interest or problem. They meet
together to improve their individual and skill of a subject through intensive
study research practice and discussion.
Source
of Workshop Technique
In these workshops persons has to do
some task with their hands to produce something. Eg. Railway workshop, Roadways
workshop etc. Under these workshops railways engines are repaired and
manufactured.
Similarly workshops are organized in
education to prepare questions on the subjects in question bank workshops. The Participants
are given knowledge and training for preparing questions in the workshop. The
word workshop has been borrowed from technology.
Objectives
of workshop
a) Cognitive
objectives
The
workshop are organized to achieve the following cognitive objectives.
1. To
solve the problems of teaching profession.
2. To
identify the educational objectives in the present context.
3. To
develop an understanding regarding the use of a theme and problem.
Psychomotos
objectives
The following objectives are
achieved by the technique.
1. To
develop the proficiency for planning and organizing teaching and instructional activities.
2. To
develop the skills to perform a task independently.
3. To
train the persons for using different approaches of teaching.
4. To
seek explore and identify the solutions to a problem.
5. To
provide awareness and training of new practice in education inservice teachers.
6. To
encourage a high degree of individual participation.
7. To
permit group determination of goal and method.
Procedure
for workshop
Generally workshop are organized for
three to ten ways. The period of workshop may be 40 days, depending on the nature
of task assigned to the workshop.
Preparation
Source – persons or experts are
invited to provide the awareness and understanding of the topic. Trainee, or
participants are given opportunities to see the clarification. Experts provide
suitable illustration and steps for using it in classroom teaching or
education.
Work
in Groups
Now the group is devided into small
groups. A source person or expert is assigned to provide the guidance for the
work to be performed. He provides guidance and supervises the work of each
trainee of the group.
Every participant has to work
individually and independently. Every trainee has to complete his task within
the given period. At the end they meet in their groups and discuss and present
their task to be completed.
Reporting
At this stage all groups meet at one
place present their reports of work done at second stage. The participants are
given opportunities to comment and give suggestions for further improvement.
Usual formalities are observed at the end of the workshop.
Follow
– up
The trainees go back to their
institution and examine its workability and usability in their institutions.
The participants are invited to meet again and present their experiences
regarding applicability of their topic or new practice. They may give some
practical suggestions in this context. A report is also prepared of workshop.
Some
subjects for workshop
1. New
formate of lesson – planning
2. Preparing
objective type tests which are objective centred.
3. Action
research projects for classroom problems.
4. Workshop
on micro-teaching, on construction.
5. Workshop
on how to prepare research synopsis or proposals.
6. Workshop
on non-formal education.
Role
in Workshop
1.
Organiser of the workshop Technique
:
Whole
programme and schedule is prepared by the organizer. The date, days, venue of
workshop are decided by him. The work shops are also organized by certain
institutions the NCERT.
2.
Convener in first stages :
At
first stage theoretical aspects are discussed by the experts on the theme of
the workshop the convener is acquainted with theme of the workshop. He has to conduct
work of this stage and the has to deserve the formalities and key role of the
workshop.
3.
Experts or Resource Persons
He play an important role in
providing theatrical and practical aspects of the theme. They provide guidance
to participants at every stage and brain them to perform the task effectively.
4.
Role of participants or Traninees
The participants should
have interested and have to acquire understanding of the themes. Then they have
to practice and perform the tasks with great interest and seek proper guidance
from the experts. They should try to carry the concept to their classroom and
may suggest some modification in using the concept in classroom. The
effectiveness of any workshop technique depends upon the involvement of the
participants in the tast.
Advantage
of workshop technique
1. It
is a technique which can be effectively used for developing understanding and
proficiency for the approaches and practices in education and professional
efficiency.
2. The
teaching proficiencies can be developed by using the workshop technique for
inservice teachers.
3. It
develops the feeling co-operation and group work.
4. It
provides the situation to study the vocational problems.
5. The
new practices and innovations are introduced to inservice teachers.
Limitation
of Workshop
1. The
workshops in education are seminar cum-workshop on any problem.
2. The
workshop can not be organized for large group so that large number of persons
are trained.
3. The
teachers do not take interest in practical work or to do something in
productive form.
4. It
requires a lot of time from participant and staff. A large number of staff
members are needed to handle participation.
5. It
demands special facilities or materials participants must be willing to work
both independently and co-operatively.
