aptitude scale

Difference between co operative learning and collaborative learning

science club

construction of achievement test

Team Teaching

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.