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stages of teaching

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Tilak Bhardwaj

this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.

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Mr. Tilak Bhardwaj (Lecturer) SGT UNIVERSITY GURUGRAM Stages of Teaching : Planning , Implementation, Evaluation and Reflection
Stages of Teaching: Plan, Implement, Evaluate, Reflect • One of the most important (principles of good teaching) is the need for planning. Far from compromising spontaneity, planning provides a structure and context for both teacher and students, as well as a framework for reflection and evaluation’ (Spencer, 2003, p. 25).
• Spencer (2003) notes that there are four fundamental questions a teacher should ask themselves when planning a teaching session. • Who am I teaching? The number of learners and their study level or stage in training. • What am I teaching? The topic or subject, the type of expected learning (knowledge, skills, behaviours). • How will I teach it? Teaching and learning methods, length of time available, location of teaching session etc. • How will I know if the students understand? Informal and formal assessments, questioning techniques, feedback from learners.
Planning…….. • Define your aims and learning outcomes or objectives. • Think about the structure of the session and timing of activities. • Decide on the best teaching and learning methods to achieve the learning outcome. • List content and key topics, and research more if needed. • Refine the lesson plan. • Identify learning resources and support material. • Finalise any linked assessment or evaluation.
Therefore… The planning should be a cyclic process incorporating selection of learning outcomes, strategies for teaching, assessment and reporting, and evaluating the effectiveness of lesson.
Implementation • Good lesson planning is essential for teaching and learning. • It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along with good classroom management techniques, are not in evidence. • Suggested practices for implementation • Establish a positive classroom environment – Make the classroom a pleasant, friendly place – Accept individual differences – Learning activities should be cooperative and supportive – Create a non-threatening learning environment – Organize physical space; eliminate situations that my be dangerous or disruptive
•Establish classroom rules and procedures and consistently reinforce them • Ensure that everyone is paying attention • Ensure that all distractions have been removed • Start with a highly motivating activity • Build lesson upon prior student knowledge • Maintain student attention • Use random selection in calling upon students • Call by names • Ask questions before calling on a student; wait at least five seconds for a response • Be animated; show enthusiasm and interest • Reinforce student efforts with praise • Vary instructional methods
• Provide work of appropriate difficulty • Demonstrate and model the types of responses or tasks you want students to perform • Provide guided practice for students; monitor responses and deliver immediate corrective feedback • Use appropriate pacing. – Be aware of your teaching tempo. – Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be shortened.
• Evaluate what has taken place in your lesson. – Summarize the lesson and focus on positive gains made by students; use surprise reinforces as a direct result of their good behaviour. – Determine if the lesson was successful; were goals accomplished?
• Develop positive teacher/student relationships – Set a good example; be a positive role model – Create an exciting learning environment for all students – Reward good behaviour; create special activities that children will enjoy doing – Correct misbehaviours; have consequences of disruptive behaviour; communicate them to children – Handling disruptions • Keep it short and simple (KISS) • Use a warning system • Defer disruptive behaviour proactively (eye contact, close space between you and student, use head/hand gestures) • Help students be successful • Use planned ignoring (and teach other student to also ignore)
Teaching: 1. Introduce the topic based on previous relevant knowledge of the students. 2. Use suitable teaching learning materials 3. Use ample suitable examples to make the children understand 4. Use appropriate maxims of teaching 5. Use methods, techniques and strategies appropriate to the children. 6. Provide reinforcement and motivation 7. Do evaluation to see the achievement of goal
Evaluation..... Effective evaluation is a continuous, on-going process. Much more than determining the outcome of learning, it is rather a way of gauging learning over time. Learning and evaluation are never completed; they are always evolving and developing. • Evaluation is the process of determining the extent to which the objectives are achieved. • It is Concerned not only with the appraisal of achievement, but also with its improvement. • Evaluation is a continuous and a dynamic process. Evaluation helps in forming the decisions.
• A variety of evaluative tools is necessary to provide the most accurate assessment of students' learning and progress. Dependence on one type of tool to the exclusion of others deprives students of valuable learning opportunities and robs you of measures that help both students and the overall program grow. • Evaluation must be a collaborative activity between teachers and students. Students must be able to assume an active role in evaluation so they can begin to develop individual responsibilities for development and self- monitoring. • Evaluation needs to be authentic. It must be based on the natural activities and processes students do both in the classroom and in their everyday lives. For example, relying solely on formalized testing procedures might send a signal to children that learning is simply a search for “right answers.”
Reflections • Reflection is a critical process for supporting your growth and development as a professional. At the end of each lesson, you should reflect on the experience and analyze its effectiveness. This part of the process consists of two parts: the reflection and the analysis. • The Reflection: The reflection component should make you think about your overall impressions and feelings that you had. You also might address something that surprised you or something that made you pause. Questions to consider in your reflection: 1. What aspects of your lesson were implemented differently than you planned? Why did that happen? 2. If you were going to teach this lesson to the same group of students, what would you do differently? Why? What would you do the same? Why? 3. What surprised you in your lesson? 4. Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so perplexing about that particular moment? 5. What connections can you make to your lesson today from your coursework, the literature, and any previous lessons or experiences? The Analysis:
The analysis: The analysis part addresses the lesson’s effectiveness General questions to consider in your analysis. 1. To what extend did the students learn what was intended? How do you know? As part of your answer, please indicate: 2. In what ways were your teaching methods effective? How do you know? 3. In what ways were your activities effective? How do you know? 4. In what ways were the instructional materials effective? 5. How did any special considerations of accommodations affect the lesson?
1. Identify an individual or group of students who had difficulty in today’s lesson. How do you account for this performance? How will you help this (these) student(s) achieve the learning objectives? 2. Identify an individual or group of students who did especially well in this lesson today. How do you account for this performance? 3. Based on what happened in this lesson, what are the next steps? What do you plan to teach next to this class? Be sure to explain how you will use information from this evaluation in future lesson planning.
Thank you

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stages of teaching

  • 1. Mr. Tilak Bhardwaj (Lecturer) SGT UNIVERSITY GURUGRAM Stages of Teaching : Planning , Implementation, Evaluation and Reflection
  • 2. Stages of Teaching: Plan, Implement, Evaluate, Reflect • One of the most important (principles of good teaching) is the need for planning. Far from compromising spontaneity, planning provides a structure and context for both teacher and students, as well as a framework for reflection and evaluation’ (Spencer, 2003, p. 25).
  • 3. • Spencer (2003) notes that there are four fundamental questions a teacher should ask themselves when planning a teaching session. • Who am I teaching? The number of learners and their study level or stage in training. • What am I teaching? The topic or subject, the type of expected learning (knowledge, skills, behaviours). • How will I teach it? Teaching and learning methods, length of time available, location of teaching session etc. • How will I know if the students understand? Informal and formal assessments, questioning techniques, feedback from learners.
  • 4. Planning…….. • Define your aims and learning outcomes or objectives. • Think about the structure of the session and timing of activities. • Decide on the best teaching and learning methods to achieve the learning outcome. • List content and key topics, and research more if needed. • Refine the lesson plan. • Identify learning resources and support material. • Finalise any linked assessment or evaluation.
  • 5. Therefore… The planning should be a cyclic process incorporating selection of learning outcomes, strategies for teaching, assessment and reporting, and evaluating the effectiveness of lesson.
  • 6. Implementation • Good lesson planning is essential for teaching and learning. • It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along with good classroom management techniques, are not in evidence. • Suggested practices for implementation • Establish a positive classroom environment – Make the classroom a pleasant, friendly place – Accept individual differences – Learning activities should be cooperative and supportive – Create a non-threatening learning environment – Organize physical space; eliminate situations that my be dangerous or disruptive
  • 7. •Establish classroom rules and procedures and consistently reinforce them • Ensure that everyone is paying attention • Ensure that all distractions have been removed • Start with a highly motivating activity • Build lesson upon prior student knowledge • Maintain student attention • Use random selection in calling upon students • Call by names • Ask questions before calling on a student; wait at least five seconds for a response • Be animated; show enthusiasm and interest • Reinforce student efforts with praise • Vary instructional methods
  • 8. • Provide work of appropriate difficulty • Demonstrate and model the types of responses or tasks you want students to perform • Provide guided practice for students; monitor responses and deliver immediate corrective feedback • Use appropriate pacing. – Be aware of your teaching tempo. – Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be shortened.
  • 9. • Evaluate what has taken place in your lesson. – Summarize the lesson and focus on positive gains made by students; use surprise reinforces as a direct result of their good behaviour. – Determine if the lesson was successful; were goals accomplished?
  • 10. • Develop positive teacher/student relationships – Set a good example; be a positive role model – Create an exciting learning environment for all students – Reward good behaviour; create special activities that children will enjoy doing – Correct misbehaviours; have consequences of disruptive behaviour; communicate them to children – Handling disruptions • Keep it short and simple (KISS) • Use a warning system • Defer disruptive behaviour proactively (eye contact, close space between you and student, use head/hand gestures) • Help students be successful • Use planned ignoring (and teach other student to also ignore)
  • 11. Teaching: 1. Introduce the topic based on previous relevant knowledge of the students. 2. Use suitable teaching learning materials 3. Use ample suitable examples to make the children understand 4. Use appropriate maxims of teaching 5. Use methods, techniques and strategies appropriate to the children. 6. Provide reinforcement and motivation 7. Do evaluation to see the achievement of goal
  • 12. Evaluation..... Effective evaluation is a continuous, on-going process. Much more than determining the outcome of learning, it is rather a way of gauging learning over time. Learning and evaluation are never completed; they are always evolving and developing. • Evaluation is the process of determining the extent to which the objectives are achieved. • It is Concerned not only with the appraisal of achievement, but also with its improvement. • Evaluation is a continuous and a dynamic process. Evaluation helps in forming the decisions.
  • 13. • A variety of evaluative tools is necessary to provide the most accurate assessment of students' learning and progress. Dependence on one type of tool to the exclusion of others deprives students of valuable learning opportunities and robs you of measures that help both students and the overall program grow. • Evaluation must be a collaborative activity between teachers and students. Students must be able to assume an active role in evaluation so they can begin to develop individual responsibilities for development and self- monitoring. • Evaluation needs to be authentic. It must be based on the natural activities and processes students do both in the classroom and in their everyday lives. For example, relying solely on formalized testing procedures might send a signal to children that learning is simply a search for “right answers.”
  • 14. Reflections • Reflection is a critical process for supporting your growth and development as a professional. At the end of each lesson, you should reflect on the experience and analyze its effectiveness. This part of the process consists of two parts: the reflection and the analysis. • The Reflection: The reflection component should make you think about your overall impressions and feelings that you had. You also might address something that surprised you or something that made you pause. Questions to consider in your reflection: 1. What aspects of your lesson were implemented differently than you planned? Why did that happen? 2. If you were going to teach this lesson to the same group of students, what would you do differently? Why? What would you do the same? Why? 3. What surprised you in your lesson? 4. Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so perplexing about that particular moment? 5. What connections can you make to your lesson today from your coursework, the literature, and any previous lessons or experiences? The Analysis:
  • 15. The analysis: The analysis part addresses the lesson’s effectiveness General questions to consider in your analysis. 1. To what extend did the students learn what was intended? How do you know? As part of your answer, please indicate: 2. In what ways were your teaching methods effective? How do you know? 3. In what ways were your activities effective? How do you know? 4. In what ways were the instructional materials effective? 5. How did any special considerations of accommodations affect the lesson?
  • 16. 1. Identify an individual or group of students who had difficulty in today’s lesson. How do you account for this performance? How will you help this (these) student(s) achieve the learning objectives? 2. Identify an individual or group of students who did especially well in this lesson today. How do you account for this performance? 3. Based on what happened in this lesson, what are the next steps? What do you plan to teach next to this class? Be sure to explain how you will use information from this evaluation in future lesson planning.