1. E-Learning Teaching Methods

2. Drama Technique

5. DRAMATIZATION One of the teaching techniques which teach students how to behave in which situation by living it One of the teaching techniques which teach students how to behave in which situation by living it Physical environment/costumes/ accessories are important, effects the concentration of students Physical environment/costumes/ accessories are important, effects the concentration of students Students use their own imagination thus improve their creativeness Students use their own imagination thus improve their creativeness

6. OBJECTIVES Students will be able to recognize and practice individual skills Students will be able to recognize and practice individual skills Students will be able to communicate with other group members, easily Students will be able to communicate with other group members, easily Students will be able to gain an understanding of the feeling of others Students will be able to gain an understanding of the feeling of others Students will be able to learn to use body language Students will be able to learn to use body language

7. SOME SUB-TECHNIQUES ARE USED; Informal drama: no preparation, no written material. for ex; traffic accident, Informal drama: no preparation, no written material. for ex; traffic accident, Role playing: students may get preparation for their role before acting, Role playing: students may get preparation for their role before acting, Formal drama: completely under the teacher control. Everybody uses written material Formal drama: completely under the teacher control. Everybody uses written material

8. Puppets: students use puppets and say what they want from behind of the puppets Puppets: students use puppets and say what they want from behind of the puppets Pantomime: students use only mime and gestures, no oral acts,such as washing his face, eating something.. Pantomime: students use only mime and gestures, no oral acts,such as washing his face, eating something.. Finger game: especially for younger students. A story is given and want students to complete it by making their fingers talk Finger game: especially for younger students. A story is given and want students to complete it by making their fingers talk

9. ADVANTAGES; It is fun It is fun Provides direct involvement in learning on the part of all students Provides direct involvement in learning on the part of all students improves language using Communicating/ speaking and listening skills are improved improves language using Communicating/ speaking and listening skills are improved Allows for exploration on solutions Allows for exploration on solutions

10. DISADVANTAGES: Needs too much time Needs too much time Costumes, decors and preparation of physical environment may create difficulties Costumes, decors and preparation of physical environment may create difficulties If students be limited, it may be boring If students be limited, it may be boring Students may be too self-conscious Students may be too self-conscious Not appropriate for large groups Not appropriate for large groups

11. Cooperative Learning Technique

12. COOPERATIVE LEARNING TECHNIQUE Coopeartive learning is asuccesful teaching strategy in which small teams, each with students of different levels of ability,use variety of learning activities to improve their understanding of a subject. Coopeartive learning is asuccesful teaching strategy in which small teams, each with students of different levels of ability,use variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping team Each member of a team is responsible not only for learning what is taught but also for helping team Student work trough the assignment until all the members succesfuly understand and complete Student work trough the assignment until all the members succesfuly understand and complete

13. Four- and Six-Cluster Seating Arrangements

14. What makes a TEAM different than a group?

15. What is a Team? Teams differ from groups because they include the following basic elements of cooperative learning: Goals are shared Goals are shared Information is circulated Information is circulated Roles are assigned Roles are assigned Materials are managed Materials are managed Teammates depend on each other to complete tasks successfully Teammates depend on each other to complete tasks successfully Students gain respect for each other’s contributions to the team Students gain respect for each other’s contributions to the team

16. 1.gain confidence from each other’s effort (your success benefits me and my success benefits you.) 2.recognize that all group members share a commen fate 3. know that one’s performance is mutually caudes by oneself and one’s team members(we can not do it without you.) 4.feel proud and jointly celebrate when a group member is recognized for achievement.(we all congratulate you on your accoplishment.)

17. ELEMENTS OF COOPERATIVE LEARNING 1.Positive interdepence 2.Face to face interaction 3.Individual and group accountability 4.Interpersonal and small-group skills 5.Group processing

18. We Learn: 10% of what we read 10% of what we read 20% of what we hear 20% of what we hear 30% of what we see 30% of what we see 50% of what we both see and hear 50% of what we both see and hear 70% of what is discussed with others 70% of what is discussed with others 80% of what we experience personally 80% of what we experience personally 95% of what we teach someone else 95% of what we teach someone else William Glasser

19. CHECKER -makes sure that everyone in the group understands all the material -ensures that everyone in the group is prepared to make their part of the presentation.

20. DISADVANTAGES OF COOPERATIVE LEARNING TECHNIQUE 1.It is likely to be noisy.Some teachers feel that they lose control, and the whole-class feeling which has been painstakingly built up may dissipate when the class is split into smaller entities. 2.Not all the students enjoy it, since they would prefer to be the focus of the teacher’s attention rather than working with their peers.Sometimes sts find themselves in uncongenial groups and wish the could be somewhere else.

21. Integrating reading, speaking, listening and writing skills

22. Jigsaw Is a teaching technique invented by social psychologist Elliot Aronson in 1971. Is a teaching technique invented by social psychologist Elliot Aronson in 1971.Elliot AronsonElliot Aronson Students of a normal-sized class (26 to 33 students) are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Students of a normal-sized class (26 to 33 students) are divided into competency groups of four to six students, each of which is given a list of subtopics to research.

23. Jigsaw Individual members of each group then break off to work with the "experts" from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. Individual members of each group then break off to work with the "experts" from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory.

24. Jigsaw-Teams

25. THINK – WRITE – PAIR - COMPARE Objectives: to give rehearsal time, engage more students, and promote thoughtful responses Directions: Present a problem, idea or question to be discussed Present a problem, idea or question to be discussed Pair students randomly Pair students randomly Allow time for individuals to think in silence Allow time for individuals to think in silence Allot time for students to write responses (independently) Allot time for students to write responses (independently) Give time for partners to compare their responses Give time for partners to compare their responses Give the whole class time to discuss responses Give the whole class time to discuss responses

26. Jigsaw The strategy is an efficient teaching method that encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the academic activity. The strategy is an efficient teaching method that encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the academic activity. Both individual and group accountability are built into the process. Both individual and group accountability are built into the process. Jigsaws are a four-skills approach, integrating reading, speaking, listening and writing. Jigsaws are a four-skills approach, integrating reading, speaking, listening and writing.

27. Expert Panels A A1+A2+A3+A4 Expert Panels D D1+D2+D3+D4 Expert Panels B B1+B2+B3+B4 Expert Panels C C1+C2+C3+C4 Team 1Team 2 Team 1Team 2 Each team provides one expert to form a panel Teams regroup for peer teaching and report writing Team 3Team 4 Team 3Team 4

28. Mind Mapping

29. MIND MAP  Innovative way – Mind Map.  Developed by Tony Buzan 1960.  Making notes with keywords and images.  visual and sensory tools at our disposal.  Recollect information for long time.

30. AN EXAMPLE OF MIND MAP FOR SCALAR QUANTITIES

31. Mind Mapping Drawings have been used for centuries to analyze problems and map out information Drawings have been used for centuries to analyze problems and map out information Unless you retain and review what you have learned, you are likely to lose 80% of it within 24 hours. Unless you retain and review what you have learned, you are likely to lose 80% of it within 24 hours. Students at a leading university who received an ‘A’ on the final exam were given the same exam a month later. Students at a leading university who received an ‘A’ on the final exam were given the same exam a month later. None of them passed it, proving that None of them passed it, proving that the final exam was final indeed. the final exam was final indeed.

32. A Recall Strategy Mind Mapping trains your mind for more efficient retention and recall. Mind Mapping trains your mind for more efficient retention and recall. Mind maps are tools which help you think and learn. Mind maps are tools which help you think and learn. University students have found mind maps useful. University students have found mind maps useful.

33. Compact notes improve recall Learning without note taking forces you to go back and review from scratch. Learning without note taking forces you to go back and review from scratch. Taking extensive notes provides too much information and too few memory cues. Taking extensive notes provides too much information and too few memory cues. Mind Maps store everything you need on one page, and encode the information in memory-rich nuggets for easy recall. Mind Maps store everything you need on one page, and encode the information in memory-rich nuggets for easy recall.

34. Schedule your reviews We remember best that which comes first and that which comes last (serial position). We remember best that which comes first and that which comes last (serial position). We remember less of what comes in between. We remember less of what comes in between. Improve recall by scheduling breaks and review sessions. Improve recall by scheduling breaks and review sessions. Take a five to ten minute break in every hour of study to increase the frequency of first and last impressions. Take a five to ten minute break in every hour of study to increase the frequency of first and last impressions.

35. Mind Map Samples Possible Mind Map for this Lecture Possible Mind Map for this Lecture

36. More color and Detail!

37. Donna’s Mind Map for Fem Theory Book

38. Stickies & Highlighters!

39. Web Stickies?

40. Statistics Mind Map JC Statistics Mind Map JC 40

41. Statistics Mind Map LC Statistics Mind Map LC 41

42. Calculus LC/OL 42

43. Geometry Mind Map Geometry Mind Map 43

44. Complex Number Mind Map 44

45. Probability Mind Map 45

46. TEMPLATE Probability 46

47. Template Probability 47

48. 48

49. Brainstorming

50. What is brainstorming „The best way how to have a good idea is to have many ideas“ Alex F. Osborne, 1939 Alex F. Osborne, 1939 method of thinking up solutions, concepts, ideas in problem solving method of thinking up solutions, concepts, ideas in problem solving using the brain to storm new ideas in groups using the brain to storm new ideas in groups „It is easier to tone down a wild idea than to think up a new one.“ „It is easier to tone down a wild idea than to think up a new one.“

51. Why and When Use It the creative process is not always easy (problems of fear, criticism, no existing solutions yet) the creative process is not always easy (problems of fear, criticism, no existing solutions yet) one person has a limited capacity one person has a limited capacity people tend to judge new ideas immediately (a change is difficult for a human being) people tend to judge new ideas immediately (a change is difficult for a human being) Creative thinking require appropriate tools !

52. How does it work in a group of people in a group of people free associations to the topic given free associations to the topic given relaxed and friendly atmosphere relaxed and friendly atmosphere deferred judgements – release the human mind, lateral thinking deferred judgements – release the human mind, lateral thinking As many ideas as possible, no matter how crazy they are

53. Why and When Use It Specific questions: - - How can we promote our products? - - What can our company do in 5 years hence? - - What can we do to solve the problem XY? - - How can we improve co-operation of A and B? - - What do our customers really want? - - What opportunities do we have this year? - - How can we have more fun at work?

54. does not rank the ideas does not rank the ideas cannot help you select the important ones cannot help you select the important ones does not suggest the best solutions does not suggest the best solutions must be amended by other methods must be amended by other methods BRAINSTORMING CONSTRAINTS

55. Organising a session? 1. PREPARATION PHASE 2. CONDUCT THE SESSION 3. EVALUATION

56. 1. PREPARATION PHASE Specify the problem What do we really want? Select the right people up to 10 – 12 different positions Decide when and where place and time matters „U“ layout of the room Invite people make sure they have time

57. 1.Specify the objectives – make sure that everybody is happy with the central question. 2.Decide the roles: - leader, recorder, panel. 3.Explain the rules (or make sure that everybody knows them. Eventually – a warm-up exercise for fun). You can let people to jot down a few ideas before starting. 4.Begin by going around, after some rounds, open the floor. 5.Record the ideas exactly, clarify only in the end. 6.Suspend judgements ! 7.Encourage the ideas, even the most radical and far-fetched. Allow the late coming ideas, do not hurry. 8.At the end – eliminate duplicates, clarify, thank the participants. CONDUCT THE SESSION

58. 3. EVALUATION PHASE Put the evaluation off / next day Add newly born ideas to the list Group similar ideas together Select the best or most interesting suggestions Create teams which will work on them further Inform people about the results

59. Mistakes to be avoided people are negative in advance (it will not work anyway) people are negative in advance (it will not work anyway) too many brainstormings in the company too many brainstormings in the company bad atmosphere in the beginning bad atmosphere in the beginning bad experience with the method bad experience with the method judgements occur during the session judgements occur during the session any criticism and personal attacks any criticism and personal attacks

60. Z TO A APPROACH This approach attempts to explain the application part of a particular concept first. This approach attempts to explain the application part of a particular concept first. Strengths Strengths  Makes a particular concept clear  Students develop interest to know exactly the concept.  Creates long lasting memory/correlation of a concept. Weaknesses Take quite long time for a teacher to introduce a concept Take quite long time for a teacher to introduce a concept Initial difficulty in understanding a particular concept will be encountered. Initial difficulty in understanding a particular concept will be encountered.

61. LEANING TOWER OF PISA EXPERIMENT – EXAMPLE TO Z – A APPROACH

62. Concept Simulation - reenacts Galileo's experiment of two different objects falling at the same rate.

63. TEACHER THE GREATEST INNOVATOR Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. To teach is to learn twice Teachers should guide without dictating, and participate without dominating The critical factor is not class size but rather the nature of the teaching as it affects learning. LEARNING NEVER ENDS