1. E-Learning Teaching Methods

2. We think too much about effective methods of teaching and not enough about effective methods of learning.

3. IMPORTANCE OF EDUCATION  All religions attaches great importance to knowledge and education.  They are not students of our generation, where they sit down and listen. I think things have changed now; they want to explore, cut and paste.

4. Teaching vs learning John Amos Comenius, a 16th Century scholar; summarised the approach that teaching should follow, “The main object is to find a method by which teachers teach less but learners learn more”

5. Analogies… Teaching is like fishing… Teaching is like fishing… You use different lures for different fish You use different lures for different fish You use different methods for different learners. You use different methods for different learners. Teaching is like beautiful music… Teaching is like beautiful music… Where, instructional methods are the instruments Where, instructional methods are the instruments When played alone they make sound… When played alone they make sound… When played together in tune, rhythm, and feeling, they become amazing music! When played together in tune, rhythm, and feeling, they become amazing music!

6. What is a “Method”? a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) : a systematic plan followed in presenting material for instruction b (1) : a way, technique, or process of or for doing something (2) : a body of skills or techniques

7. Teaching Method Objective oriented activities and flow of information between teachers and students

8. TYPES OF TEACHING ACTIVE ACTIVE PASSIVE PASSIVE LEARNER ORIENTED LEARNER ORIENTED TEACHER ORIENTED TEACHER ORIENTED

9. Teaching Types 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

10. lecture is an oral presentation intended to present information or teach people about a particular subject Lecture discussion Lecture discussion It uses teacher questioning to involve students actively in the learning process Seminar Seminar the function of bringing together small groups for recurring meetings, focusing each time on some particular subject

11. Symposium Symposium a meeting or conference for the discussion of some subject, especially a meeting at which several speakers talk on or discuss a topic before an audience. Panel discussion Panel discussion involves a group of people gathered to discuss a topic in front of an audience

12. Tutorials Tutorials method of transferring knowledge and may be used as a part of a learning process. More interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain tasklearninginteractivebooklecture Role play Role play To refer to taking a role of an existing character or person and acting it out with a partner taking someone else's role (games)

13. Integrated teaching Integrated teaching allows learners to explore, gather, process, refine and present information about topics they want to investigate without the constraints imposed by traditional subject barriers Workshops Workshops a room, group of rooms, or building in which work, seminar, discussion group, that emphasizes exchange of ideas and the demonstration and application of techniques, skills, etc.work

14. Conferences Conferences is a meeting of people who "confer" about a topic.meeting a meeting, as of various committees, to settledisagreements between the two branches of the legislature

15. Teaching Assistance Lecture-Explaining Lecture-Explaining Resource People Resource People Case Study Case Study Group Discussion Group Discussion Pictures/Video Pictures/Video Audio Audio Field-trip (tour) Field-trip (tour) White board White board Handouts Handouts

16. What Factors do we consider when selecting an instructional method? The intended specific outcome or purpose The intended specific outcome or purpose Size of group Size of group Learners’ preference for learning Learners’ preference for learningpreference The content sometimes dictates the method The content sometimes dictates the method Required preparation Required preparation

17. Tools for your teaching tool box Let’s Try Some

18. Problem-solving (Decision- making) Technique

19. OBJECTIVES This method helps students to gain the ability of scientific problem solving and using it in the every area of life. This method helps students to gain the ability of scientific problem solving and using it in the every area of life. With this method,teachers aim is to raise a youth which can solve problems in scientific way not just creating problems. With this method,teachers aim is to raise a youth which can solve problems in scientific way not just creating problems.

20. Essential Elements of a Forked-Road Technique are: A problem where a learner must decide between two possible choices of action A problem where a learner must decide between two possible choices of action Must have factors to consider Must have factors to consider Must make a decision based upon the factors considered Must make a decision based upon the factors considered

21. STEPS OF PROBLEM SOLVING PROCESS 1-Choosing the topic and emergence of problem. 2-Delimitation of the problem. 3-Planning the application. 4-Preparing the working guide. 5-Providing the sources. 6-Examining the problem. 7-Getting a conclusion. 8-Disputating the topics,views and findings.

22. TECHNIQUES USED IN PROBLEM SOLVING METHOD A) INDUCTION A) INDUCTION It is like teaching with discovering method. It is like teaching with discovering method. Cases are observed carefully. Cases are observed carefully. The similarities and dissimilarities are found. The similarities and dissimilarities are found. Then you can reach the general rule or law with the techniques "generalization" or "making abstract" from the similarities. Then you can reach the general rule or law with the techniques "generalization" or "making abstract" from the similarities.

23. TECHNIQUES USED IN PROBLEM SOLVING METHOD B) DEDUCTION It is reverse of induction technique. It is reverse of induction technique. Some general laws and rules which are reached before are given to the students and want them to apply this method to different singular case. The convenience of it to the one of the case is controlled mentally.

24. Example You have been hired in a new position and your supervisor tells you that the company will purchase you a new computer. You have been hired in a new position and your supervisor tells you that the company will purchase you a new computer. Your supervisor explains that you can spend up to $2150.00 on a new desktop computer and software. Furthermore, because of existing purchasing agreements you must select between Dell and HP. Your supervisor explains that you can spend up to $2150.00 on a new desktop computer and software. Furthermore, because of existing purchasing agreements you must select between Dell and HP. The choice is yours, however your supervisor has requested a decision in two days. The choice is yours, however your supervisor has requested a decision in two days.

25. Forked Road Template Forked-Road Problem-Solving Technique Define the Problem / Decision to be Made: purchase Dell computer or a Gateway computer Choice OneChoice Two Factors to Consider Decision / Recommendation:

26. Forked Road or Possibilities Factors? 1. Selecting between turf grass and natural grass. 2. Choosing a greenhouse covering. 3. Determining whether to attend the National Convention. 4. Selecting from among seed varieties. 5. Determining best pest control. 6. Selecting a career choice. 7. Promoting a management practice. 8. Determining whether to invest in new equipment. 9. Selecting lumber types. 10. Choosing a “path” of action.

27. Instructional Tips 1. Get learners to define the problem (best) Or, you define the problem Or, you define the problem 2. Record for all to see 3. Use the template to facilitate the problem-solving (decision-making) effort Complete the template yourself Complete the template yourself 4. Assist students in identifying the factors to consider 5. Provide the resources for seeking out information on the possibilities 6. Have students identify a solution 7. Allow students to share their solution with rationale for their choice

28. ADVANTAGES OF PROBLEM SOLVING METHOD It provides the active participation of the students in teaching-learning activity. It provides the active participation of the students in teaching-learning activity. It habituates student to study regularly and organized. It habituates student to study regularly and organized. It provides students o gain scientific view and thinking. It provides students o gain scientific view and thinking. It makes students to be interested in learning. It makes students to be interested in learning. It helps to improve the sense of responsibility of students. It helps to improve the sense of responsibility of students. It provides students to face the problems boldly and to deal with it in a scientific approach. It provides students to face the problems boldly and to deal with it in a scientific approach.

29. DISADVANTAGES OF PROBLEM SOLVING METHOD It takes too much time. It takes too much time. It is not possible to apply this method to all disciplines. It is not possible to apply this method to all disciplines. It can load some worldly burdensomes to students. It can load some worldly burdensomes to students. It can be diffucult for students to provide the materials and sources which is required for solving the problem. It can be diffucult for students to provide the materials and sources which is required for solving the problem. Evaluating the learning can be difficult. Evaluating the learning can be difficult.

30. Case Teaching Method

31. WHAT IS THE CASE METHOD ? A case is an account of an actual problem or situation which has been experienced by an individual or a group. A case is an account of an actual problem or situation which has been experienced by an individual or a group. It includes facts available to those facing the problem, along with a description of perceptions and attitudes of those who are confronted with the problem It includes facts available to those facing the problem, along with a description of perceptions and attitudes of those who are confronted with the problem

32. CMT – Participants perspective Case – stories representing reality Case – stories representing reality Provide data and background of a major decision Provide data and background of a major decision Understand realities of a particular organisation Understand realities of a particular organisation CMT – range of teaching styles and objectives using cases for teaching CMT – range of teaching styles and objectives using cases for teaching

33. HOW IS THE CASE METHOD’S ANALYSIS ? The discussion analysis is initiated when the teacher asks, in some manner, “what is the issue or the problem in this case ?” The discussion analysis is initiated when the teacher asks, in some manner, “what is the issue or the problem in this case ?” The second step is the analysis of the facts in the situation.Here the emphasis is upon the what actually happened rather than personal opinion of the facts. The second step is the analysis of the facts in the situation.Here the emphasis is upon the what actually happened rather than personal opinion of the facts.

34. A third step in the analysis may be conceived as sentiments and beliefs.Here expressed feelings or attitudes are considered. A third step in the analysis may be conceived as sentiments and beliefs.Here expressed feelings or attitudes are considered. The strongest proposal is chosen, sometimes it becomes apparent that more than one decision is best. The strongest proposal is chosen, sometimes it becomes apparent that more than one decision is best.

35. ROLES OF THE TEACHER ROLES OF THE TEACHER Teacher should be flexible. Accept the fact that this is necessary in using case materials. should be flexible. Accept the fact that this is necessary in using case materials. should ask questions when necessary, should ask questions when necessary, should never become emotionally involved in the case discussion should never become emotionally involved in the case discussion should summarize at the end and leave time to pull together the key points of the case should summarize at the end and leave time to pull together the key points of the case

36. ADVANTAGES The case method is realistic. The case method is realistic. By capturing and analyzing real problems, the student is able to bridge the gap between school and real-life experiences. By capturing and analyzing real problems, the student is able to bridge the gap between school and real-life experiences. Case analysis treats feelings as facts Case analysis treats feelings as facts By treating human emotion and feelings, the case approach captures the interest and imagination of the learner. By treating human emotion and feelings, the case approach captures the interest and imagination of the learner.

37. DISADVANTAGES Although the case method is realistic it is not actual reality Although the case method is realistic it is not actual reality The case method tends to collapse time and space dimensions The case method tends to collapse time and space dimensions If used extensively, it will definitely limit the content material which can be covered. If used extensively, it will definitely limit the content material which can be covered. Use of already prepared, fictional cases may limit the realism of case sitiation. Use of already prepared, fictional cases may limit the realism of case sitiation.