Field trip strategy

Field trip strategy

It was introduced in 1827 by George Shilibees.

Definition- It is teaching and learning strategy y where we move outside to get more and better information about a particular topic.

Features of field trip

ü  It facilitate the learning of abstract concepts

ü  It motivates students through increased interest and curiosity

ü  It increases student-student and student-teacher social interaction

ü  Develops social awareness

Purpose of field trip

ü  It enhance the curriculum

ü  Renewal by saving from boredom and refreshing]

ü  Give students experiential learning experiences

ü  Concrete skills such as note taking

ü  Involvement in real world experience makes learning more meaningful and memorable

ü  It helps students appreciate the relevance and importance of what they learn in the class

Types of field trip

1.       Instructional trips- it is a visit by the class or group of classes to a location outside the regular classroom

2.       School contest of festivals- it is to provide an opportunity for student s to demonstrate knowledge and skills developed through subject area instruction

3.       Motivation trips- it is going out with our own interest

Steps involved

Her e there are six steps involved which are as follows;

1.       Trip selection

2.       Logistics planning

3.       Field trip preparation or pre-trip discussion

4.       Post field trip

5.       Evaluation of the trip

Advantages

ü  Real world experience

ü  Increase in quality of education

ü  Improvement of the social relation

Disadvantages

ü  Expensive

ü  Time consuming

ü  Lack of support from school administration fort he field trip

ü  Poor student’s behavior and attitude

ü  Shortage of resources and choice of venue

ü  Medical risk

problem solving strategy

Problems: It is a situations in which we experience uncertainty or difficulty in achieving what we want to achieve.

Problem-Solving strategy: Problem-solving is a tool, a skill, and a process. As a tool is helps you to solve a problem or achieve a goal. As a skill you can use it repeatedly throughout your life. And, as a process it involves a number of steps.

Purposes of problem solving:   
•To give “tools” with which to face the challenges of the real world.
•To help students to foster self discovery and adaption.
•To help students understand complex dilemmas.
•To help students think about the problems and trace the obstacles to achieve the objective.
•Can be guided to effective problem solving strategies.

PRINCIPLES OF PROBLEM SOLVING:

• Model a useful problem-solving method(Show students by your example how to be patient).
•  Teach within a specific context(Teach problem-solving skills in the context in which they will be used).
• Help students understand the problem(students need to define the end goal).
• Take enough time(When planning a lecture/tutorial, budget enough time for understanding the problem and defining the goal).
• Ask questions and make suggestions(Ask students to predict “what would happen if…”).
• Link errors to misconceptions(Use errors as evidence of misconceptions, not carelessness or random guessing).

 Types of Problem Solving Strategy.

1. Convergent/closed problem.

              -In this type of problem solving strategy, it need to have a right answer ( need a fixed answer).
  
     2.  Divergent/open-ended problem.
              -In this type  it requires knowledge from different areas.

Elements of  Problem Solving Strategy.

• The definition of a problem(should have some knowledge of a problem to solve it).
• The definition of problem solving(Should have some connection between thinking and knowledge).
• Algorithms(Using of step by steps procedure to solve the problems).
• Heuristics(Need self- exploration).
• The relationship between theory and practice.
• Teaching creativity(applying of previous learned knowledge,no new creation).
• The transfer or the application of conceptual knowledge. 

Procedure of Problem Solving Strategy.

•  Define The Problem(How is the current situation different from what you actually want it to be?).
• Problem Analysis( Should analyzed how is the problem effecting you and other people).
• Generate possible Solutions(Finding solutions involves analyzing the problem to ensure that you fully understand it).
• Analyze the Solution(Think about the solution weather the solution is relevant to your solution or not).
• Implementation( Find out weather you have achieved what you wanted and how effective was the solution). 

 
 Advantages and Disadvantages of Problem Solving Strategy
Advantages: 

• Solving of problems in real life experience/situation.
• It gives direction to a decision and prevent wondering.
• It contributes to the personality development of a child.

Disadvantages:

• It create fake ideas about the problems.
• Create over realization.
• Forming hasty conclusion. 

Individualized instruction strategy

Individualized instruction strategy.

It is also called differentiated instruction. Here teacher should not stick on a method but try with many and they must observe the student individually.

•   Classroom practices of teaching which recognizes the uniqueness of each student learner and thus provides for adequate tutorial, guide and other support services suited to bring about development in the person

Purpose of Individualized instruction strategy

•    To enhance and develop listening habit
•    Enables the teachers to explain a lesson or demonstrate a technique to small groups of students at a time
•    Individualizing instruction allows each student to progress through the curriculum at his or her own      pace
•    Long term retentions they note down what they usually understand
•    Importance is given as individual not as group or class
•   Careful use of teaching aids is encouraged
•    Smooth and continuous lesson but timely interruption
•    Uniform and equal learning despite of individual differences
•     Less time and effort needed for re-teaching the weak areas
•    Provide the normal students the opportunities and needs to make them successful

Principles of Individualized instruction strategy

• Clarify key concept and generation to ensure that all learner gain powerful understanding.
•     Use assessment as a teaching tool to extend various merely measure instruction.
•    Emphasis critical and creative thinking as a goal in lesson design.
•    Engaging all learners is essential.
•  Provide balance between teacher-assigned and student assigned task,

Requirement of Individualized instruction strategy

•      Each student learn differently.
•     All students are talented in different ways.
•     Educating children with special needs.
•     It meets the unique educational needs of the children.
•     Teaching requires differentiated and individualized instruction.

Procedure for Individualized instruction strategy

1) Content

•   it includes the knowledge, skills and the attitude we want children to learn
•  Must have the tasks and the objectives to achieve the learning goals
•  Teacher must focused on the principle and the skills

2) Process- in include varying learning activities to provide appropriate method for the students to explore concept

3) Product

•   Initial and on- going assessment of student’s readiness and growth are essential
•   Students are active and responsible
•   Varying expectation and requirement for the student’s responses

Advantages of Individualized instruction strategy

•    Meeting needs and interest of diverse learners.
•  Help student’s background knowledge, language, readiness and preferences in learning, interests and to react responsively.
•    Maximizes each students growth and individual success.
• Helps in providing for the uniqueness of each children.

Disadvantages of Individualized instruction strategy

•     Time constraint and chopped up schedules are an obstacle.
•    Class size and teaching load are two of the biggest constraint .
•    Teacher preparedness.

Role play

FOUNDER OF ROLE PLAY 

•          Physician Jacob L. Moreno (1889-1974) in Vienna.

•          The term "role" comes from the "rolled-up" script actors used to use over two thousandAncient Greece.   

•          Role-play is any speaking activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation!  

 
WHY USE ROLE PLAY

•         It’s fun and motivating 
•         Quieter students get the chance to express themselves in a more forthright way 
•         The world of the classroom is broadened to include the outside world 
•         Teaching communication skills. 
•         Identifying options and solutions.  
•         Managing conflict. 
•         Practicing newly acquired competencies. 
•         Exploring attitudes toward reactions and situations.

VALUES OF ROLE PLAY

•           Engage participants in better understanding of the motivation behind their behavior and emotions. 
•           Enable participants to practice newly acquired competencies in a safe environment, such as communication skills, problem-solving or conflict management. 
•           Provide analysis of learner's reactions and responses through direct and immediate feedback.

Principles of role-play

•Match the role play to the target concept
•Choose the technique with care.
–Pairs
–Small groups
–One group presenting and other observing
–Form groups of appropriate size.
•Take Your Students Where You Find Them
–issues that matters and interest them
–Meaningful problems are better teachers
•Ask Leading Questions and Let Them Talk

•Allow time for questions and discussion of the scenarios.
•Define the student’s roles
•End the role play as soon as the problem is resolved (don't let it drag on).
•Leave time for discussion afterwards.
•Be Mindful

Purpose of Role Play 

•          To stimulate interest among the students because children have always enjoyed learning through mimicking and duplicating the actions of others including their parents and peers.
•          For long term retention-Learning by acting. People enjoy playing, especially young people. If students are already motivated to play, learning through play would become even easier.
•          For cognitive learning method-Role playing encourages the use of critical thinking because it involves analyzing and problem solving, therefore role play is a cognitive learning method. 
•          Role-playing teaches many lessons; some of the most important lessons it teaches are lessons that are needed in society, competition, cooperation and empathy. 
•          It enhances active participation and decision making-Participation in role-play allows students to make decisions, and through the feedback he or she receives, he sees the results of his actions, and can therefore learn how to adjust his words and actions to produce more likeable results. 
•          For the exchange of knowledge-Role-play allows exchange of knowledge between students.The teacher is also able to see the various capabilities of students at the same time. 
•          To develop communication skills and build confidence-Role-play allows interaction between classmates and peers. It also allows introverted students to speak out. It helps to break down ”cliques”

Procedure of the Role Play

 1.   Prepare class for role-play

•         Present an artificial problem, situation or event that represents some aspect of reality.
•         Define the problem, situation and roles clearly.

 2.   Give clear instructions

•         Determine whether role-plays will be carried out using student volunteers in front of the class (the teacher may or may not play a role), in partnerships/small groups with every student playing a role, or in small groups with role-players and observers.
•          Divide students into groups, if appropriate.Using Small Group Activities
•          Model the skill with a scripted role-play.

 3.   Act out role-plays

•          Students follow the procedure outlined by the teacher to act out role-plays.
•          Unless the teacher is playing a role, it is helpful to walk around the room and observe how students are experiencing the role-play and offer coaching to students who are stuck.

Discussion (small group and whole class)

•          Begin by allowing players to communicate feelings experienced during the role-play.
•          Have students identify sexual health skills that were demonstrated during the role-play.
•          Determine actions that strengthen or weaken these skills (i.e. body language).
•          Discuss how this role-play is or isn’t similar to real life. 
•          Identify ways of using identified sexual health skills in real life situations. 

ALTERNATIVES TO TRADITIONAL PROCEDURE

•          Have students write role-plays as scripts.
•          Have students write down responses and then role-play in front of the class.
•          Have students generate a list of challenging “lines”, then have a student read the lines to the class and have each student give a response.
•          Have students develop and act out plays. 

TIPS FOR USING ROLE-PLAY

•         Begin with fairly easy situations and work up to more challenging ones.
•         Be aware that some students may feel threatened or self-conscious. Using humor can help dispel embarrassment. Using role-plays that exaggerate weak responses might break the ice.
•         Reduce the level of abstraction or complexity so that the students may become directly involved with underlying concepts.
•          If students find it difficult to determine skills which model sexual health, they could observe successful role models or ask experts to suggest approaches. 

  Advantages of Role-play Strategy

• Student interest in the topic is raised.
• Active Participation.
• Long-term retention.
• It enhances communication and interpersonal skills.
• It can be used with individuals or in group situations.
• It teaches empathy and understanding of different perspectives.
• It help individuals to learn to accept both their own feelings and those of others.
• It develops confidence and self-efficacy.
• Provides teacher immediate feedback about the learner’s understanding and ability to apply concepts. 
• It develops competence. 
• It is useful for a range of topics, including interviewing, counseling skills, personal relationships, and team working.
•  They require mental and physical activity e.g. gesturing to put forward a point. 13. Reduces discipline problems which often arise from boredom and lack of motivation.

Disadvantages of Role-play Strategy

• Role play may awaken previously subdued or suppressed emotions.
• Less effective in large groups (Chaos).
• Teacher must accept her new role where she/he does not dominate the class anymore.
• Embarrassment for some students.
• Can lack focus unless well planned and monitored.
• Can be unpredictable in terms of outcomes. Can be time-consuming.

Demonstration strategy

Definition of demonstration:

• An act of showing something by giving proof or evidence.

• An instance of somebody showing and explaining how something works.

 Demonstration strategy

• ¨Demonstration method is a visual approach to examining information, ideas and processes

• It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know

Features:

• learning by seeing (visibility)
• take them by step by step (instruction)
• if students already know the concept then ask question like 'what would be the next step?'. (gaining of attention) 

Purpose

Teacher-allows learner to view a real/life like.Example of skill or a procedure to learn.

Students- allows to demonstrate mastery.

 

Why to demonstrate?

1. To stimulate interest in a particular topic: attracts students attentions and create interest  that the written  or spoken word cannot.
2. To illustrate points efficiently: it is useful when time or explanation alone is not sufficient.
3. To provide a change of pace:giving a students a break from other modes of instruction(verbal ones). it also avoids the boredom.
4. lack of equipment: demonstration is more effective when the shortage of resources.
5. Time constraint.
6. Risky experiment: All teacher are aware that all the experiment are not safe especially for small children (chance of hurting and burning or causing accidents). Hence teachers need to perform the experiments by themselves.

Steps/procedural involved

1. Carefully plan the demonstration
2. Practice the demonstration
3. develop on outline to guide the demonstration
4. make sure everybody can see the demonstration
5. introduce the demonstration to focus attentions
6. ask and encourage questioning
7.  plan a follow up to the demonstration

Advantages:

• seeing before doing
• task guidance: can be guided step by step
• Economy of supplies:Less supplies needed because not everyone needs to handle materials
• Safety: Allows teacher to control potentially dangerous materials  or machinery instead of students.

Disadvantages:

• Not hand on: not direct hand on experience for students unless being lead to step by step
• limited view: students may not have an equal view of demonstration, so some ways miss an aspect of the demonstration
• Pacing issue: Not all the students ca follow the steps.

Project strategy of teaching:

• Pioneered by Dr. W.H. Kilpatrick
• It is an activity, individual or group, involving investigation and solution of problems, planned and carried out to conclusion with guidance of the teacher.

Features:

• extend beyond classroom teaching.
• involves investigation and solution to practical problmes.
• method is carried out in natural setting and real life situatons.
• demands active  participation from the students.
• involves active interaction between students and a social environment.
• promote independent learning.    

 Principles:

• principle of utility.
• principle of readiness.
• principle of freedom at work.
• principle of learning by doing.
• principle of socialization.

 Types of project work:

1. produce type
2. consumer type
3. investigate type
4. drill type

......the investigation type of project work typically passes through the following stages:

• Stage 1: Classroom planing

1. providing a set of tasks
2. selecting of tasks
3. giving of hypothesis
4. designing methods to investigate

• stage ii: Execution

1. collection of data
2. organizing and interpreting data
3. review

• stage iii: Conclusion

1. adding and deleting data
2. evaluation

Activity-based teaching strategy:

concept: learner is actively engaged in a task and learners learn by doing.

principles:

•  relationship between faculty and students
• cooperation among students
• active learning techniques
• gives prompt feedback
• emphasizes time on task
• communicates high expectations
• respects diverse talents and ways of learning

kinds of learning activity:

1. absorb type: informs the learner. presentations, demonstrations, stories.
2. do type: practice, discovery, playing games.
3. connect type: link learning to life.

criteria for organizing activities: 

• relevent
• time bound
• contain meaning
• involves real world experiences
• involve skills (listening, speaking, writing)
• cognitive progress
• particular outcome

procedural steps:

• planning
• instructions
• monitoring
• evaluating

role of the teacher:

• plan
• instruct
• faciitating
• debriefing
• clarifying learners doubts