DED 104 CURRICULUM AND TEACHING THE STATE UNIVERSITY OF ZANZIBAR

OUTLINE DEFINING TEACHING PRACTICE TYPES OF TEACHING PRACTICE IMPORTANCE /OBJECTIVES OF TEACHING PRACTICE

DEFINING TEACHING PRACTICE (Macmillan Dictionary:2011)defines teaching practice as the time that someone spends teaching as part of their training to become a teacher. (Ashraf:1999) defines teaching practice as what embraces all the learning and teaching experiences of student teachers in schools (Gibson: 2008) defines teaching practice as the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life. TEACHING PRACTICE STUDENTS ARE GUIDED

TYPES OF TEACHING PRACTICE MICRO TEACHING PRACTICE PEER TEACHING BLOCK TEACHING PRACTICE

What is Microteaching? Meaning: The teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-7 min.) means Micro Teaching. *It is a skill training technique. *It is a short session teaching. *To train inexperience student-teachers for acquiring teaching skills. *To improve the skills of experience teachers.

Microteaching Cycle (Procedure) Step- I : Micro Lesson Plan ( may take 2 hours / a day) Step-II : Teach 5 Min. Step-III : Feedback Session 5 Min. Step-IV : Re-plan 10 Min. Step-V : Re-teach Another group 5 Min. Step-VI : Re-feedback 5 Min. --------------- Total 30 Min. (Appr.)

PLAN MICRO-TEACHING RE-TEACHING TEACHING RE-PLAN 6 MINUTES FEEDBACK DINESH PHOGAT

Objectives of Micro-teaching • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. • To enable teacher trainees to master a number of teaching skills. • To enable teacher trainees to gain confidence in teaching. • Microteaching is an experiment in the field of teacher education • It is a student teaching skill training technique and not a teaching technique or method

Merits of Micro-teaching • It helps to develop and master important teaching skills. • It helps to accomplish specific teacher competencies. • It caters the need of individual differences in the teacher training. • It is more effective in modifying teacher behaviour.

• It is an individualized training technique. • It employs real teaching situation for developing skills. • It reduces the complexity of teaching process as it is a scaled down teaching. • It helps to get deeper knowledge regarding the art of teaching.

Limitations of Micro-teaching • It is skill oriented; Content not emphasized. • A large number of trainees cannot be given the opportunity for re-teaching and re-planning. • It is very time consuming technique. • It requires special classroom setting. • It covers only a few specific skills. • It deviates from normal classroom teaching.

PEER TEACHING Peer teaching is the process by which a competent pupil, with minimal training and with a teacher’s guidance, helps one or more students at the same grade level learn a skill or concept

Concepts for Peer Teaching It relies on strategies that use students to teach other students It is not the same as partner learning, in which students are paired together for one or more learning activities to learn “side by side” It is not to be misinterpreted as Cooperative learning on a smaller scale In order for instruction to be peer teaching, one student must be given the explicit responsibility to carry out several key instructional operations normally assumed by the teacher. -In Cooperative learning students learn together rather than actually teach each other.

Training plan for student teachers’s role Clarification Expectation Task presentation and check for understanding Task structure and check for understanding Communicate errors to learner Provide praise appropriately Assess mastery or task completion Know when to ask questions of the teacher In order for the model to be most effective, the teacher must help tutors understand and carry out the operation for which they will assume responsibility. It is not simply telling a student to go teach another students. A good training plan for tutoring role should include: -Keep in mind that the peer teaching model calls for the tutors to lead only a small portion of the instructional process. The three key instructional components carried out by the tutors are task management , instructional information, and social management.

REMEMBER In order for the model to be most effective, the teacher must help student teachers understand and carry out the operation for which they will assume responsibility. It is not simply telling a student to go teach another students Keep in mind that the peer teaching model calls for the student teachers to lead only a small portion of the instructional process. The three key instructional components carried out by the tutors are task management , instructional information, and social management.

BLOCK TEACHING PRACTICE Block teaching practice refers to the time a student spends teaching in schools as part of their training to become a teacher. In BTP the student teacher is not guided by anyone and becomes a substitute teacher for days or months

STAGES IN B.TEACHING PRACTICE PRIMARY STAGE: It is necessary for student teachers to make a trip of to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids.

STAGES IN B.TEACHING PRACTICE PREPARATION OF LESSON For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids which he / she is going to teach. Because already prepared lessons give confidence to the teacher. Student teachers and supervisor can reform the teaching learning process after its evaluation. refer to previous lecture notes to know more about lesson plan

STAGES IN B.TEACHING PRACTICE TEACHING IN CLASSROOM Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson EVALUATION OF TEACHING PRACTICE In order to evaluate the teaching practice supervisor observe the student teacher while teaching in the classroom. Supervisor evaluates / observes: the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students' notebooks and objectives of the lesson RECAPITULATION SUMMARY/CONCLUSION

ROLE OF SUPERVISOR IN TEACHING PRACTICE Supervisor has an important role in teaching practice as: A resource person An adviser A general moral booster An interpreter of feedback An assessor Facilitator (Supervisors' role is to prepare teachers for future, therefore he / she should act as a facilitator)

Objectives of Teaching Practice To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession. To develop personal relationship with others: administrators, teachers, parents and students. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning. To enable the student teachers effectively to plan and prepare lessons. To develop skill in the use of fundamental procedures, techniques and methods of teaching

Objectives of Teaching Practice To develop desirable professional interests, attitudes and ideas relative to teaching profession. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefits of constructive criticism. To provide an opportunity for self evaluation and to discover own strengths and weaknesses. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions' staff and students,

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