HOW EVER HIGH A BIRD MAY FLY IT MUST COME DOWN TO LIE

Thursday, June 7, 2012

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 thousand years ago in Ancient Greece.   
WHAT IS ROLE PLAY?
  •          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. 
Merits and Demerits of Role Play Strategy.
Merits of Role-play Strategy
1.Student interest in the topic is raised.
2.Active Participation.
3.Long-term retention.
4.It enhances communication and interpersonal skills.
5.It can be used with individuals or in group situations.
6.It teaches empathy and understanding of different perspectives.
7.It help individuals to learn to accept both their own feelings and those of others.
8.It develops confidence and self-efficacy.
9.Provides teacher immediate feedback about the learner’s understanding and ability to apply concepts.
10. It develops competence. 
          11. It is useful for a range of topics, including interviewing, counseling skills, personal relationships, and team working.
12. 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.
Demerits of Role-play Strategy
1.Role play may awaken previously subdued or suppressed emotions.
2.Less effective in large groups (Chaos).
3.Teacher must accept her new role where she/he does not dominate the class anymore.
4.Embarrassment for some students.
5.Can lack focus unless well planned and monitored.
6.Can be unpredictable in terms of outcomes. Can be time-consuming.

Tuesday, June 5, 2012

Problem Solving Strategy

Today we learn about Problem solving strategy, and from this strategy i learnt the following things;

Objectives+ obstacles=Problem
Definition; Problem sloving strategy is a tool(solve problems and achieve goals), skill(we use it repeatedly) and process(involves steps)

Purpose
  • Give tools to face challenges of the real worldd
  • to help students to foster self-discovery and aadaoptation
  • to help students understand comples dilemmas
  • help students to think about problems and trace the obstacles to achieve objectives
  • can be guided to effective problem solving strategy

Principles
1) model a useful problem
  • .can be difficult and tedious
  • show students your exaple to be patient
  • follow a structured method
2) teach within a specific content
  • the real life problems
  • do not teach as an independent abstract skills
  • teach in context in which they will be used
3) help students understand problems
  • students need to define end goal
4) take enough time
  • understand problem and define goal
  • understand individual student or as a whole class
  • asking questions
5) Ask question and make suggestions
  • make student predict
  • explain why something is happening
  • ask questions and make suggestion
6) link errors to misconception
  • use errors as evidences of misconception, not careless or random guessing
7) make an effort to isolate the misconception and correct it
  • teach students to do by themselves

Types of problem solving
1) convergent/closed problem
  • one right answer
2) Divergent/open ended problem
  • requires knowledge from different areas

Element of problem solving

1) definition of problem
  • one must have the knowledge of the problems
  • read and explore
2) definition of problem solving
  • implies a connection between thinking and knowledge
  • need previous knowledge
3) algorithms
  • step by step procedure fro problem solving(prescription for solution)
4) Heuristics
  • allows learning making student to discover themselves
  • need self exploration
5) the relationship between theory and practice
6)  teaching creatively
  • no one creates, one only integrates/applies previously learned knowledge
7) the transfer or the application of conceptual knowledge
  • connection of two/more real life problems due to some same properties to solve the problems


Procedure of problem solving1) define problem
  • how is current situation different from what you want it to be?
  • what you wan something to happen?
2) Problem Analysis
  • how is problem effecting you and others?
  • who else is expressing?
  • how others deals with the problems
 3) Generate possible solution
  • analysis problems
  • find causes and the solutions
 4) Analysis solution
  • is it relevant to situations
  • is it realistic and manageable
  • what is its consequences
 5) implementation
  • how it effects
  • did it achieve what you want
  • what consequences(good or bad)


Advantages of problem solving
  • solving problems in real life experiences or situation
  • direction to decision
  • build proper attitude

Demerits of problem solving
  • superficial thoughts
  • over  realisation
  • missing sight
  • no good conclusion


Thursday, May 31, 2012

FIELD TRIP STRATEGY

In today’s class third last group presented on the field trip strategy and the things that  I learnt from today’s class are as follows;;;

Field trip strategy
It was introduced in 1827 by George Shilibees for a Quarter School at Abney Pared in Slode Newington, London, United Kingdom.
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
  •   It facilitate the learning of abstract concepts
  •  It motivates students through increased interest and curiosity 
  •   It increases student-student and student-teacher social interaction
  •   Develops social awareness

Purpose of field trip
  •  It enhance the curriculum
  •   Renewal by saving from boredom and refreshing]
  •   Give students experiential learning experiences
  •   Concrete skills such as note taking
  •   Involvement in real world experience makes learning more meaningful and memorable
  •   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

And this strategy is having advantages and the disadvantages which are as follows;
Advantages
  •   Real world experience
  •   Increase in quality of education
  •   Improvement of the social relation

Disadvantages
  •   Expensive
  •   Time consuming
  •   Lack of support from school administration fort he field trip
  •   Poor student’s behavior and attitude
  •   Shortage of resources and choice of venue
  •   Medical risk




Wednesday, May 30, 2012

INDIVIDULASIED INSTRUCTION STRATEGY



Right after we are done with the field trip strategy the last second group presented on the Individualized instruction strategy.  And the thing that we learn in this was as follows;
 
Individualized instruction strategy
Here teacher should not stick on a method but try with many and they must observe the student individually.

Definition- 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
  •     Use assessment as a teaching tool to extend various merely measure instruction
  •    Emphasis critical and creative thinking
  •    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



In today’s class third last group presented on the field trip strategy and the things that  I learn from today’s class are as follows;;;

Field trip strategy
It was introduced in 1827 by George Shilibees for a Quarter School at Abney Pared in Slode Newington, London, United Kingdom.
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

And this strategy is having advantages and the disadvantages which are as follows;
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

Friday, May 4, 2012


Activity based
  it is the form of teaching where the learner is actively engaged in a task and  focuses is on making the abstract concrete and on learning by doing.  And it can be teacher-driven - with direction from an instructor - or learner-driven with the learner having freedom to explore.

And this strategy is having seven principles and they are as follows

  1. Encourages Contacts Between Students and Faculty.
  2.  Develops Reciprocity and Cooperation Among Students.
  3. Practice Uses Active Learning Techniques.
  4. Gives Prompt Feedback.
  5.  Emphasizes Time on Task.
  6. Communicates High Expectations.
  7. Respects Diverse Talents and Ways of Learning.

Then it has three kinds of learning activity which are as follows
1)   Absorb-type
- it includes presentations, demonstrations, stories, and field trips

 2)  Do-type
-include practice, discovery, and playing games
-allows the learner to practice what they’ve learned
-learner is able to actively seek, select, and create knowledge 
 3) Connect-type
-provide a way to link learning to life, work and future learning  and lets the learner put what they’ve learned to use.


And it is having seven Criteria for organizing activities
  1.   Should be relevant
  2. Time bound
  3. Should contain meaning
  4.  Involves real world experiences
  5.  Involves skills (listening, speaking, writing, etc….)
  6. Engage cognitive progress. (selecting, classifying, ordering and reasoning) 
  7.  Have particular out come.

For the activity is have got four procedural steps
  1. Planning
  2. Instructions
  3. Monitoring
  4. Evaluating

And here the Roles of teachers are to;

  • Plan and prepare in advance.
  • Give instruction.
  • Facilitate.
  • Debrief
  • Clarify learner’s doubts.
  • Set up routines and expectations for learning.
  • Monitor the results using appropriate assessment strategies and recording devices, e.g., checklists, rubrics etc.
  • Choose activities that are relevant and stimulating for students.
  • Provide opportunities for students to present to an appropriate audience. Observe group dynamics and co-operation.
  • Support and encourage students