Strategies For Teaching
In
the modern educational context, the concept of ‘teaching’ has changed. Today
the concept of teaching is based on its social and psychological dimensions. The
teaching methodology is considered as a social skill rather than a technique
practiced by teachers.
Education
should go beyond the acquisition of knowledge, to create the ability to analyse,
synthesize, evaluate and apply information. This ability can be developed only
through the use of creative methods of teaching such as
a) Problem Solving Method
Application
of problem solving method in teaching, the problem selected must be clear,
definite, understandable thought provoking, interesting and suited to the age
and the knowledge they already possess.
Steps
in problem solving
Problem
solving is based on approaching the process of finding out the results by
approaching the problem in a number of definite ways. They are:
i.
Recognizing the problem : This step involves sensing the presence of a
problem and then identifying the problem.
ii.
Defining the problem : The problem is then defined very precisely and
accurately.
iii.
Collecting relevant data: This step involves collection and arrangement
of all sorts of relevant data which can be helpful in solving the problem.
iv.
Organising the data: The data is then organised in such a way that it can
lead to the solution of the problem.
v.
Formulating a tentative solution : On the basis of the organised data,
the student formulates tentative solutions of the problem.
vi.
Arriving at the correct solution: Out of the tentative solutions, a
correct solution is found out by a process of reasoning.
vii.
Verifying the results: The students are required to verify the conclusion
by reversing the process of reasoning. Some situations in which problem solving
method can be applied are:
1.
Finding better methods of simplifying work.
2.
Finding various sources of income and better utilization of money.
3.
Elimination of genetic disorders in coming generations.
4.
Finding ways of improving emotional control among studetns.
5.
Finding better methods of improving nutritive value of foods.
6.
Finding different types of anaemia and its causes.
7.
Finding the type of fabrics suitable for different seasons.
Through
solving developmental problems, students develop abilities to understand general
principles learned in the class through lectures, illustrations, textbooks and
homework and they put them to use. Through solving judgement problems students
gain ability to judge and make decision weighing values, analysing carefully and
evaluation facts and making conclusion with out bias. All these call for clear
thinking which is developed in the process of making decisions. Through planning
problems, students acquire managerial ability, students learn to plan their day,
lessons, recreation and wages of fulfilling responsibilities.
b) Discussion
This
method is found quite suitable for those topics in Home Science, which cannot be
easily explained by demonstration or other techniques. In this method there is
sufficient scope for free and natural participation of the pupils.
Discussion
takes place whenever a plan or decision is to be made by a group or there is a
difference of opinion concerning the situation.
Steps
involved in using the discussion methods are:
•
to locate and define problems of commom interest and significance.
•
to work together and to find ways of solving the problems.
•
to allocate responsibilities for the solutions suggested and
•
to evaluate the effectiveness of the suggested solutions and their
implementation.
•
Advantages of this method are:
•
It helps a lot to know about the academic background of the child.
•
It allows a better participation of pupils.
•
It helps to make classroom teaching more lively, active and interesting.
•
It helps to develop qualities of leadership in the pupils.
•
It stimulates mental activity.
•
It develops fluency in speaking.
•
It classifies ideas and helps in the process of thinking.
Types
of discussion
Class
discussion
2.
Group discussion
3.
Panel discussion
4.
Discussion 66
5.
Buzz session
6.
Brain storming
7.
Symposium
8.
Colloquium
Class
discussion
Class
discussion can be on a general topic such as the need for home science education
or it can be on a specific topic such as vocation in home science.
Panel
discussion
Panel
discussion is also known as round table discussion. It consists of a panel of
three to six persons who express their opinion on a given problem. Suppose the
topic is ‘Is city is becoming overcrowded leading to insanitary living
conditions. How can this be improved?’ The members of the panel discussions
will include specialists on housing, town planning and sanitation. The purpose
of a panel discussion is to get important facts from different angles.
Procedure
: The chairman starts by introducing
the members of the panel to the audience giving their background and experience.
She then states the problem to be discussed and explains how she has organised
procedures. After opening the session, she proceeds informally, drawing the
members into conversation among themselves, but loud enough for the audience to
hear. The members present their views on various issues pertaining to the topic,
taking not more than two to three minutes at a time. When the discussion among
the members of the panel has been carried on for 20-30 minutes, a free
discussion follows between them and the audience. At the conclusion of the
prescribed time limit, the chairman summarizes the panel discussion and brings
out the important points emphasized.
Discussion
66
In
this type of discussion six persons meet for six minutes to discuss a problem or
plan a project. Each member is given a minute to express a point she considers
most important. When the teacher feels that she must get the opinion of a
majority of students in a minimum time, this method proves highly useful. For
example, for discussing the stresses during adolesence, the teacher can resort
to discussion 66 in order to get maximum suggestions from the students.
Buzz
session
In
this method the class breaks off into pairs to discuss an issue and changes
partners at the buzz (ringing) of a bell. At the end of the session each pupil
records the number of suggestions she has heard. A buzz session will give a
large variety of ideas in minimum time.
Brain
storming
As
the name suggests, the brains of the participants are stimulated to create a
storm of ideas and suggestions regarding the topic, with out any deliberation to
find whether or not they are meaningful and purposeful.
Symposium
In
this method each member of the group is expected to give his view to the
audience through speeches or paper reading about a particular aspect of a
problem. At the end a mutual discussion is allowed.
Colloquium
This
method consists of two groups: On one side experts or resource person and on the
other side students group. The students group raises the questions on
interesting subjects and rules anounces from the panel.
In
a student centred classroom, the following points must be borne in mind while
conducting a discussion.
Discussion
points may be provided to guide the progress of the discussion.
This
will help the students to reach the proper conclusion.
Discussion points may be in the form of questions or statements.
•
During group discussion the teacher may observe each group and if needed
help them to channel the discussion towards the common objective.
•
All students may be given opportunity to take part and express their
ideas.
•
It must be ensured that time limits are observed.
•
The conclusion reached may be entered by each students and a group
representative must present these during consolidation.
•
The teacher may correct or add to the conclusions and ensure that all the
relevant ideas have been covered.
•
Students may be instructed to enter the consolidated ideas.
c) Role playing
Role
playing is spontaneous acting out of a situation by two or more persons to show
the emotional reactions of the people in a given situation preceived by them. It
is a unrehearsed drama emphasizing the role of a person. Role playing can be
used effectively in Home Science class. Topic such as playing out a role of a
working mother who is unable to cope with her dual roles or a role of a
dietician trying to persuade a patient regarding the food restrictions are
examples of topics for dramatisation.
d) Demonstration
Demonstration
is a simple and effective teaching aid. Demonstration is used to provide
information, create interest and develop standards of work by showing how a
process is carried out.
Demonstration
can be short and informal such as demonstrating how to thread the machine or it
can be long and formal as in the case of a demonstration on flower arrangement
for a larger audience.
Steps
in the process demonstrated will be summarised at the end, preferably by the
students themselves. Articles made or the products resulting during the
demonstration will be left for inspecting the finished product. For example in a
class on foods, pupils will have opportunity to taste the items prepared.
Demonstration should be followed by practice under close supervision.
Repetitions
of the practice in the class and through home experience will be needed to
develop competence.
e) Laboratory
Since
students learn by doing, experience in the laboratory is an important part of
their total learning.
Laboratory
experiences have three values:
•
Productive
•
Experimental and
•
Observational
Carpentry,
food preparation and clothes making are examples of experiences which yield
productive values and develop manipulative abilities in managing resources.
Experimental type of laboratory experience are needed to determine a principle
or illustrate it. For example, removal of ink stain from the dress.
The
observational type of experiences such as observation of child behaviour, study
of fabrics and comparison of different fibre are used to develop ability to
recognise characteristics and draw conclusion.
f) Home Science Library
Home
Science books, journals, periodicals, CDs and cassettes may be
purchased/subscribed for the Homescience library. Albums, atlas and other
collection of students can also be kept as a part of the library. The library
will be helpful to the students to develop reference skills and to improve the
reading habits as well as to get a deep understanding of the different subjects
included under Home Science.
g) Home Science Club
The
activities of Home Science club plays an important role in promoting Home
Science learning. The activities can be organised under the leadership of a club
committee. Home Science teacher may be the science club sponsor, Principal will
be the patron and Home Science students its members.
The
club mainly aims at building up a positive attitude towards Home Science.
h) Project
This
method lays more emphasis on learning by doing. A project as defined by Dr
Kilpatric is ‘a whole hearted and purposeful activity proceeding in a social
environment.’ Actually the term ‘project’ has got very wide connotation
and has been taken to include any activity like dramatics, pageants, making
models, drawing maps and charts, collecting pictures, preparing soap, books,
going on field trips or any other constructive and experimental understanding
which enables the children to learn a significant skill or process. A project
may be a brief task or it may be an inclusive undertaking.
The
project is a kind of experience which is motivated by a strong desire to learn
and teach. This method in reality is a method of living. Projects related to
home, school and community are very useful in teaching many topics in Home
Science. Successful completion of a project depends upon selection, planning,
execution and evaluation.
Steps
in a Project:
i.) Providing a situation:
To
teach by this method, the teacher must provide a situation where in the pupils
are eager to carry out a project according to their needs and interests.
Generally various situations are discussed by the teacher so as to find out the
interest of the pupils. In such discussion, students are motivated to that
situation. Resources are taken into account and various alternatives are
considered. After a careful consideration, a plan is selected and it is then
written down in the project book by the students under the guidance of the
teacher.
ii.)
Choosing the project:
The
choice of the project may be left to the students and the role of the teacher be
limited to guidance only. Dr Kilpatric observes ‘the part of the pupil and the
part of the teacher in most of school work depend largely on who does the
proposing’. The most important thing is that the pupils do the proposing.
However the teacher should tactfully handle the situation and see that a project
of greatest educational value is chosen.
iii.)
Planning:
Even
during this step the teacher’s role is to guide and the actual planning has to
be done by the pupils. During the planning maximum participation of students
will have to be ensured. During consideration of various proposals the teacher
should make clear the difficulties likely to be faced in execution of a
proposal. Finally, the best possible plan can be approved.
iv.)
Execution:
After
a particular plan has been approved it is executed and the project is carried
out in accordance with the plan. The teacher may assign definite duties to
individual students for this purpose. Every child is expected to contribute
something in the execution of the plan and successful completion of the project.
The teacher should provide only the minimum help.
This
is the longest procedure and the students are busy in different works assigned
to them. They may be busy in collecting information, visiting various places and
peoples, looking up maps, writing letters, reading reference books, calculating
prices, enquiring rates etc. Guidance for all these varied activiteis is to be
provided by the teacher and so the task of the teacher is quite difficult.
A
single project may provide a number of activities and a variety of knowledge
from various sources. The students gain different types of experiences while
executing a project and so they learn a good deal incidentally.
v.)
Evaluation:
After
its completion, the project is critically evaluated to assess whether the
activities have been carried out in accordance with the plan charted out.
Mistakes committed, if any, are noted down, things learnt are reviewed and
useful experiences are recounted. The importance of this procedure is that it
makes the pupils think about the work they have undertaken and also to evaluate
it in the light of the experiences gained.
vi.)
Recording
It
is essential for any effective learning process that a complete record of all
the things learnt should be kept. Such a record is generally kept in a project
book. The record includes every thing about the project i.e., choice of the
project, the discussion held, proposals accepted, duties assigned, books
consulted, informations sought for work undertaken, difficulties faced,
experiences gained etc. Such a record is found quite useful and so the teacher
should see that a complete record of all the project undertaken is kept by the
students in their project book.
i) Field Trip
This
is a method of study which links learning activities with school surroundings
with definite aims. If needed the
services of local experts and parents may be sought.
Proper planning is essential for the success of field trips as in the
case of any other learning activity. As
part of project activities, field trip or study tour may have to be carried out.
j) Seminar
Seminar
is a comprehensive organised matter presented either orally or in written form
in an interesting manner. It requires the pupils to read the related literature
on the given topic from all the possible sources of information, organise it in
a purposeful manner with proper logical sequence and then plan for an effective
presentation. Seminars are useful in conveying the various messages of Home
Science to the pupils with their own effort. The pupils are made familiar with
different sources of information on a topic and also in the course of presenting
the work they develop self confidence. Seminars can either be given as oral or
written seminar paper, and can be given as individual or a group activity. Some
of the topics that can be given by the Home Science teacher are:
1.
Need for balanced diet
2.
Importance of play in child development
3.
Nutritional problems in adolescents
4.
Energy conservation in the home.
5.
Selection of fabrics for the family
Organisation
of seminar
•
Topic presentation
•
Finding out sub topics or different areas
•
Group formation
•
Assigning sub topics to different groups
•
Discussion by each group on the assigned area or sub-topic (books,
magazines, institutions, place and perosn)
•
Organising ideas
•
Paper writing
•
Seeking the opinion of the teacher.
•
Presentation
•
Discussion
•
Summarising
The
teacher may provide reference materials and give directions at all stages.
•
Paper writing
•
The paper may include new information gained through data collection,
conclusions and findings.
•
The information collected by all the members may be included.
•
Tables, charts, books and other resource materials may be included.
Teacher
may examine the paper at different stages and provide guidelines.
The activities and participation of each student in the group may be
assessed.
Paper presentation
•
Teacher may function as the moderator during the initial stages, but it
is better to assign this role to students themselves.
•
The paper to be presented must be written out completely.
•
All the group members must be present in the dias during presentation and
must actively participate in the discussion after presentation by the leader.
•
Questions from the audience are to be answered by group members taking
turns.
•
Teacher may interfere when necessary to provide instructions and help.
•
When sub topics are presented, after all the presentations are over
general discussion may be held. Teacher
may summarise the discussion.
•
A summarised version of the report may be recorded.
•
Seminar papers and reports may be kept in the information corner.
k) Assignments
Assignments
are learning activities helping to achieve the curriculum objectives and also
lead the pupil from the present level to a higher level of learning.
Assignments
may be of the types - writings, drawings, construction of models etc.
In assignments involving construction of models, a note on methods used
in construction may also be submitted.
The
discussion and planning may be carried out in classroom to complete the
assignments in time. Clarifications may be given about the sources.
Teacher may provide the sources if needed.
•) Debate
Debate
is an important method of learning science, social constructivist theories
consider debate as an ideal method of learning.
After
presenting a controversial topic, arguments in favour and against are put
forward and a detailed analysis of facts is done by both sides in a debate.
Relevance
of Debate
•
To develop the skill of presenting ones views logically and argue
convincingly
•
To develop the ability to compare others views with ones own view and to
understand relevant aspects of ideas of others.
•
To develop leadership quality, democratic attitude, unity, and
communication skills.
Conducting
a debate
The
selection of the debate topic must be done very carefully.
A controversial topic (one which can be viewed from two different
standpoints) is suitable for debate. Both
viewpoints must help in cultivating certain positive attitudes in students.
The
teacher must not take a stand favouring one group. An objective approach is to be maintained while presenting
the topic.
Only
then the students will prepare to debate both aspects.
The processes in the debate are;
•
Topic presentation
•
Preliminary discussion - students are grouped into two.
•
The two groups discuss the arguments they are going to present.
•
Responsiblities assigned for presenting different viewpoints &
arguments.
•
Either the teacher or a student functions as the moderator.
•
Each group presents their arguments.
•
Moderator presents an analysis of the ideas and consolidate the points.
•
Moderator presents an analysis of the ideas and consolidate the points.
Moderator may present the consolidation in tune with the method of
science. The consolidated
information is recorded.
Responsibilites
of the moderator
•
Introductory presentation
•
Guiding the discussion
•
Ensuring that the discussions are on right track
•
Ensuring the time limits
•
Consolidation of arguments
A
model for planning
Stage
1 - 1 period
•
Introductory presentation of the topic
•
Grouping of students
•
Group discussion
•
Collection of information within groups
•
Assigning reponsibilities
•
Fixing date and time of debate.
Stage
2 - Debate
•
Seating arangements
•
Introductory remarks
•
Presentation of arguments from two sides
•
Discussion
•
Consolidation
The
moderator's main responsibility is consolidation. It must be unbiased, analytical and efficient as the role of
a judge in weighing the merits of a legal point.
Stage
- 3
•
Preparing report on the debate.
•
Record the details of the debate.
m) Teaching with Teaching
Aids
In
any subject, teaching aids will help the teacher to put forth his/her ideas in
an interesting and effective manner. In Home Science, teaching aids comprising
visual as well as audiovisual aids can be used effectively to transmit knowledge
of the different areas of nutrition, family resources management, human
development and textiles and clothing. Models, cutouts, exhibits, bulletin
boards, puppets, film shows, slide shows, film strips, radio, television, video
cassettes, pictures, charts, posters, photographs, flannel graph and flash cards
can be effectively used by the Home Science teachers to promote the learner
centred activity. If computer facility is available, CDs on various topics can
be effectively used for teaching. The internet can be successfully used to
promote learning.
Models
are the representations of objects, which can serve as substitutes for the real
objects. Models can be either still models or working models.
Eg.
Models of different time and energy saving equipments like thermal cookers,
smokeless chullah etc. Cutouts are simplified models designed to show the parts
or work pattern of the whole. This is especially useful in the area of cloth
making.
Exhibitions
help to convey new ideas and findings of research can have immense educational
value. Pupils participating in the exhibition prepare the exhibits, organise and
arrange them in order and explain the matter to the public coming to see the
exhibition, and thus learn new concepts and skills. The teacher can entrust the
job of setting up an exhibition to the pupils by including all the projects,
home assignments, collections if any at the end of the year.
Bulletin
boards set up in the school enable the pupils to have an understanding of
current events and programmes in relation to the subjects of study. The pupils
can be encouraged to set up paper cuttings as notices regarding programmes to be
implemented etc. every week in the
bulletin board.
Puppetry
also offers interesting educational experiences for pupils. Ideas can be
presented efficiently as well as economically. Puppets can be made using paper
pulp or clay or cloth. It can be used as glove puppets, string puppets, or rod
puppets, and the pupils take responsibility for making the puppets, moving them
and also speaking the dialogue for the puppet. Puppets can be effectively used
for nutrition education, stories of family living, health and hygiene.
Film
shows on various aspects of Home Science are available at the Field publicity
offices which can be screened in the school. They arouse interest and serve an
educational purpose also. Slide shows are also effective teaching aids and they
are very useful in the teaching sessions.
Radio
and television can also be effectively used by the teacher. Group listening and
discussion on educational programmes on radio and television can be done as a
part of home science club activities.
Charts,
posters, photographes can help in arousing interest in the students. Picture
albums on different aspects of child development, textile fibers etc can be
prepared with the help of the pupils. Flannel graphs on various food groups,
labour saving devices etc can be prepared to make the teaching session on these
topics interesting. A flash card is usually used to illustrate the matter taught
in a story form. Eg. Importance of good nutrition in the form of a story with
characters following good and poor nutrition practices with pictures in flash
cards. The flash cards have to be arranged in a sequence, and held in front of
the teacher so that all the pupils may see it well. As the story proceeds, the
cards are flashed or shown and kept behind.
CDs
can be viewed as a part of Home Science club activities, and also relevant
matter from the internet can be saved by the teacher and viewed later by the
students, whenever possible.
The teacher can choose any of
these strategies according to her topics for students. Teacher can also try any
other strategy suitable for the topic.
