TECHNIQUES FOR TEACHING L

7/29/2019 TECHNIQUES FOR TEACHING L

1/27

BY:MOHAMAD SHAFEEQ BIN ZAIDUN

MOHD SHAIFUDDIN BIN RAZALI

NAJWA ADIBAH BINTI BUKARI

LECTURER:

MDM JAYANTHI MALA A/P MARIMUTHU


2/27

Brainstorming Problem Solving Method

Cooperative Learning Technique

Drama Technique


3/27


4/27

Brainstorming is a group creativity techniquethat was designed to generate a large numberof ideas for the solution of a problem.

It is particularly helpful when you need to

break out of stale, established patterns ofthinking, so that you can develop new ways oflooking at things. This can be when you needto develop new opportunities, where you want

to improve the service that you offer, or whenexisting approaches just aren't giving you theresults you want.


5/27

Focus on quantity: This rule is a means ofenhancing divergent production, aiming tofacilitate problem solving through the maxim,quantity breeds quality. The assumption is thatthe greater the number of ideas generated, thegreater the chance of producing a radical and

effective solution. No criticism: It is often emphasized that ingroup brainstorming, criticism should be put'on hold'. Instead of immediately stating whatmight be wrong with an idea, the participants

focus on extending or adding to it, reservingcriticism for a later 'critical stage' of theprocess. By suspending judgment, one createsa supportive atmosphere where participantsfeel free to generate unusual ideas.


6/27

Unusual ideas are welcome: To get a goodand long list of ideas, unusual ideas are

welcomed. They may open new ways ofthinking and provide better solutions thanregular ideas. They can be generated bylooking from another perspective or setting

aside assumptions. Combine and improve ideas: Good ideas can

be combined to form a single very good idea,as suggested by the slogan "1+1=3". This

approach is assumed to lead to better andmore complete ideas than merely generatingnew ideas alone. It is believed to stimulate thebuilding of ideas by a process of association.


7/27


8/27

Problem solving is a process to choose anduse the effective and benefical tool andbehaviours among the different potentialities

to reach the target. It contains scientific method,critical

thinking,taking decision,examining andreflective thinking.

This method is used in the process of solvinga problem to generalize or to make synthesis.


9/27

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.


10/27

A) INDUCTIONIt is like teaching with discoveringmethod.Cases are observed carefully.Thesimilarities and dissimilarities are found.Thenyou can reach the general rule or law with thetechniques "generalization" or "makingabstract" from the similarities.


11/27

B) DEDUCTION

It is reverse of induction technique.Somegeneral laws and rules which are reachedbefore are given to the students and wantthem to apply this method to differentsingular case.The convenience of it to the oneof the case is controlled mentally.


12/27


13/27

Research has shown that cooperative learningtechniques;

1.promote students learning and academicachievement

2.increase students retention3.enchance students satisfaction with learning

experience4.help students develop skills in oral

communication5.develop students social skills6.promete students self-esteem7.help to promote positive race relations.


14/27

1.Positive interdepence2.Face to face interaction

3.Individual and group accountability

4.Interpersonal and small-group skilss5.Group processing


15/27

1.Jigsaw2.Three-step interview3.Think-pair-share

4.Round robin brainstorming5.Three-minute review6.Numbered heads7.Team pair solo

8.Circle the sage9.Partners


16/27

1.The teacher can merely provides a settingand atmosphere in which such attitudes andbehaviours may develop.

2.Careful encouragement and direction isneeded constantly by the teacher.

3.The teacher creates and maintains a mutualfeeling of responsibility to achieve group

goals.4.The teacher is responsible for contributing

specific info when needed.


17/27

Cooperative learning is a succesful teaching

strategy in which small teams, each withstudents of diffrent levels of ability, usevariety of learning activities to improve theirunderstanding of a subject. All group

members:-gain confidence from each others effort.

-all group members share a common fate.

-know that ones performance is mutuallycaused by oneself and ones team members.

-feel proud and jointly celebrate when a groupmember is recognised for achievement.


18/27


19/27

Students will be able to recognise andpractice individual skills

Students will be able to communicate withother group members,easily

Students will be able to gain anunderstanding of the feeling of others

Students will be able to learn to use body

language


20/27

One of the teaching techniques which teachstudents how to behave in which situation byliving it

Physical environment/costumes/ accessoriesare important,effects the concentration ofstudents

Students use their own imagination thus

improve their creativeness


21/27

Informal drama: no preparation,no writtenmaterial.for ex;traffic accident,

Role playing: students may get preparationfor their role before acting,

Formal drama: completely under the teachercontrol. Everybody uses written material


22/27

Puppets: students use puppets and say whatthey want from behind of the puppets

Pantomime: students use only mime andgestures, no oral acts,such as washing hisface,eating something..

Finger game: especially for younger students.A story is given and want students tocomplete it by making their fingers talk


23/27

It is fun Provides direct involvement in learning on the

part of all students Improves language using Communicating/speaking and listening skills

are improved Allows for exploration on solutions


24/27

Needs too much time Costumes,decors and preparation of physical

environment may create difficulties If students be limited, it may be boring Students may be too self-conscious Not appropriate for large groups Students may feel threatened


25/27

Provides opportunity to recognise andpractice the skills

Improve language usage

Allows for exploration of solutions

The more students involve, the more theylearn


26/27

brainstorming, (n. d. ). Retrieved on april,14, 2007 fromhttp://www.mindtools.com/brainstm.html

brainstorming, (n. d. ). Retrieved on april,14, 2007 fromhttp://en.wikipedia.org/wiki/Brainstorming

http://www.gencbilim.com/odev/odevgoste

r.php?il=eskisehir&id=8317 http://www.dersimiz.com/eyazim/yazi.asp?

id=59
http://www.mindtools.com/brainstm.htmlhttp://en.wikipedia.org/wiki/Brainstorminghttp://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.dersimiz.com/eyazim/yazi.asp?id=59http://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://www.gencbilim.com/odev/odevgoster.php?il=eskisehir&id=8317http://en.wikipedia.org/wiki/Brainstorminghttp://www.mindtools.com/brainstm.html


27/27

JIGSAW LISTENING1. Divide a class into 3 groups (A,B,C)

2. The group task may be to decide on the best place to gofor a holiday.

3. Group A- listen to a foreign radio broadcast on place of

interest

4. Group B listen to a local radio broadcast

5. Group C- watch a video advertisement where a lot ofextra-linguistic help is given

6. After listened to the tape, forms the class in groups ofthree, each group having an A, B and C.

7. The group uses input from each member to come to agroup decision.

Documents

TECHNIQUES FOR TEACHING L