By

Dr Rahim Khan
Ph.D (Colombo)
 Learning
Learning Objectives
Objectives Orient
Orient

Inform
Inform Stimulate
Stimulate

Demonstrate
Demonstrate Application
Application Opportunities
Opportunities

Assess
Assess &Feedback
&Feedback Self-assessment
Self-assessment
Are you ready to go?
 O.K
 Then;
 .
.
.
How Where ?
?
Who?

? To Teach
h o m What
W ?

When? Why?
 Teaching?
 Teaching is a conscious stream of
decisions, made before, during, and
after instruction, the implementation
of which, will increase the probability
that learning will take place.

 Madeline hunter (modified)

 TOTAL TEACHING ACT?
 1. Selecting the objective
 2. Creating focus
 3. Teaching to the objective
 4. Reinforcing focus
 5. Reflecting on what
worked and what didn’t
 Effective Teaching?
 Effective teaching is a conscious stream of
good decisions, made before, during, and
after instruction, the implementation of
which, will insure the probability that
learning will take place and knowledge
will retained.

 Madeline Hunter (Modified)

 .

 .
 ..
..

 ..
 .
 .
 .
 .  .

T = Tolerating
E = Encouraging
A = Able
C = Committed
H = Hard Worker
E = Efficient
R = Righteous
A good teacher makes you think even when
you don’t want to.
(Fisher, 1998, Teaching Thinking)
.
“The aim of education should be to teach us rather
. to think, than what to think—rather to
how
improve our minds, so as to enable us to think for
ourselves, than to load the memory with the
thoughts of other men.” ~Bill Beattie
 Common Behaviour .Problems in Schools



 .Stealing
.
 Truancy
 Disobedience &
insubordination
 Lying
 Fighting
 Cheating
 Lateness
 Rudeness
 Destructiveness
 Cruelty
 Smoking
Activity
 .
 Subject?
 Lesson?
 Unit?
 Paragraph?
 Chunk?
Activity
 At Heart Of What We Do Is
Teaching To The Objective (T 2 O)
What do we mean, teaching to the
objective?
Putting in place a
series of specific
actions a teacher
can take, that
will enhance the
learning of
students.
 The First Element of
(T 2 0) Is Explanation

1. CONTENT
2. DEFINITIONS
3. EXAMPLES
4. MODELING
5. PROCESS
 1. CONTENT

Content is information which adds

meaning and purpose to the
explanation.

2. DEFINITION

Presenting the meanings of any new

words, terms, symbols, or signs
relevant to the new learning.
 3. EXAMPLE
An example is representative of a group as a
whole; serves as a pattern of a specific kind;
or a case or situation serving as a model.
4. MODELING

Performing An Action To Be Copied

5. PROCESS

Demonstrating step by step procedures

 THE FOUR COMPONENTS OF
(T2O)
1. WAYS OF EXPLAINING

2. METHODS OF QUESTIONING

3. TYPES OF ACTIVITIES

4. WAYS OF RESPONDING
 .
 .
There is absolutely no research
correlation between success and
family background, race, national
origin, financial status, or even
educational
accomplishments. There is
but one correlation with success,
and that is ATTITUDE.
‘The teacher’s job is not .
only to help students do
better
 . In school. It is to help
them do better in life’.

Eliot Eisner
‘ At best school can be
about how to make a
life, which is quite
different from how
to make a living’.
Neil Postman
 Attitude and. Behavior
 .
Attitude

Behavior

Attitude is a little thing but it makes a big difference

 ..
. .
 
 Activity
 .
 .
 Time management
 Students Motivated
 Teaching period
 Activity period
 Evaluation period
 Activity

 .
 Advance organizer

“The most important

single factor
influencing learning
is what the learner
already knows.
Ascertain this and
teach him
accordingly.”
“No one has yet realized the
wealth of sympathy, the
kindness and generosity hidden
in the soul of a child. The effort
of every true education should
be to unlock that treasure.”
~Emma-Goldman
“The central job of schools is to
maximize the capacity of each
student.” ~Carol Ann Tomlinson
 The Learners
 Age level?
 Class strength?
 Intellectual capacities?
 Physical Achilles, heel?
 Religious background?
 Cultural diversity?
 Aptitude?
 Multiple Intelligences:
.
a personalized approach for
 . “learning how to learn”

Sheila Graves
Drexel University
4/2005
 Multiple Intelligences
.
 .
 .

 ..

Spatial
 .

 ..
 Activity

 .
 .

The
mind is
not a
bucket
to be
filled Incomprehensible!
but a
flame
to be
ignited
 . Impossible!!
 .

Our Pupil are being academically stuffed

while being motivationally starved.
 No change why?
 .

Lila M. Smith
Confucius
.
(real name K'ung Ch'iu),
 .
 .

Lila M. Smith
 Learning
. Pyramid
(National Training Laboratories, Bethel, ME)
Average
 . Retention Rate
Lecture 5%

Reading 10%
Audio-Visual 20%
Demonstration 30%
Discussion 50%
Practice by doing 75%
Teach/Use 90%
 .
 .
CROSS-CHECKING WITH STUDENTS
 A message to Muslims
 The Muslim community in
many parts of the world is
like a butterfly in its cocoon
phase. The cocoon is dark
and warm and its wrapping
gives it a sense of security.
Now the phase of early
development has ended and
the beautiful multi-colored
butterfly must arise and
show its intricate
 patterns to the world!
 . ً ‫جزاكم الله خيرا‬
. May Allah reward you