Lesson planning and planned way of teaching with the requirements of internship and in-service teachers’ professional development are focussed in the book. It provides in-depth guidance on planning lessons across the curriculum and realistic ideas as are rooted in prominent research works ranging from developing planning strategies to creative suggestions for a wide range of classroom activities. The book discusses self-assessment of aims, the rationale of objectives and the limitations of learning objectives. It delineates various Learning Theories besides relevant skills, techniques and methods along with planning for reflective and active learning. Principle and ways of self-evaluation through self-reflection for taking stock of teachers’ own weaknesses and strengths for ensuring improvement and continuity in the much-needed quality of self-learning are emphasised. The book is a focused resource material for professional growth of career teachers and a great orientation for up-coming and new teachers. It gives educational institutions a kick-start into the 21st century in that it attempts to contextualise and align teaching content and styles with future needs.
Dr. Talmeez Fatma Naqvi, doctorate from Jamia Millia Islamia is associated with Maulana Azad National Urdu University and teaching at Bhopal College of Education of the University. Her book Teachers in Classroom: The Perceptual Roadblocks (Shipra Publications, 2010) has been well received in the academic world. Dr. Naqvi has participated in a number of national and international level seminars, and contributed about a dozen scholarly essays which have appeared in journals, national and international and edited works. Besides, she has worked on a number of research projects in the Department of Psychology, I.A.S.E. (Jamia Millia Islamia), Institute of Applied Manpower Research and N.C.E.R.T. Delhi.
Preface
Acknowledgements
I. Teaching Practice: Concept, Objectives and Suggestions
1.1. What is Practice Teaching
1.2. What Necessitates Practice Teaching
1.3. Teaching and Training Objectives
1.4. Stages in Practice Teaching
1.5. Supervision and Evaluation of Teaching Practice
1.6. Participation in Other Works of School
1.7. Community Experiences
1.8. Work Education
1.9. Value Education
1.10. Present Status of Teaching Practice and Need for Improvement
II. Developing Lesson Plan
2.0. Lesson Planning
2.1. What is a Lesson Plan?
2.2. Why Planning is Important
2.3. Principles of Lesson-Planning
2.4. Lesson Plan Guidelines
2.5. Steps to Developing a Quality Lesson Plan
2.6. Developing a Lesson Plan
2.7. A Well Developed Lesson Plan
2.8. Guidelines for (Making and) Evaluating a Developed Lesson Plan
2.9. Common Mistakes in Writing Lesson Plans
2.10. Constructivist Lesson Planning
2.11. Constructivist Learning Design and Lesson Plan Format
III. Designing Learning Objectives
3.1. The Task of Designing Appropriate Learning Objectives
3.2. Learning Objectives
3.3. Teaching and Instructional Objectives
3.4. Learning Objectives and Measurable Outcomes
3.5. Learning Objectives of Your Course
3.6. Writing Learning Objectives
3.7. Writing Knowledge Objectives
3.8. Writing Skills Objectives
3.9. Writing Attitude Objectives
3.10. Assessing Learning Objectives
3.11. Recommendations for Writing Goals and Objectives
IV. Using Teaching Aids
4.1. Meaning of Teaching Aids
4.2. Importance of Teaching Aids in Teaching Learning Process
4.3. Learning Modalities
4.4. Types of Teaching Aids
4.5. Technology-Enhanced Learning (TEL)
4.6. Teaching Aids for Visually Challenged
V. Transacting Lesson Plan: Appropriate Teaching Methods and Techniques
5.1. Essentials of Ideal Teaching
5.2. The Importance of Selecting Appropriate Instructional Methods
5.3. Learning Outcomes and Learning Experiences
5.4. Learning Theories
5.5. Learner Centred Approach
5.6. Requisites of Effective Teaching
5.7. Principles of Effective Teaching
5.8. Specific Methods
5.9. Techniques for Ensuring Student Participation
5.10. Techniques for Skill Teaching
5.11. Techniques for Pooling Thoughts and Ideas
5.12. Memory Reinforcement Techniques
5.13. Techniques for Balancing Participation
VI. Educational Evaluation
6.1. Measurement, Assessment, and Evaluation in Education
6.2. The Evaluation
6.3. Alternative Assessment, Performance Assessment and Authentic Evaluation/Assessments
6.4. Standards for Assessment
6.5. Types of Evaluation
6.6. Techniques of Evaluation-Assessment
6.7. Bloom's Taxonomy of Educational Objectives (Categories of Questions)
6.8. Constructivist Assessment
6.9. What should we do with the Information from our Evaluation/Assessment?
VII. Reflecting Back: Learning from Experience
7.1. Self-Evaluation
7.2. Self Reflection
Appendices
(A): Lesson Planning (Based on Constructivist Approach)
(B): E Model Science Lesson
: Lesson Plan
: What can you do on the first day of class? What should you do?
: Things You can do in Your Teaching Practice
Bibliography
Index