2.  Mastery Learning
 Integrated Method or Interdisciplinary Teaching
 Team Teaching
 Programmed Instruction
 Learner-Centered Constructivist Approach
 Modular Approach
 Online/Distance Education

4. What is Mastery Learning?
 Based on Benjamin Bloom’s Mastery of
Learning, mastery learning is a teacher paced
group instruction, one-to-one tutoring or
self paced learning with programmed
materials.
 Mastery Learning is an instructional method
that presumes all children can learn if they
are provided with the appropriate learning
conditions. Specifically, mastery learning is a
method whereby students are not advanced
to a subsequent learning objective until they
demonstrate proficiency with the current one.

5. Role of the Teacher:
 directs group-based instructional techniques.
 Regularly correcting mistakes of students
along learning paths.
 Evaluates students using diagnostic or
formative test.

6. Desired Outcome
 Students must show evidence of
understanding of material before moving to
the next lesson
 Evidence of high achievement

8.  Interdisciplinary teaching is a method, or set of methods, used to
teach a unit across different curricular disciplines.
 The basic building block of interdisciplinary teaching is known as
a theme, thematic unit, or unit.
 Interdisciplinary teaching is all about simultaneous application of
knowledge, ideas, and/or values of a domain in multiple
academic domains.
 Impart knowledge using integration of content and skills from
several disciplines to teach one particular discipline.
 Interdisciplinary methods work to create connections between
traditionally discrete disciplines such as mathematics, the
sciences, social studies or history, and English language arts.

9. The seventh grade Language Arts, Science and
Social Studies teachers might work together to
form an interdisciplinary unit on rivers.
 The local river system would be the unifying idea.
 The English teacher would link it to Language
Arts by studying river vocabulary and teaching
students how to do a research report.
 The science teacher might teach children about
the life systems that exist in the river
 The Social Studies teacher might help students
research the local history and peoples who used
the river for food and transport.

10.  Answers educational problems like
fragmentation and isolated skill instruction
 Train students on thinking and reasoning
 Help us handle knowledge transfer

12. Team teaching involves a group of instructors
working purposefully, regularly, and
cooperatively to help a group of students
learn.

13. Different Formats of Team Teaching
 Teams comprise staff members who may
represent different areas of subject expertise but
who share the same group of students and a
common planning period to prepare for the
teaching.
 two or more teachers teach the same group at
the same time
 a team shares a common group of students,
shares planning for instruction but team
members teach different sub-groups within the
whole group
 planning is shared, but teachers each teach their
own specialism or their own skills area to the
whole group

14.  Encourages innovations and experiments
 Improved quality of teaching
 Spread responsibilities, encourages creativity,
deepens friendship, builds community among
teachers.
 Team teaching can lead to better student
performance

15.  Some teachers are rigid personality types or
may be wedded to a single method.
 Some dislike the other teachers on the team.
 Team teaching makes more demands on time
and energy.

17.  Programmed instruction, method of
presenting new subject matter to students in
a graded sequence of controlled steps.
Students work through the programmed
material by themselves at their own speed
and after each step, test their comprehension
by answering an examination question or
filling in a diagram. They are then
immediately shown the correct answer or
given additional information.
 Computers and other types of teaching
machines are often used to present the
material.

18.  The teaching machine is composed of mainly
a program, which is a system of combined
teaching and test items that carries the
student gradually through the material to be
learned. The "machine" is composed by a fill-
in-the-blank method on either a workbook or
in a computer. If the subject is correct,
he/she gets reinforcement and moves on to
the next question. If the answer is incorrect,
the subject studies the correct answer to
increase the chance of getting reinforced next
time.

19. Teachers Role
 Monitor student progress on programmed
materials
 Assess the effectiveness of all programs
 Provide individualized tutoring
 Motivate students to participate in
programmed activities

20. Benefits
 Immediate knowledge of results
 Individualized learning
 Expert instruction

22.  Constructivism is a theory of knowledge that
argues that humans generate knowledge and
meaning from an interaction between their
experiences and their ideas.
 Constructivist teaching is based on the belief
that learning occurs as learners are actively
involved in a process of meaning and
knowledge construction rather than passively
receiving information.

23. Learner always builds upon knowledge that a
student already knows. This prior knowledge
is called schema

24.  Teacher leads through questions and
activities to discover.
 Discuss, appreciate and verbalize the new
knowledge.
 Prompts and facilitate discussion

25. According to Audrey Gray, the characteristics
of a constructivist classroom are as follows:
 the learners are actively involved
 the environment is democratic
 the activities are interactive and student-
centered
 the teacher facilitates a process of learning in
which students are encouraged to be
responsible and autonomous

26. Examples of constructivist activities
 Experimentation
 Research projects
 Field trips
 Films
 Class discussions

27. Students learn how to learn by giving them the
initiative for their own learning experiences.

29. What is a module?
Module is a unit of work in a course of
instruction that is virtually self-contained
and a method of teaching that is based on
the building up skills and knowledge
in discrete units.

30. STRUCTURE OF MODULE :
The title
The Introduction.
The overview.
The objectives
The instruction to the users.
The pre-test evaluation and feedback.
The learning activities.
The formative test, evaluation and feedback
The summative evaluation and feedback.

31. ADVANTAGES
 Learning became more effective.
 Users study the modules in their own working
environment.
 Users can study without disturbing the normal duties
and responsibilities
 Modules can be administered to single use, small
group or large group.
 Modules are flexible so that implementation can be
made by a variety of patterns.
 It is more appropriate to mature students
 It enables the learner to have a control over his
learning
 Accept greater responsibility for learning.

33. Distance education or distance learning, is a
field of education that focuses on teaching
methods and technology with the aim of
delivering teaching, often on an individual
basis, to students who are not physically
present in a traditional educational setting
such as a classroom.

34. Technologies used in delivery
The types of available technologies used in
distance education are divided into two
groups:
 Synchronous
 Asynchronous

35. Synchronous technology is a mode of delivery
where all participants are "present" at the
same time. It resembles traditional classroom
teaching methods despite the participants
being located remotely. It requires a
timetable to be organized.

36. The asynchronous mode of delivery is where
participants access course materials on their
own schedule and so is more flexible.
Students are not required to be together at
the same time.

37. Benefits:
 Expanding access
 Alleviate capacity constraints
 Making money from emerging markets
 Catalyst for institutional transformation