For M.Ed third semester

1. Unit 4
4.2

2. What is an approach?
 A way of dealing with a situation or
problem.
 The definition of approach refers to the
process of going towards something
 An approach is a way of looking at
something

3. Different approaches are:
 Workshops
 Seminars
 Journal writing
 Teachers support group
 Critical incidents analysis
 Action research mentoring
 Classroom observation
 Supervision proportion collection

4. Workshops
 Workshop is defined as an assembled
group of people group of 10 to 25
persons who share a common interest
or problem. They meet together to
improve their skill of a subject through
intensive study, research, practice and
discussion"

5. To be continue..
 There is a complete and an active
involvement by the participants. • The whole
point of attention is to work and learn from
practical experiences.
 Participants are expected to work as
reporters or a leader. • Workshop offers each
member an opportunity to make his or her
own contribution. Every learner has a worth
and contributes to the common goals.
 Cooperation is a technique and way and is
the primary way in the workshop method of
teaching.

6. Seminar
 Seminars are simply a group of people
comming together for the discussion and
learning of specific techniques and topics.
Usually there are several keynote speakers
within each seminar, and these speakers
are experts in their own fields or topic.
 A group of advanced students studying
under a professor with each doing original
research and all exchanging results
through reports and discussions.

7. To be continue..
 The participant get input, motivation,
support by their experts.
 Attendance to seminars will help create
an effective learning environment,
improve teaching-learning situations,
keep updated on modern instructional
devices and inspire them to become
better teachers in the modern world.

8. Difference between
Workshop and Seminar
 Participants are more
active.
 More interactive and
participatory.
 Questions are
addressed through
group discussion.
 Workshop is two-way
direction activity.
 Workshop is longer(1-
3 days)
 Upto 30 participants
are included.
 Participants are less
active.
 Less interactive and
less participatory
 A seminar is one-way
activity
 Questions are
addressed at the end
of session
 Over 100 participants
are included.
 Semiar is shorter

9. Journal writing
 Journaling is simply the act of informal writing as a
regular practice. Journals take many forms and serve
different purposes, some creative some personal.
 Writers keep journals as a place to record thoughts,
practice their craft, and catalogue ideas as they occur
to them
 Journals give feedback regarding: Academic
performance: Reading through journal entries
can help teachers identify writing errors in sentence
structure, grammar and spelling. Teachers can use
this knowledge to personalize instruction
and help students improve their skills.

10. Teachers support group
 Sharing problems and knowledge with other
teachers.
 Support groups are motivating and allow teachers to
reflect on their approach to teaching and take ideas
back into the classroom.
 "It’s about teachers coming together, sharing the
problems that you experience in the classroom, carrying
the ideas from one another and going back to implement,
or correct what you think you are not doing properly. It
can happen within the school or with teachers from other
schools, and it benefits teachers a lot." Nunu Ncube,
Open Learning Systems Education Trust, South Africa.

11. Critical incidents analysis
 Critical Incident Technique – Is a task analysis
technique that through personal narratives
effective and ineffective job performance
behaviors are determined and identified.
 Analysis of critical incidents helps teachers know more
about how they teach. It also helps them to question their
own teaching practice which enables them to develop
professionally. The main purpose of analyzing a critical
incident is to identify good practices of teaching a teacher
is adopting.

12. Action research mentoring
 According to Hensen, action research (a) helps
teachers develop new knowledge directly related to
their classrooms, (b) promotes reflective teaching and
thinking, (c) expands teachers' pedagogical repertoire,
(d) puts teachers in charge of their craft, (e) reinforces
the link between practice and student achievement.
 The process allows them to experience problem
solving and to model it for their students. They carefully
collect data to diagnose problems, search for solutions,
take action on promising possibilities, and monitor
whether and how well the action worked.

13. Supervision proportion
collection
 Performance-Based Supervision and
Evaluation gives teachers a higher degree of control over
the evaluation process as they work on a self-selected
improvement objective aimed at bringing their students to
higher levels of knowledge and understanding.
 The aims of instructional supervision are as follows:
(1) to provide objective feedback to teachers;
(2) to diagnose and solve teaching problems;
(3) to help teachers develop their strategies and skills;
(4) to evaluate teachers for promotions or appointments; and
(5) to help teachers maintain a positive attitude

14. Classroom observation
 Classroom observations – which make
up the majority of a teacher's summative
rating in most States and districts –
give teachers the opportunity to receive
meaningful and direct feedback about their
practice. They can also inform
the development of resources to help
teachers address areas for improvement.

15. These approaches will definitely
help teachers improve their
teaching career.

16. Thank You