ICT class viii

 1. Poerpoint

2. G2C

3.Blogger

individualized instruction

Individualized Instruction  

Definitions                                                      

·         Individualized instruction is also used synonymously with differentiated instruction.

·         "Instruction of a student based on his or her unique learning style."

·         Individualized  instruction strategy refer to those classroom practices of teaching which recognize the uniqueness of each student learner and thus provide for adequate guidance, and other support services apt to bring about a wholesome development in the person  (mind, body, and spirit).

·         Individualized instruction is a process to approach teaching and learning for student’s of differing abilities in the same class. The goal of individualizing instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

·         Individualized instruction is a method of managing the instructional process without requiring live lectures from teachers. Because lectures consume approximately 80% of an average teacher's in-class time, to say nothing of the time needed to prepare lessons. Freeing that time allows teachers the luxury of more time to work privately with individual students as needed.

·         As identified in the literature, differentiated instruction is student centered and focuses on the student to determine student readiness, interest, and learning profile.

·         To differentiate or to individualize instruction is to recognize student’s varying background, knowledge, readiness, language, preferences in learning, interests, and to react responsively.

Purpose of individualized strategy.

·         To enhance and develop listening habit.

·         Enables the teachers to explain a lesson or demonstrate a technique to small groups of students at a time.

·         Individualizing instruction allows each student to progress through the curriculum at his or her own pace.

·         Long term retention.

·         It meets the unique educational needs of the children.

·         Importance is given as individual not as group or class.

Requirement of individualized instruction strategy

·         Each student learns differently.

·         All students are talented in different ways.

·         Educating children was special needs.

·         It meets the unique educational needs of the children.

·         Teaching requires differentiated and individualized instruction.

Procedural (General)

1) Content

—  it includes the knowledge, skills and the attitude we want children to learn

2) Process   

—  it include varying learning activities to provide appropriate method for the students to explore concept

3) Product

—  Initial and on- going assessment of student’s readiness and growth are essential

—  Students are active and responsible

—  Varying expectation and requirement for the student’s responses

Procedural / Steps of Process:

—  Select a topic and break it down into small units.

—   Prepare performance objectives for the learning module.

—  Identify the activities for the students to meet the objectives

—  Determine the level of competency needed by the students

—  Prepare an outline of a study guide for the use of the child

—  Prepare instructions for helping the students proceed through the module

—  Try out and observe whether the sequence of instructions and materials are available or not.

—  Refine the module from the observations and comments of the student and your colleagues.

Principles of individualized instruction strategy

·         Clarify new concept and generation to ensure that all leaner gain powerful understanding.

·         Use assessment as a teaching tool to extend various merely measure instruction.

·         Emphasis critical and creative thinking as a goal in lesson design.

·         Engaging all learners is essential.

·         Provide balance between teacher assigned and student assigned task.

Role of teacher

1.      Stressed individual strengths and talents.

2.      Focus more on students with special needs.

3.      Pay attention to student’s progress.

4.      Organize self study room (remedial).

5.      Find the best method.

Advantages

1.      It permits each child to progress at his own pace.

2.      Meeting the needs and interest of diverse learners.

3.      Student can check their own result on class room.

4.      Each child can learn according to their interest.

Disadvantages

1.      Time constraint.

2.      Class size and teaching load are two of the biggest constraint.

3.      Needs time for teacher to prepare and collect materials.

4.      Materials are not be available for individual student..

Role of students

1 .They has to set goals.

2. They must follow the teacher’s instruction.

field trip

Field Trips

What is a Field Trip and Why Take Them?

A field trip is defined as any teaching and learning excursion outside of the classroom or a field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project.

Field trips can connect schoolwork with the world, making it tangible and memorable. A field trip stimulates questions and ideas at the beginning or end of a unit. Field trips also provide an experiential "text" for students to study and interrogate.

There are two types of field trips – Physical and Virtual

Virtual field trip

A virtual field trip is taken via technology. A student can take a virtual tour of a museum, for instance, through the Internet. Students can ask a virtual tour guide questions via Instant Messenger or through a camera and sound interface. Through a virtual tour, a student can experience a field-trip destination through images and sounds instead of actually visiting such an attraction or a virtual field trip (VFT) is collection of websites, images, video clips and other forms of digital media that enhance student learning by enabling them to experience a place or time period without actually being there.

Physical/Live Field Trips

A live or a physical field trip involves physically taking students to see a particular site or attraction. This can involve transportation, managing a large group of students and other difficulties. However, a traditional field trip allows students to see a sight firsthand and likely touch and interact with some areas. This full interaction is something that is not available virtually.

Why field trip?

• To make a connection between reality and theory – hands-on
• Can be used as an introduction to a unit or a culminating actively.
• To provide an authentic learning experience
• Exciting, children get to meet and interact with others
• They can experience all five senses, see, touch, feel, smell, taste
• Children remember the field trips because they learn using different methodology

Producer/steps of field trip learning

•  Plan with children as much as possible

• Involve school principal and vice-principal
• Ensure field trip compliments the curriculum by meeting specific expectations
• Ensure students have necessary background knowledge prior to field trip, if introduction to field trip provide essential preparatory information in order to prepare students for the experience
• Plan post-trip activities that build on the knowledge gained in partaking in the field trip (eg. reports, displays, photos, graphs).
• Prepare a checklist to ensure that all tasks are completed (e.g. booking facilities and transportation, parental notifications, medical forms, supervision, safety precautions, emergency information) and have the school administrator sign the checklist once completed.
• Be sure to visit the site ahead of time, in order to plan for safety, resources and resource personnel, facility.
• Plan on route activities to enrich their experience during the field trip.
• Provide parents with rationalization for the field trip and trip itinerary.

Merits of the field trip

•  Hand –on ,real world experiences
• Quality of education, attitudes to learning and motivation towards the subject.
• Improvement of the socialization between students, which would impinge on the classroom and development of rapport/relationship between teacher s and students.
•  Enabling teachers to utilize other learning strategies such as cooperative learning.
• Students learn better as there is change in the teaching method.

Demerits of the field trip

•  Expensive, difficulties with transportation, including cost. 
•  Time consideration – preparation, fitting into the school timetable. 
• Lack of support from school administrations to field trips. 
• Poor student behavior and attitudes (loss over students) . 
• Inadequacy of resources and choice of venue. 
• Medical risk.

Benefits of Field Trips

• Field trips bring classroom study alive for students and help them remember and relate to what they have learned. They provide rich resources that can rarely be approximated in the classroom. They also help connect school to the world.
• Field trips provide new cultural contexts for literature and provoke questions.
• Field trips stimulate and focus class work by helping students synthesize information.

Guidelines for Safety and Behavior

• There are many potential liability situations that can occur on a field trip, it is your ultimate responsibility to ensure that the following safety guidelines are meet concerning safety and behavior while outside the classroom.
• Set behavioral expectations for the field trip and describe and discuss them with the children prior to departure.
• Have children create their own code of behavior with teacher involvement and veto power.
• If junior students are mature enough to be responsible and accountable for their own behavior, have them sign a written code of conduct; therefore, creating a behavioral contract.
• Introduce the idea of team work to enable students to live to the written code of conduct.
• Describe the consequences for not behaving properly prior to embarking on the trip.
• Provide parents with behavioral expectations and ask them to ensure that the children know and understand the code of conduct and the consequences.
• Create passenger manifest and file with appropriate school personnel.  Also, take along passenger manifest to check that everyone is accounted for.
• Implement a buddy with students as an additional safety precaution.
• Ensure that safety gear and first aid equipment are readily available and in plain view.

ROLE OF TEACHER

Before the Trip, Teachers Should:

• Visit the site to find connections to curricula, assess potential problems, and plan how the students could best use their time.
• Give as much context as possible so that the students will understand what they see. Teachers might consider having the students do something like a journal or a K/W/L chart in which they list questions they have, expectations for their visit, or plans for ways to use what they will see.
• Create a trip sheet like Stanlee Brimberg's that prompts students to draw, write responses, answer questions, or find items for a "scavenger hunt" of the location. This sheet, however, should not be so directive that the students can't see and respond to the site in their own ways.
• Set standards of etiquette and respectful behavior.

During the Trip, Teachers Should:

• Build in opportunities for students to view the site or work alone, in pairs, or in small groups. On a trip to a museum, for example, the students could be asked an open-ended question like, "Find a work that represents our theme or time period and sketch it. In class we will share our choices and discuss why we chose them." The students could also choose one aspect or part of the site to explore.
• Consider giving some students disposable cameras, small tape recorders, or mandates to record specific information. When the class is back at school, they can compile a complete picture.

After the Trip:

• Allow the students to synthesize their experience creatively. For example, they might create trip brochures for other classes or the school library. They might create children's books about a theme from the field trip. Or they might present their experience orally to another class or grade.