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Reflective Level of Teaching

The document discusses reflective teaching methods. Reflective teaching aims to enhance cognitive abilities, provide opportunities for critical examination, and allow learners to draw their own conclusions. It involves problem solving approaches and discovery learning. The teacher's role is to facilitate discovery learning through discussion and interaction while welcoming critical engagement from learners. Learners are expected to use cognitive abilities and initiative to solve problems. Reflective teaching methods include discovery learning, problem solving, and assignments to develop intrinsic motivation through curiosity.

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Dr. Nisanth.P.M
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951 views17 pages

Reflective Level of Teaching

The document discusses reflective teaching methods. Reflective teaching aims to enhance cognitive abilities, provide opportunities for critical examination, and allow learners to draw their own conclusions. It involves problem solving approaches and discovery learning. The teacher's role is to facilitate discovery learning through discussion and interaction while welcoming critical engagement from learners. Learners are expected to use cognitive abilities and initiative to solve problems. Reflective teaching methods include discovery learning, problem solving, and assignments to develop intrinsic motivation through curiosity.

Uploaded by

Dr. Nisanth.P.M
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Reflective level of teaching Unit II

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Reflective level of teaching
❖ Most thoughtful modes of operation
❖ Enhancing cognitive abilities to the maximum
❖ Provide opportunity to the learners for the careful and critical
examination
❖ Free to draw their own conclusion for learning new facts and new
insights
❖ Problem solving or discovery approach
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Underlying psychological theory

๏Purposeful, goal directed, insightful approach to learning


๏Art and skill of problem solving behaviour
๏Acquiring the skill of problem solving

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Underlying psychological theory
Cognitive field theory of learning

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Objectives

❖ Use of learned facts and acquired understanding for


learning reflectively
❖ Enhance the learners ability to develop and solve
problems at their own initiative

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Role of the teacher

❖ To make the students discover them


❖ Learning and discovering by raising problems,
initiating mutual discussion and interactions
❖ Welcoming critical engagement

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Role of the learner

❖ Use cognitive abilities


❖ Initiatives in the process of problem raising and
problem solving
❖ Learning the art and techniques of problem solving
processes

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Nature of motivation

❖ Intrinsic motivation
❖ Arise intense curiosity
❖ Reflective level teaching activities

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


The methods employed

❖ Learner centred
❖ Discovering the ways and means of solving
problems
❖ Analytic, discovery, problem solving, assignment
and project methods

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


The testing devices used

❖ Independent discovery of facts


❖ Set questions- essay type, open end type- which can
test their problem solving ability and creativity
❖ Attempt for solving problem
❖ Quality of the discovered solution

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Merits
❖ Learner centred- learner himself sets goal and discovers
❖ Utilisation of cognitive abilities
❖ Equip the students to face and solve their problems
❖ Engage independent thinking
❖ Democratic environment
❖ Maximum transfer of learning
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Demerits

❖ Unstructured teaching and learning situation


❖ Misuse of freedom and flexibility
❖ Requires more efforts on the part of teachers

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

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