TYPES OF TUTORIAL TEACHINGS

SUPERVISED TUTORIAL TEACHING :- In this methods, the bright students discusses their problem with their teacher and weak students are asked to do drill work after removing their difficulties

This system is close to democratic.

GROUP TUTORIAL:- In this method, the teacher to remove the difficulties of average students, this is needed when level of class room teaching is low from the point of view of the students

PRACTICAL TUTORIAL: - In this system, the students work with teacher in lab. Psychomotor domain is especially developed through this approach.

25. It is a type of remedial teaching.

Teacher can teach in the class keeping the individual differences due to the small size of the class.

Absence of previous knowledge can be compensated.

Every student gets the chance to express his problem openly and individually.

APPLICATION

Teaching natural science and mathematics.

ADVANTAGES

26. These strategies are child centered.

Interest, capacities, attitudes, needs of learners are taken to account.

It develop affective and cognitive domain.

Maximum interaction between teachers and students are seeing.

Both students and teachers are equally active.

Purpose-all round development of learners.

Teachers works as helpers and guide DEMOCRATIC TEACHING STRATEGIES

27. It is an oral method like question and answer method.

Maximum interaction between teachers and students can be seen.

Discussion can be formal and informal. Formal discussions are arranged for the purpose of achieving predetermined objectives hence rules are also predetermined.

Informal discussions are neither objective oriented nor rules are predetermined.

DISCUSSSION METHOD

28. Teacher and students discuss in the class whenever it becomes necessary.

In formal discussion, teacher divides the class in to different groups and gives the topic of the discussion to each group.

Every group has a leader to anchor and conduct the discussion.

Leader raises new topics of discussion.

In the end, teacher draws the conclusion of the discussion with the help of leaders.

DISCUSSSION METHOD (Cont.) 29. Ensure maximum participation.

Students have the opportunity to criticize and evaluate.

Logical and meaningful criticism should be accepted.

Students should anchor the discussion themselves.

Keeping teachers as guide.

Teacher selects the topic only with the help of students.

Students who have leadership quality should be selected for anchoring.

Relevant topic should only be considered.

SUGGESTIONS 30. ADVANTAGES

Thinking and communicating powers can be developed.

Leadership quality can be developed.

Expression ability can be developed.

Problem solving ability can be developed.

Develop creative potentials of the students.

Attitudes and interest of students can be drown out towards learning.

Higher level cognitive and affective objectives can be realized through classs room discussion.

APPLICATION

All subject except mathematics, art, music, dance can be taught.

31. Literary means high discover Students learns themselves

Teacher raises problematic situations before the students.

He guides them from there will get materials to the solutions of the problems.

Individual discovery of the solutions to the problem by trial and error method.

HEURISTIC METHOD

32. Five steps involved in the methods are:- (a) Presentation of the problem.

(b) Giving information about material and techniques helpful in solving the problem.

(c) Hypothesis formulation by the students themselves.

(d) Data collection for testing of the hypothesis.

(e) Testing the hypothesis-accepting the true hypothesis and rejecting the falls hypothesis.

PROCEDURES

33. Teachers should help in formulating hypothesis.

They should help in gathering the resources.

Doubts should be removed.

Students should be given chance to go further on the basis of trial and error, theory of learning.

SUGGESTIONS

34. Knowledge through self study and self learning.

Learning through investigation an research.

There by developing scientific attitudes.

Increase self confidence of the students.

Motivates students to accept newer and newer challenges.

Highest level of cognitive objectives can be achieved.

APPLICATION

Useful in teaching mathematics and science.

ADVANTAGES

35. Used in social science to clarify facts and concepts unlike heuristic method used in science to formulate or testify laws and principles.

Facts and concepts are explained in an objective manner unlike heuristic method where subject matter is comprehended subjectively.

Discovery is related to past events while heurism is concerned with phenomena at present.

E.g. “Courses of Aurangzeb’s failure in south India” is a discovery and “Causes of law productivity of agriculture lands in India is a heuristic method.

DISCOVERY METHOD

36. This method was propounded by W.H Kilpatrick.

Pupil is assigned a project which has direct utility for the students.

Students work on the project under the guidance of the teacher.

Find out the solution of the problem based on their experience.

PROJECT METHOD

37. Student follows a collective approach in project method unlike individual problem solving as in Heuristic method.

The problem given in the form of project is real while the problem of heurism may be real as well as imaginary.

The approach of the project is productive, here something useful is created. Unlike heurism which is analytical.

38. Constructive project

Pupils work physically in or outside the class like writing letters, essays on given topics, preparing fields for games , playing drama etc.

Aesthetic project

Appreciation powers of students are developed.

Presentation of music programmes, decorating a hall, beautification of lawn etc.

TYPES OF PROJECT 39. Problematic project.

Students learn solutions of life- related problems such as studying the effect of balance diet on health, advantages of physical exercise on body fitness, Causes of family disputes and their solution etc.

Drill project.

Working capabilities and automation of students are increased.

Filling in the map, coloring the arts and pictures, solving mathematical sums etc.

40. Principles of purpose

41. 1. Creating situation:- Teacher creating situation in the class that student propose themselves to work on the project .

High level of motivation is found in students. Teacher tells them the method and procedure of the project.

2. Selection of the project:- Six principles as mentioned above are taken into consideration.

Teacher helps the student to select the project on the basis of their interests.

STEPS INVOLVED

42. 3. Planning:- Teacher discusses various points of the project with the students. Students take part on discussion.

After discussion, teacher writes down the whole programmmes of action step wise on the black board. Grouping is also done.

43. 4. Execution:- Students first upon select relevant facts, information and material and each groups works on the project separately and complete it within time limit.

5. Evaluation:- When project gets completed ,it is first criticized and evaluated by the students themselves within the group and when fully satisfied report to the teacher.

6. Rporting:- Students write each and every steps of the project that is how they did. The report may submit to the teacher.

44. Based on principles of learning.

Law of readiness Law of exercise Law of effect

Related to real life situation- Students learn how to solve real life problems in life.

Work experience-Students get real experience of working by their projects and the learning which is associated with doing is more stable and meaningful.

Inculcation of democratic values-They learn coopration, tolerance, mutual acceptance.

A boon for weak students-It is a boon since students work in group collectively.

ADVANTAGES