Online Teaching Sessions

Community Language Learning:

This is a type of teaching methodology in which the learners learn new things through the knowledge of the community (in the case of a classroom, the other learners). This method can be used while learning new languages, especially certain aspects of languages such as vocabulary or cultural background.

Reflection:

I made use of a few words to ask the class what they thought of when these words were said and this helped me to introduce the class to a whole new set of words. I found the teaching methodology to be rather interesting as what better way could there be to learn a new language than by talking about it with your fellow learners? Through this method, it is really easy to keep the class engaged and to ensure the involvement of every single student. The class ended up being more interactive than I had expected it to be and that made me feel satisfied with the outcome.

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Edited - AU18 0086 SRUSHTI PRABHUDESAI MjMi Eng Port - #6_CW_01 March 2021_#1 Teaching Session _ Upload your class and material related to your first teaching class.pdf

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Communicative Approach (Learn and Repeat Method):

The Communicative Method of teaching promotes delivering lessons by having discussions or other forms of verbal activities. This method has various sub methods under it, one of which is the Learn and Repeat method, wherein, the learners grasp knowledge by repeating the words after the facilitator. This method works extremely well in the case of acquisition of languages that are not one's mother-tongue, for example, foreign languages. (Fun fact!: Children are said to pick up their mother-tongue from their surroundings by means of this methodology).

Reflection:

This class was a lot of fun as everyone tried really hard to pronounce the Portuguese words. Some of the learners who had some experience in the language were able to pronounce better than the others. Contrary to what I had expected, learners who had been exposed to French found it harder to pronounce the words that the others were able to pronounce without much effort. On the whole, the entire class seemed focused through the session and the response was really good.

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AU18 0086 SRUSHTI PRABHUDESAI MjMi Eng Port - #8_CW_08 March 2021_#2 Teaching Session _ Upload your class and material related to your second teaching class on 08 March 2021.

Socratic method:

This method is one in which the facilitator asks the questions and the learners answer them. It is one of the most effective methods that help develop critical thinking in learners (which is often destroyed by traditional methods of teaching) and it can be used for a vast variety of subjects, right from pure sciences to liberal arts.

Reflection:

I decided to use a philosophical passage from 'Thus Spoke Zarathustra' by Friedrich Nietzsche. I asked the learners various questions (all the time aware that I was supposed to guide the class to reach a certain conclusion) and they came up with very different perspectives, ideas and conclusions, all the while making it a fun interactive session with countering arguments.

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Copy of 2021_03_15_Monday_TYBA ELLT (1.15_4.00)(qhk-uwos-kvu)

Differentiated Instruction:

One of the most learner centric methods of teaching, Differentiated Instruction is an excellent way of segregating learners into groups in order to cater to their individual educational needs. The facilitator can segregate the learners according to 4 different types of differentiation: Capacity to grasp new information, pre-acquired knowledge or qualifications, teaching method preferences of the learners and educational requirement of the learners.

Reflection:

This was one of my most favourite sessions as the class response was extremely good. I chose to divide the class based on the streams they had taken up during their higher secondary (science, commerce and arts). Then I gave them links to educational videos, a historical video for the science and commerce students and a scientific video for the arts students. After that was done, they were given an activity to do based on the videos. Thus, I attempted to fill in for the topics they had each not encountered during their higher secondary schooling.

Meet - aih-hxzh-mbk - Google Chrome 2021-04-26 14-59-18.mp4

Problem based learning (Flipped Classroom):

Problem solving methodology is a method through which the facilitator gets the learners to make use of their ability to solve problems instead of focusing on theories by engaging the class in activities and tests. This method develops the social skills as well as critical thinking among the learners. I also used flipped learning to explain this method. Flipped learning in simple words is a teaching methodology in which the facilitator creates material for the learners to use at home. The lessons are imparted through this material and what traditionally would be referred to as 'homework' is done in class in the presence of the facilitator. This makes the difficult part (application) easy, as the facilitator is always available for guidance.

Reflection:

This was an interesting class. I had never tried out flipped learning before, so there was plenty to learn. I had to think about whether my classmates would have enough time to watch my video among all the other videos that would be sent that week. For the problem solving part of the class, I did two activities. One activity was a quiz that was comprised of riddles of different levels of difficulty and the other was also a quiz but regarding the theoretical part of the teaching methodology.

https://quizizz.com/join/quiz/6062cf9d8c1466001ba750ea/start

https://quizizz.com/join/quiz/6062d352d6c0f0001bced42a/start

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Mind-mapping:

This method promotes a non-linear type of learning that forces the learner to think of a certain topic or term as a branched entity. The facilitator can start with a particular concept and then push the students to link other concepts or ideas to the root/central concept. In this manner, the facilitator is able to help the learners understand how most concepts and subjects are inter-related. There is great scope of teaching learners to think out of the box through the use of this method.

Reflection:

To explain this method, I tried out an activity in which I presented a diagram which was only filled at the centre. I them asked each student to come up with one term that they thought of when they read the central word. After that was done, I asked them to go one level further and to describe the terms they had just suggested. It turned out to be a highly interactive and entertaining session.

Meet - nqu-txpt-kjq - Google Chrome 2021-03-22 14-42-45.mp4

Jigsaw Method:

The Jigsaw method of teaching is a methodology in which the learners are all given different parts to solve at an individual level. Once they are done solving their own sections, they are asked to come together and combine their pieces in order to solve the entire puzzle (just like a jigsaw). This method encourages team spirit, communicative skills, problem solving abilities and critical thinking.

Reflection:

I used the 'Jamboard' application to prepare an activity for my classmates which consisted of sentences that were in disorder and had jumbled words. I first allotted a sentence each to every person. Once they were done sorting the sentences out, I asked them to come together and complete the story by putting all their sentences together. This method turned out to be very effective in challenging the individual skills of the learners as well as their ability to work together.

Team Jigsaw - Google Jamboard - Google Chrome 2021-04-06 13-29-35.mp4

Expeditionary Method:

The Expeditionary method is a teaching methodology that helps spread knowledge by using practical methods instead of theoretical ones. The facilitator is required to take the learners on excursions, teach them to conduct experiments, and try out other practical activities that resemble the application of theoretical knowledge in the real world. This method is a great way of building the capacity of learners in order to later handle problems at their workplace with the help of the skills acquired during their learning.

Reflection:

There was a positive response from the class as everyone seemed to find the e-excursion interesting and touching. As a physical excursion was not possible due to the pandemic, I decided to give the class a virtual tour of the Gas Chambers at Auschwitz. There was a lot to learn about the Nazis, the Jews who were killed and those that survived. Unlike any of my other sessions, this class turned out to be rather intense and everyone had something to say about how the video made them feel.

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Demo Video:

A demo video is a video that is created by the facilitator in order to help the learners understand a certain concept or topic. This method can be used for any given subject. It is highly beneficial for the kind of situation we're currently in, wherein there is a need for education to be spread through an online medium.

Reflection:

This was my first attempt at creating a demo video. Thanks to this session, I learnt how to make use of the 'Prezi' application which allows you to record yourself and make presentations. The application has numerous interesting features that help make the presentation attractive and fun to watch.

https://prezi.com/v/rkr76g47upnm/

Final Exam Class:

For the purpose of the semester end exams, as students of the English Language and Literature Teaching course, we were required to conduct a teaching session in the presence of another professor. For this particular session I decided to combine a presentation that I was supposed to do for an elective paper that I had chosen for my sixth semester (the paper was Contemporary Literary Theory).

Reflection:

The topic that I had been allotted was that of Elaine Showalter and her contribution to 'Gynocriticism' (as a subtopic of Feminist Criticism). I made use of two teaching methodologies for the purpose of this teaching session. The main one was the lecture method which I used during the presentation in class and I later used the second methodology which was that of flipped learning. Although there were a few unforeseen challenges and hurdles, I was able to overcome them during the process of teaching. Some of the skills I had acquired during the trial teaching sessions of the ELLT class were helpful while conducting and preparing the lesson. I was also able to use certain skills and applications that I picked up from my fellow ELLT course colleagues. On the whole, the experience was not half as daunting as I expected it to be.

2_ELLT_Srushti Prabhudesai_AU180086_Semester 6_Elaine Showalter and Gynocriticism.mp4

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