By Peter S. Westwood

Utilizing a cross-curricular point of view, this article explores a couple of teacher-directed and student-centred tutorial methods for lecture room use. Strengths and weaknesses in each one process are highlighted, and specifi c points of any technique which could reason or exacerbate studying diffi culties are identifi ed and mentioned. as well as easy educational talents of literacy and numeracy, the author has extended  Read more...

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Successful performance in each unit is assessed before a learner progresses to the next unit. • Instructional materials are selected and teaching takes place. • The actual teaching method in ML is not prescribed but usually embodies features of direct teaching (modelling, practice, reinforcement, formative assessment, reteaching when necessary and summative assessment). • Usually a teacher-led, group-based approach is recommended, and students are expected to learn from the teacher and by cooperating with each other.

Computers and their associated software present great opportunities for motivating students and for improving the quality of educational programs. The use of ICT continues to grow rapidly in the schools of most developed countries, and increasing numbers of students also have access to a personal computer at home. It is probably true to say that many of these students are more ‘computer literate’ than some of their teachers. Several terms tend to be used, almost interchangeably, to identify the teaching roles of computers and ICT: • The most general term is computer-based learning (CBL) or computer-based instruction (CBI).

The approach is used, for example, when attempting to learn and remember letters and the sounds they represent (phonics), or sight words and numerals. When learning a new word the student will be instructed to look intently at it, hear the word pronounced by the teacher or tutor, pronounce the word in imitation of the model, trace a finger over the outline of the word, trace the word in the air, and then write the word several times while saying the word aloud. In some programs, the teaching materials are textured so that when the learner handles them or traces over them with a finger a tactile sensation is also added, thus making the approach visual, auditory, kinaesthetic and tactile (VAKT).

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