Teaching is basically a step-by-step process including three major
stages including planning, implementation, and evaluation. In the following, the steps of the
process of teaching are discussed in detail.
Planning
The very basic step in the process of teaching is planning which
includes setting different levels of objectives for teaching. Objectives are the
possible measurable outputs that students are expected to demonstrate by the
end of the teaching. The teachers in order to achieve the objectives have to
support students in learning how to think critically and understand the basic
concepts of the subject matter being addressed. After setting objectives,
content is select to achieve the objectives in a particular class. While
selecting content the teacher needs to keep in mind the relevancy, suitability
of content selected for the particular age level, the interest of the students, and the appropriate amount of content to be taught. The next step in planning is to select
learning activities appropriate to the selected content and age level of the
students. At last stage of the planning is to design assessment techniques to
check the attainment of the set objective and plan for further improvement of
the teaching process.
Implementation
Effective plans are those which can be easily implemented in
classrooms. A template for implementation of the plan may involve five steps namely anticipatory set, introduction and exposure to the
new topic/concept, guided practice, independent practice, and sum up of the
lesson. In the first step of the teaching as named anticipatory set, the
teacher tries to engage students in teaching, connect their prior learning,
share what students are expected to learn, explain how they will work out, and
connect their future learning. The next step in the implementation stage is the introduction
of new material which is about providing direct instruction, develop new skills
among the learners, and check for the understanding level of the student. In guided
practice, the teacher facilitates students to practice their new learning while
in independent practice, students are provided with opportunities to apply their
learning in comparatively challenging tasks. At the last stage, the teacher
carries out an overall assessment and sums up the lesson.
For this process of implementation, Barufaldi (2002)
presented a model of teaching namely the 5E model of teaching. 5Es are engaged,
explore, explain, elaborate, and evaluate. The first step as named engages
where a teacher creates interest among the students, elicits their prior
knowledge of the topic, sets parameters for focus, and frames the idea. The second step is called explore where the teachers involve students in exposure to key
concepts, makes students discover new skills, students may probe, inquire and
raise questions, challenge their thinking, and develop understanding. In
explanation, students are given opportunities to construct new knowledge on the
basis of new explorations. Students communicate their new knowledge to each
other and convert informal language into formal language. The fourth E stands for elaborate where
tasks are assigned in such a way that the students apply their new learning in
another similar situation. Application skills are intended to develop among the
students in this step. The students here communicate new understanding with
formal language. The fifth E in the last step is the evaluation of students
understanding where self, peer, or teacher evaluation is carried out. The
students demonstrate their understanding and newly learned skills through open-ended responses. It is the stage where students are expected to show evidence
of academic accomplishment.
Evaluation
In this
stage of the process of teaching, the teacher evaluates the teaching in the classroom
through a critical reflection on the activities performed in the classroom. This
stage serves two purposes as one is to look back into the classroom teaching
and highlight positive points in teaching and identify the need improvement points
of the teaching process. The second is passing a judgment on the way students
performed during the teaching process so that next time what needs to be done
differently can be identified so that students will be engaged in the meaningful
learning environment.
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