The purpose and importance of teaching and learning materials is to make lessons interesting, learning easy and enable teachers to easily express concepts better while also helping the children understand the concept.
To help students develop ideas and questions about a centralized idea or topic, teachers can use brainstorming as a thinking strategy. Student brainstorming involves sharing ideas without making judgements about them as they come to mind. To provide direction for learning and reflection, teachers can use brainstorming sessions to find out what students already know or what they would like to learn about a topic. It is a proven method of stimulating fluent, flexible thinking, as well as extending problem-solving skills.
As part of a student-teacher conference, students can discuss their progress, identify problems and solutions, and note their strengths and areas for improvement. As a way to facilitate learning, teachers at NewAge World School, the Best ICSE School in North Bangalore we talk to pairs of students or small groups of them about their work. In order to encourage open discussion, conferences need a welcoming and supportive atmosphere, as well as a high level of trust among participants. Students participate in conferences to showcase their learning through discussions, sketchbooks, or portfolios, and teachers use conferences to guide and support them.
Making connections between the concrete and abstract is a frequent use of experimentation in the arts. Students experience experimentation by investigating, testing, exploring, manipulating, solving problems, making decisions, and organizing information. In addition to allowing students to express their findings in an effective manner, experimentation encourages cooperative learning. Students are motivated, understand and become actively involved through experimentation, which can be initiated either by teachers or students.
At NewAge World School, the Best International School in North Bangalore we use of classroom materials and equipment in ways that students choose is a form of instruction in which students choose the materials and devices they use. Students explore using information gathered from assessments, and the teacher observes and listens to them as they do so, providing guidance as needed. Teacher may ask a question, implement a deeper thought process, or present new vocabulary.
The majority of the learning is centred around this sort of activity, which is initiated by the students and uses the classroom materials as they see fit. At NewAge World School, the Best schools in North Bangalore,while students explore freely, teachers observe them and listen to what they are doing, but they do not guide their exploration in the same way as when focused exploration is taking place.
A powerful teaching strategy is the use of visual supports. The use of graphic organizers, also called key visuals, provides students with a way to understand and represent relationships in a text visually instead of just with words, providing helpful layers of explanation. Information and ideas can be recorded, organized, compared, analysed, and synthesized using graphic organizers. Their role is to help students understand new concepts and apply prior knowledge to them. There are many types of graphic organizers, such as timelines, cycle diagrams, T-charts, Ven diagrams, story maps, flow charts, grids, and problem-solution outlines. When used for brainstorming purposes in a classroom or group setting, the use of graphic organizer is incredibly helpful. An organizer improves students’ comprehension of a topic by providing a visual representation of information about it.
To help students understand a task or strategy, teachers can demonstrate it to them and “think aloud” while they do it. Students learn the procedures behind performing a task or applying a strategy by imitating the model.
For students to become capable of thinking critically and viewing issues from more than one perspective, teachers can encourage them to adopt another point of view. Students can identify which person’s perspective is being considered and identify the person’s concerns and needs during this activity. A person’s position is also summarized by locating and analysing information about them. To form conclusions without allowing personal bias to influence their judgment, they examine issues and characters. Creating and viewing arts activities can both be accomplished using this strategy.
At NewAge World School, Schools in North Bangalore the of purpose of role play is to allow students to simulate a variety of situations, using different language for different purposes and audiences. Students can practice and explore alternatives to real-life situations through role plays. Students can also use role-playing to observe a situation from different perspectives, which helps develop sensitivity and understanding by putting themselves in others’ shoes. The follow-up phase is an integral part of any role-playing activity. By doing a post-role play debriefing, students can analyse the role-playing experience and the learning that they gained from the activity.
Simulations allow students to simulate real or hypothetical scenarios and then respond as if the situation is real. Simulating complex processes, events, ideas, or issues helps students understand emotions and feelings, or they can analyse the emotions and beliefs of others. During simulation, factors and variables are changed in order to allow students to explore alternatives and solve problems, as well as consider values and attitudes as they make decisions and experience the results. You can simulate different types of events, such as role-playing, dramatizing, and enacting them.
Sketching allows students to express ideas and their reactions to a presentation or lesson in a quick and effective manner. Drawing notes is often used to help students understand concepts or techniques they are hearing or viewing during a hearing or viewing experience. While listening or viewing, they can draw notes in pictorial or graphic form.
There are many art projects that can be done in small groups, including: a painted mural on large craft paper, a sidewalk chalk mural, a clay relief or a large papier Mache sculpture. The teacher can manage small groups of students by taking charge of the planning and ensuring students check in periodically to discuss their progress and the next steps in the project.
If the whole class participates, the teacher can present the project first as a whole class and then have individual groups break up. It may reduce conflict during the project by assigning a group manager. A discussion about the democratic decision making process should take place prior to beginning any projects.
Tables, floors, or walls large enough for small groups are necessary for group work. It is important to choose a small group workspace that provides enough space for everyone to move around and easy access to the materials (paint, brushes, water, etc.). If the desks are all at the same height, individual desks can be grouped together, depending on the type of project. Additionally, setting up a workspace in the hallway or outside may also be an option.
The processes of studio art appreciation and studio art production are both appropriate for centres. Children should be able to handle art materials with little to no supervision at art centres. Materials such as paper, paint, and crayons should be readily available in art centres, while periodic additions can be made to them. To help children with their art, it will be helpful if there are visual resources available such as art books and image collections (cut out pictures of animals, for example), colour wheels, and fine art postcards.
In centre time, students can receive instruction on a variety of artistic techniques and themes, which gives them a jumping off point for their explorations. You can extend previous lessons with centres, or simply let students explore materials and ideas on their own.