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ASSIGNMENT 1

Allama Iqbal Open University, Islamabad

Question No. 1: Give answer to the following short questions.

(i) The personal and professional qualities of teachers.

(ii) What is a case method?

(iii) Define and compare active learning and cooperative learning.

(iv) What is lesson planning? Write down the five merits of lesson planning for the

OOteachers.

1.The personal and professional qualities of teachers

Professional Attributes
A professional teacher perceives himself/herself as someone who can effect change or
learning, (sense of efficacy) because s/he is an expert in what s/he teaches (subject
matter knowledge), and in how s/he teaches (pedagogical knowledge).

A professional teacher possesses the following attributes:

Control of the knowledge base of teaching and learning and use of this knowledge to
guide the science and art
of his/her teaching practice

• Repertoire of best teaching practice and can use these to instruct children in
classrooms and to work with adults in the school setting
• Dispositions and skills to approach all aspects of hisiier work in a reflective,
collegial, and problem-solving manner
• View of learning to teach as a lifelong process and dispositions and skills for
working towards improving his/her own teaching as well as improving
schools (Arends, 1994).

The last attribute cited by Arends highlights sense of service as badge of the
professional teacher. Dedication to the job of teaching is the true essence of
professionalism. Today we lament over the fast disappearing breed of teachers with a
missionary spirit.

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Personal Attributes:
Personality is the sum of one’s personal characteristics. It is one’s identity. The
teachers, more than any other professional, are momentarily subjected to scrutiny to the
minutest detail and observation by those they associate with. Teachers are judged more
strictly than other professionals. The personality they project determines the
impressions they make upon students and colleagues. Their poise, bearing and manner
of dressing create a stunning and attractive appearance. Their facial expression
communicates a friendly and amiable disposition.

Personalities may be described as authoritative, weak, dynamic, or “magnetic”.

Teacher’s personality must be natural and genuine, that is, devoid of pretenses and
artificiality. They must be consistent, true and authentic. Some outstanding personal
qualities that never fail to win their flock are worth printing in gold.

1. Passion:
Passion in teaching is a compelling force that emerges from one’s inborn love for
children. Passionate teachers exude spontaneity in ministering to the needs of the
students especially those experiencing learning difficulties. Passion, being an
overpowering feeling requires judgmental decisions, hence teachers can sense differing
reactions that must be corrected with appropriate reformative action. Passion does not
die nor diminish. They feel they “will live and die a teacher.”

2. Humor:
Humor stands for anything funny, which elicits a smile, laughter or amusing reaction.
It is an essential quality of teachers that serves a number of purposes. Nothing will be
difficult to undertake since a common feeling of eagerness exists among the students it
is not a surprise that students identify and describe their teachers by the enthusiasm and
warmth they enjoy with them every minute.

3. Values and Attitude:

Teachers are models of values. Whether conscious of them or not values are exhibited
implicitly and explicitly. Values connote standards, code of ethics and strong beliefs.

Open-mindedness is basic in promoting respect and trust between teachers and

students. It opens avenues for unrestricted search for information and evidence.
Problems and issues are resolved in a democratic way. Students are encouraged to
consider one another’s findings and explanations. Free exchanges of suggestions
develop a respectful attitude among them.

Fairness and impartiality: in treating students eliminate discrimination. Teachers

must be unbiased and objective in judging their work and performance. Avoid
preferential considerations that result to negative response and indifference. Objective
evaluations are easily accepted and gratefully acknowledged. Fairness inculcates self-
confidence and trust among students.

Sincerity and honest: are values exhibited in words and actions. Teachers interact
with students every minute. Their mannerisms, habits and speech are watched and at

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times imitated. Therefore teachers must show their real self, devoid of pretenses and
halt-truths. Sincerity dictates that they stick to the truth, to the extent of confessing what
they do not know about the lesson. Mistakes and faults are accepted and not -covered
up”. In the end, students realizes that it is better to tell the truth than feign a falsehood.
Sincerity and honesty are taken as openness in dealing with others.

Professionalism is highly treasured in the teaching profession. Teachers are adjudged

professional if they are knowledgeable, skilled and value-laden. In addition to compe-
tence in teaching, they must have internalized the edicts of the profession, thus exhibit
ethical and moral conduct. Upright and exemplary in behavior they earn respect and
high esteem from students, colleagues. They catch students’ attention and keep them
focused on the topic, to soothe their feeling, away from tension and to develop a sense
of humor among themselves. Teachers’ humor connects them with their students like a
magnet. They help in merging two worlds – youth and maturity. When they laugh
together, young and old, teachers and students, they cease to be conscious of their age
difference. They enjoy as a group, thus promote a spirit of togetherness. A clean joke
will always elicit rapport in a learning environment.

4. Patience:
In teaching, patience refers to a teacher’s uncomplaining nature, self-control and
persistence. Patient teachers can forego momentous frustrations and disappointments.
Instead they calmly endure their students’ limitations and difficulties. Teachers cannot
help but feel impatient with students’ irresponsibility and carelessness in performing
classroom routine. Remembering how their teachers felt when they, as young students
committed similar mistakes, they are able to alleviate such misbehavior with coolness
and equanimity. The inability of students to progress, as they should in learning a
concept, can likewise test the teachers’ composure. The teachers’ capacity to adjust
their methodologies could allay the tension, at the same time save time and effort for
appropriate remediation. While it is natural to feel irritated and upset at times, meeting-
disquieting situations with cool-headedness is indicative of one’s moral strength and
fortitude.

5. Enthusiasm:
Enthusiasm is syndnymous to eagerness and excitement. Enthusiastic teachers are full
of energy and dynamism. Their passion and love for children are easily felt and not
long after their lively presence in the classroom. Everyone anticipates an interesting
and enjoyable learning activity. Unfortunately, not all teachers are born with an alert
and zestful disposition. With enthusiastic teachers, students look forward to any activity
they can participate in with them.

Enthusiasm is a gift. It is contagious and can instantly affect children’s moods and
attitudes. Undoubtedly it is an irresistible feeling that intensifies the students’
momentum to reach a desired goal. It connects teachers to parents. The deserve the title
‘shepherd to their flocks,” and staunch protectors of their rights and privileges.
Commitment is a “solemn promise” to perform that duties and responsibilities
mandated by the laws and code of ethics of the profession. It is an unwavering pledge
to perform all teaching and learning activities with consistency and selflessness to the

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best interest of the students under their care. Committed teachers are ready to carry on
no matter the price

2.What is a case method?

THE CASE METHOD

Cases are narratives, situations, select data samplings, or statements that present
unresolved and provocative issues, situations, or questions (Indiana University
Teaching Handbook, 2005). The case method is a participatory, discussion-based way
of learning where students gain skills in critical thinking, communication, and group
dynamics. It is a type of problem-based learning. Often seen in the professional schools
of medicine, law, and business, the case method is now used successfully in disciplines
such as engineering, chemistry, education, and journalism. Students can work through
a case during class as a whole or in small groups.
In addition to the definition above, the case method of teaching (or learning):

Is a partnership between students and teacher as well as among students.

• Promotes more effective contextual learning and long-term retention.

• Involves trust that students will find the answers.
• Answers questions not only of “how” but “why.”
• Provides students the opportunity to “walk around the problem” and to see
varied perspectives.

WHAT IS THE VALUE OF THE CASE METHOD?

Bruner (1991) states that the case method:

• Is effective: It employs active learning, involves self-discovery where the

teacher serves as facilitator.
• Builds the capacity for critical thinking: It uses questioning skills as modeled
by the teacher and employs discussion and debates.
• Exercises an administrative point of view: Students must develop a framework
for making decisions.
• Models a learning environment: It offers an exchange and flow of ideas from
one person to another and achieves trust, respect, and risk-taking.
• Models the process of inductive learning-from-experience: It is valuable in
promoting life-long learning. It also promotes more effective contextual
learning and long-term retention.
• Mimics the real world: Decisions are sometimes based not on absolute values
of right and wrong, but on relative values and uncertainty

3.Comparison of active learning and cooperative learning

Cooperative learning:

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Cooperative learning is a technique that allows students to learn from each other

and gain important interpersonal skills. Learn the definition of cooperative learning and

the benefits of this teaching technique in the classroom, explore how to group students

when using this technique, and discover strategies for developing assignments using

cooperative learning.

There are many benefits that can result from using cooperative learning strategies. Here

are benefits you might notice after implementing cooperative learning tasks in your

classroom:

1. Cooperative learning is fun, so students enjoy it and are more motivated.

2. Cooperative learning is interactive, so students are engaged, active participants

in the learning.

3. Cooperative learning allows discussion and critical thinking, so students learn

more and remember what they've learned for a longer period of time.

4. Cooperative learning requires students to learn to work together, which is an

important skill for their futures.

Active learning

Active learning methods ask students to engage in their learning by

thinking, discussing, investigating, and creating. In class, students practice

skills, solve problems, struggle with complex questions, make decisions,

propose solutions, and explain ideas in their own words through writing and

discussion. Timely feedback is critical to this learning process either from the

instructor or peer feedback from fellow students. Education research shows that

incorporating active learning strategies into university courses significantly

enhances student learning experiences.

Benefits of active learning

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Opportunities to process course material through thinking, writing, talking, and

problem solving give students multiple avenues for learning. Applying new knowledge

helps students encode information, concepts, and skills in their memories by connecting

it with prior information, organizing knowledge, and strengthening neural pathways

Receiving frequent and immediate feedback helps students correct misconceptions and

develop a deeper understanding of course material. Working on activities helps create

personal connections with the material, which increases students’ motivation to learn.

Regular interaction with the instructor and peers around shared activities and goals

helps create a sense of community in the classroom. Instructors may gain more insight

into student thinking by observing and talking with students as they work. Knowing

how students understand the material helps instructors target their teaching in future

lessons.

(iv) What is lesson planning? Write down the five merits of lesson

planning for the teachers.

A lesson plan is the instructor’s road map of what students need to learn and

how it will be done effectively during the class time. Then, you can design appropriate

learning activities and develop strategies to obtain feedback on student learning.

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Every teacher needs a carefully drawn lesson plan, irrespective of the training,
experience or competency. A lesson plan is required to assist the students in achieving
the learning objectives, on the short term and long term as well. Having a lesson is
exactly like having a complete and clear picture of how a learning process is going to
take place and how students are able to grasp and retain what is being taught to them.

Various researches have proven that pre-visualization success in athletic competitions

and business projects is a solid step in the way of actually achieving it. The same
concept applies to a classroom engagement too.

Without having a lesson plan, this visualization process will not work and the outcomes
of the learning process wouldn’t remotely be like what you have expected. These
educators need to plan their daily lessons in advance and adopt the most suitable
teaching techniques into a comprehensive lesson plan. Because going to classroom
without lesson plan is harmful to both the teachers and their students. Unprepared
teacher will be considered as the second rate at the job and will be viewed as
unprofessional by their colleagues, superiors, school administration and students.

Students, who learn under the inadequately prepared teacher, usually enjoy less than
optimum knowledge received from the teacher. Such students have low quality learning
and they appreciate the lesson concept too, hems compared with students who are
highly knowledgeable and learning under prepared educators. It is total waste of time
and money and effort when all the resources which are combined for a learning session
goes into vain due to the unprofessional management of the class. Above all, teachers
and students under this scenario generally have very low motivation to improve.
The 10 Advantages of having a Lesson Plan Before Going to Classroom

1. Inspiration:
A thorough lesson plan inspired the teacher to improve the lesson plan further. You can
make it better for the purpose of achieving the lesson plan in a better way.

2. Evaluation:
A lesson plan helps the teacher to evaluate his teaching and to compare it with set
objectives. This evaluation will help you in achieving the set targets in a better way .

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3. Self-confidence:
These lesson plans develops self-confidence in the teacher and make them to work
towards definite goal.

4. Previous Knowledge of the Students:

A teacher can take a proper care by considering the level and previous knowledge of
the students in your class.

5. Organized Matter:
A teacher will be able to finish a particular lesson in a limited time frame. This will
help him or her to make the students learn a better and precise manner.

6. Ask Questions:
A teacher will be able to ask proper and important questions to the students in the
classroom. This will engage the students in communication and help them in retaining
the lesson.

7. Guidance:
A lesson plan works as a guide for the teacher in the classroom. It tells you what to
teach so that they can cover the entire lesson within a limited time frame.

8. Interest:
A lesson plan creates the interest of the students in the lesson and makes them learn
with curiosity in subject matter.

9. Stimulation:
A lesson plan stimulates the teacher to think in an organized way. This helps you to
match the ideal standard of teaching more quickly than ever.

10. Understand the Objectives

Through a lesson plan, a teacher is able to understand the objectives of the lesson
properly and make his students to understand them too, with ease.

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Question No. 2:

Explain the factors of effective teaching

There are a number of factors that can affect how effective you are as a teacher and how
successful your students are in mastering subjects. When evaluating your performance
as a teacher, as well as other influences that affect your classroom, such as student
behavior, it is important to track how well the changes you make improve performance
over time.

1.Appropriate Training:

Having the appropriate training to teach a specific subject is an important factor in being
able to teach that class effectively. For teaching in the public school system, teachers
should have taken courses in the subjects they wish to teach. For teaching college level
courses, a PhD in the discipline or a related field is normally required, although many
community colleges accept a master's degree and some universities allow someone with
a master's to teach while pursuing a PhD. Effective teachers engage in continuing
education to stay abreast of developments and advances in their field. Keep track of
your professional development activities. Note any observable effects on student
outcomes.

2.Clear and Concise:

Good communication skills are a must in order to effectively teach, whether you teach
middle school or are a college instructor. You must be able to project in a clear way. If
students can't keep up with you or have a hard time hearing you, they may also have a
hard time understanding the ideas or concepts they need to master to do well on exams
and other assignments. You can improve your communication skills by listening more
closely, reflecting back what you heard, simplifying instructions, providing more
feedback, and restating important points to remember.

3.Learning Environment:

Schools that offer students a positive learning environment, including the use
technology in the classroom and a quality library, give students an edge in mastering
math, English, science and other subjects. Up-to-date textbooks and other materials to
use during lectures and other teacher presentations are also important. Students learn
best in a safe, caring, welcoming and inclusive environment. Talk about the importance
of valuing differences, celebrating diversity and being accepting of students from
different backgrounds.

4.Innovative Teachers:

Teachers who are good at sparking the imagination of students through hands-on
learning activities or other creative approaches draw students into the joy of learning.
These students no longer see new ideas as something to dread. Educators like Jaime
Escalante, a math teacher portrayed in the movie "Stand and Deliver," show that

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regardless of the economic disadvantages of many students and school districts, a

teacher who uses a creative approach can make a difference. Note any achievement
gaps between certain groups of students. Research and implement strategies for closing
the gap.

5.Student Behaviour:

Managing student behavior and maintaining discipline in your classroom is vital to

creating a learning environment where each student feels he can share his thoughts and
ideas with you and with his peers. It also helps you stay on track in presenting materials
on schedule. This enables you to fulfill the required curriculum for that academic year,
semester or quarter. Consider taking the lead in implementing an evidenced based
behavioral managment approach like Positive Behavioral Interventions and Supports
(PBIS) in your school.

As the semester progresses, many professors, myself included, as the semester

progresses, are beginning to firmly nestle ourselves into the trappings of college life
— paper grading, lectures or discussions, conferences and committees. Regardless
of what activities academics immerse ourselves in, teaching remains the most
crucial aspect.

Earlier this year, at the end of this past spring semester, I received an email from
my dean informing me that I had been selected to receive one of the faculty teaching
awards that are given annually by the college. I was elated to hear such splendid
news. That news quickly spread throughout my department and I quickly became
the recipient of numerous email comments expressing hearty congratulations from
a number of my colleagues, including my former department chair who had written
a mesmerizing, eloquent and supportive letter on my behalf.

As someone who has been told by a number of students, fellow colleagues and even
some senior-level administrators that I am an effective teacher, I found it reassuring
that such acknowledgment had been recognized in such a public manner.

I have been a professor for almost two decades and have taught at every academic
level and various types of courses — freshmen, upperclassmen, honors, graduate
students, etc. I am well aware of the fact that teaching is a skill that is complex.
There is no one method that is the standard.

Indeed, good and effective teaching can manifest itself in a multitude of ways. Both
professor A and professor B could be outstanding professors and yet employ
diametrically diverse teaching methods in their courses. In essence, there is no one
pathway to effective and innovative teaching. That being said, I would argue that
there are a combination of qualities that distinguish good professors from poor ones.
A few of them are:

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· An engaging personality:

It has been my experience as both an undergraduate student, graduate student and

even now as tenured full professor that the best professors are often the ones who
go beyond the basics. These are the professors who do not simply resort to
delivering basic lectures in their courses. They are often able to effectively connect
with their students, holding their undivided attention, engaging in a give-and-take
manner with their students, often involving them in the subject matter.

· A passion for the subject matter:

Effective professors clearly demonstrate a sincere and genuine interest in their

subject matter. It is often evident in their attitude toward the material, an infectious
enthusiasm for whatever they are attempting to convey to their students. Moreover,
they are often able to transmit such passion to others around them.

· Demonstrated command of the subject matter:

Great teachers exhibit expertise in the subjects that they are teaching and are often
looking for ways to further enhance their knowledge of the field. These are the
professors that are always incorporating new information or techniques into their
teaching and subject matter. They never allow themselves to become stagnant. They
subscribe to the belief that no course should be taught the same way forever.

· Willingness to acknowledge your missteps:

Good professors also realize that no one is perfect. Even the best professors are
inclined to make a misstep from time to time. When this happens, rather than being
in denial or becoming defensive, the effective professor acknowledges his or her
mistake(s) and makes an effort to rectify them. These are the professors who are not
afraid to go off script, or indeed, rewrite the script, if need be.

· Receptive to other’s opinions:

Every profession has its share of egotistical people. Given the years of toil, grit (and
sometimes tears along the journey) that it takes to earn a Ph.D., it is only normal
that a person would have or eventually cultivate some degree of ego. Sometimes
this is evident when a professor may become unnerved when a student challenges
their viewpoints. They tend to become defensive, irritated and out right angry at
being challenged. The sad reality is that there are some professors (I would like to
think that they are in the significant minority) who have trouble accepting positions,
arguments and ideas that are at odds with their own. Nonetheless, effective
professors are the ones who are able to understand and accept the fact that is often
more than one way at looking at an issue. They do not expect all students to embrace

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their opinion(s) on everything. In fact, good professors encourage healthy debate in

their classrooms as opposed to shutting down any form of dissent.

· Being fair and transparent:

The best professors are fair, open and transparent. They are authorities in the
discipline as well as in the classroom. They refrain from engaging in bully -like or
other humiliating tactics, treat students with decency and respect and do not play
favorites. They often have rigorous, yet reasonable, standards, and do not live just
to see how many low grades or students they can fail. They give reasonable
deadlines for assignments to be completed and are astute and sensitive to the fact
that many students are often enrolled in several classes at any given academic
quarter or semester and that their lives (students) do not solely revolve around their
specific course/courses.

While there other examples and no one path or size fits all when it comes to excellent
teaching, these are just a few characteristics I would argue are crucial to one being
a successful and effective in the college classroom.

Question No. 3:

What is Gagne’s frame work for instructional development?

Gagne’s Nine Events of Instruction:

Instructional events refer to actions of both teacher and learners during the teaching
session. Selecting appropriate events and planning them in the right format and the right
sequence is crucial in a successful lesson design. A lesson design is a plan showing the
type of instructional events, their order and the kind of activity taking place in each
event. In designing a lesson plan, there are 2 important factors: the objectives and the
learners.
In this paper, we have chosen a routine practical procedure that junior doctors need to
learn: insertion of a peritoneal (ascitic) drain. We use Gagne's “events of instruction”
to design a lesson plan for this subject

Gagne's model of instructional design:

Robert Gagne is considered to be one of the foremost contributors to the systematic
approach to instructional design and his theory has provided a great number of valuable
ideas for trainers and teachers. Gagne's model of instructional design is based on the
information processing model of the mental events that occur when adults are presented
with various stimuli and focuses on the learning outcomes and how to arrange specific
instructional events to achieve those outcomes. Gagne's theories have been applied to
the design of instruction in several domains, such as the military, flying, leadership,
engineering and healthcare.

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Essential to Gagne's ideas of instruction are what he calls “conditions of learning”:

internal conditions deal with what the learner knows prior to the instruction, external
conditions deal with the stimuli that are presented to the learner, e.g. instructions
provided by the teacher.
The first step in Gagne's theory is specifying the kind of outcomes to be achieved. He
categorised these outcomes into five types: verbal information, intellectual skills,
cognitive strategies, attitudes, and motor skills.
The second step is to organise appropriate instructional events. Gagne's “Events of
Instruction” consist of the following:
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting the stimulus material
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback
8. Assessing the performance
9. Enhancing retention and transfer
Inserting a peritoneal drain is a motor skill, which corresponds to affective and
psychomotor skill outcomes. The ideal number of learners for this kind of session is 4
or 5. The following instructional events can be organized for a lesson to teach insertion
of a peritoneal drain:
(I) Gaining attention:
When students arrive at class, their attention can be directed toward many other things,
so in order for any learning to take place, first their attention must be captured and their
interest should be aroused. Here are some examples:
1. An abrupt stimulus change, such as gesturing or speaking loudly
2. Starting the lesson with a thought-provoking question or interesting fact.
3. Providing an interesting visual or sound stimulus. Depending on the audience,
multimedia (like PowerPoint slides) can be used to combine photographs,
pictures, and sound.
In our session, combining items 2 and 3 is a good starting point: a case scenario of a
patient with ascites can be presented together with relevant investigations/images,
asking the learners about the case. There is no doubt that curiosity motivates students

(II) Informing the learner of the objective:

Early in each lesson students should encounter a list of learning objectives. This
initiates the internal process of expectancy and helps motivate the learner to complete
the lesson.

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A direct statement can be used in our session: “upon completing this lesson you will be
able to”:
• Consent the patient for insertion of a peritoneal drain
• Identify the correct anatomical point
• Identify the equipment required
• Prepare, position and monitor the patient
• Understand and perform the correct technique for insertion of a peritoneal drain
under fully aseptic condition
• Understand the principles of securing, dressing and connecting the drain
• Understand the importance of appropriate analgesia post procedure
• Complete the appropriate documentation in patient's medical notes

(III) Stimulating recall of prerequisite learning:

Associating new information with prior knowledge and personal experience and getting
the learners to think about what they already know can facilitate the learning process.
In our session, 20-30 minutes should be allocated for interactive discussion of the
following:
Asking questions about previous observations and experiences, indications of inserting
a peritoneal drain, relevant anatomy, findings on examination and relevant tests before
the procedure to confirm the diagnosis (e.g. abdominal ultrasound)

(IV) Presenting the stimulus material:

This event is where the new content is actually presented to the learner. Content should
be 14rganized meaningfully, and explained and demonstrated using a variety of media.
In our session, different steps of the procedure should be explained:
How to consent the patient, monitoring, equipment needed, positioning the patient, the
technique of peritoneal drain insertion and how to secure the drain. Finally, tests needed
after the procedure (biochemistry, cytology and microbiology tests on the fluid sample),
and appropriate analgesia should be explained.

(V) Providing learning guidance:

This event means showing what appropriate actions constitute correct performance,
plus additional suggestions, including use of examples, case studies, graphical
representations, and mnemonics to help learners encode information for long-term
storage, or in simple terms, “make the stimulus as meaningful as possible”.
As this is a practical procedure, if learners first observe the procedure they are in a
better position to perform it themselves. The teacher shows the equipment and performs

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the procedure on a dummy, including the sterile technique, explaining it step by step.
While performing the procedure, useful tips and hints can be provided.

(VI) Eliciting the performance (practice):

The action now turns to learners. In this event, the learner is required to practice the
new skill or behaviour. Eliciting performance provides an opportunity for learners to
confirm their correct understanding, and the repetition further increases the likelihood
of retention.
In our session, each one of the learners should get familiar with the equipment,
demonstrate the sterile technique and perform the procedure on the dummy under direct
supervision.

(VII) Providing feedback:

While observing each learner performing the procedure, individual and immediate
feedback and guidance can be provided and any questions can be answered. In addition,
feedback from other learners observing the performance is very helpful.
Go to:

(VIII) Assessing the performance:

At this point, the students demonstrate what they have learned without receiving
additional coaching or hints. However, a single performance does not ensure that the
new capability has been reliably stored and additional practice is needed.
In our session, this will constitute demonstration of the whole procedure by the learner
without prompt or guidance. The main issue here is time and resources. If there is
enough time, or if an additional session is organised, they can practice the procedure a
few times and at the end demonstrate their performance. It is not possible to assess the
desired outcome, insertion of a peritoneal drain on “a real patient” in the same session
but during on-calls and on the wards, the learners get a chance of performing the
procedure. Due to invasive nature of the procedure, they “must” be supervised and
assisted initially and after practicing a few times, they will be able to perform it
independently.

(IX) Enhancing retention and transfer:

Once we are reasonably sure that the new capabilities are reliably stored, we can
increase the likelihood that they will be retained over a long time period by providing
practice and spaced reviews. The repetition of learned concepts is an effective mean of
enhancing retention, although often disliked by students. Additionally, transfer of
knowledge and skills to new problems and situations is a goal of most instruction, but
classroom time constraint makes it more difficult to achieve.
To enhance retention, the learners should practice the procedure on a dummy a few
times. More frequent practice broken by rest periods is more effective. The transfer of
knowledge constitutes applying their skills in a clinical setting, while initially being
supervised. The session can be closed by reviewing the key points, answering the
questions and asking for learners’ feedback.

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In designing a session like this, several factors need to be considered, including the
nature of objectives, setting, time, available resources, institutional constraints, content,
number of learners, their characteristics and their preferences. The most effective way
to achieve psychomotor objectives is to get the learners to perform and practice the
activity after preparing them with some lectures or demonstrations. The session should
cover the 3 areas that are necessary for teaching psychomotor skills: 1) Before practice:
objectives, performance criteria and how it should be performed by an expert. 2) During
practice: critical cues and how to use the information. 3) After practice: feedback,
enhancing retention and transfer

Conclusions:
Gagne's theories provide a great deal of valuable information to teachers. Applying
Gagne's nine-step model is an excellent way to ensure an effective and systematic
learning program as it gives structure to the lesson plans and a holistic view to the
teaching. We need to keep in mind that the exact form of these events is not something
that can be specified in general for all lessons, but rather must be decided for each
learning objective.
The performance most frequently required of students is to remember, while our intent
is most often to help them understand, and by putting more structure into the objectives
of the lesson plans we will be able to achieve this aim. As Gagne himself says,
“organisation is the hallmark of effective instructional material

Question No. 4:

How are objectives stated in behavioral terms?

A behavioral objective is a learning outcome stated in measurable terms, which

gives direction to the learner’s experience and becomes the basis for student evaluation.

Objectives may vary in several respects. They may be general or specific, concrete or

abstract, cognitive, affective, or psychomotor. Cognitive objectives emphasize

intellectual outcomes, such as knowledge, understanding, and thinking skills. Affective

objectives emphasize feeling and emotion, such as interests, values, attitudes,

appreciation, and methods of adjustment. Psychomotor objectives emphasize motor

skills, such as physical assessment skills and administration of chemotherapy.

Points in writing behavioral objectives:

1. Begin each behavioral objective with a verb. The critical aspect of any

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behavioral objective is the verb selected to indicate expected behavior from

learning activities.

2. State each objective in terms of learner performance. A behavioral objective is

one that is considered to be observable and measurable. Behavior is generally

construed to be an action of an individual that can be seen, felt, or heard by

another person.

3. State each objective so that it includes only one general learning outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning objectives will

be general, abstract, and cognitive or affective. Examples of appropriate objectives for

graduate students are as follows:

• Cognitive: Create an assessment tool based on a nursing theory for patients

experiencing pain.

• Cognitive: Evaluate the usefulness of nursing research in clinical practice.

• Affective: Accept professional responsibility for change in problem clinical

situations.

The levels are listed in increasing order of complexity, followed by verbs that represent

each level.

Knowledge: remembering previously learned facts.

Cite List Reproduce

Define Match Select

Identify Name State

Label Recognize

Comprehension: ability to understand or grasp the meaning of material.

Convert Extend Paraphrase

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Describe Give examples Summarize

Estimate Illustrate Translate

Explain Interpret

Application: ability to use previously learned material in new and concrete situations.

Apply Modify Relate

Computer Operate Show

Construct Predict Solve

Demonstrate Prepare Use

Discover Produce

Analysis: ability to break down material into its component parts so that its

organizational structure may be understood.

Analyze Differentiate Infer

Associate Discriminate Outline

Determine Distinguish Point out

Synthesis: ability to put parts together to form a new whole.

Combine Develop Plan

Rewrite Compile Devise

Propose Tell Compose

Integrate Rearrange Write

Create Modify Reorganize

Design Organize Revise

Evaluation: ability to judge the value of material for a given purpose; also, the ability

to make decisions.

Appraise Conclude Judge

Assess Contrast Weigh

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Compare Evaluate

Examples

1. Knowledge

a. The student will be able to list all of Piaget's developmental states in the correct

order for an in-class exam.

b. The student will recall the four major food groups without error.

c. From memory, with 80 percent accuracy the student will match each United

States General with his most famous battle.

2. Comprehension

a. The student will be able to correctly describe the two components of objectivity

f or an in-class exam.

b. By the end of the semester, the student will summarize the main events of a

story in grammatically correct English.

3. Application

a. Given fractions not previously covered in class, the student will be able to

divide them with 85 percent accuracy for an in-class exam.

b. Given fractions not covered in class, the student will multiply them on paper

with 85 percent accuracy.

4. Analysis

Given a presidential speech, the student will be able to point out all of the

positions that attack a political opponent rather than the opponent's political

program for a homework assignment.

a. In a presidential speech, the student will be able to point out the positions that

attack a political opponent personally rather than the opponent's political

programs.

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b. The student will describe the interrelationships among acts in a play.

5. Synthesis

a. The student will be able to design a study outside of class that addresses a

given problem. The experiment should contain the six components given in

class.

b. Given a short story, the student will write a different but plausible ending.

6. Evaluation

a. The student will be able to judge a paragraph's value according to the six

criteria for an out-of-class assignment.

b. Given a description of a country's economic system, the student will defend

it by basing arguments on principles of socialism

Question NO 5.

What are the different factor that influence student

motivation?

Motivation in education can have a dramat impact on students’ performance and

results. Therefore, parents and teachers who are willing to help their children do

better in school should be aware of the factors that affect student motivation.

Why Is Motivation in Education Important?

Motivation is the state that can maintain students’ attention and behavior as well as
provides with more energy to needed to lead tasks to completion. Thus, it can help
sustain activities over a period of time. In education, motivation can have a variety of
effects on students’ behavior, preferences, and results. For instance, motivation can:

• help us direct our attention toward tasks that need to be done,

• allow us to do these tasks in shorter periods of time as well as maintain attention
during a longer time,
• minimize distractions and resist them better,
• affect how much information we retain and store,
• influence the perception of how easy or difficult tasks can appear.

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Most importantly, motivation urges to us perform an action. Without it, completing the
action can be hard or even impossible.

Factors that Influence Students’ Motivation in Education

1. Class and Curriculum Structure
Children thrive when there is structure and struggle when there is chaos. When students
sense or see that classes follow a structure, and the curriculum and class materials have
been prepared beforehand, it provides them with a greater sense of security.

The feeling of security is one of our basic needs. When that’s provided in a learning
environment, it allows students to fully focus on the learning material.

To help students feel more secure, educators need to plan classes and curriculums. All
materials that will be used in class should be prepared in advance. Educators can also
state the objectives of a course or class at the beginning of a semester or a class.

2. Teacher Behavior and Personality

If a student has a negative emotion such as fear or disliking towards their teacher, that
can negatively affect their attitude toward the subject as a whole. If a teacher shows a
preference towards certain students or uses derogatory and humiliating language, that
can lower their motivation in education.

On the other hand, kindness, optimism, positive feedback, and encouragement can
positively affect students’ motivation to learn.

3. Teaching Methods
Students are more likely to retain their motivation in education if educators use different
teaching methods. That creates diversity and prevents students from getting bored.
Giving room for certain choices such as which partner they’d like to work with can be
beneficial too.

Students in a single class are likely to have different styles of learning. Thus, a teacher
is more likely to meet these needs by applying different teaching methods.

Another important aspect, especially when it comes to girls in STEM subjects, is

ensuring that the knowledge or skills learned can be practically applied in real life.

In some cases, enrolment in extracurricular activities or support from a tutor can help
address students’ needs that are not met at school.

4. Parental Habits and Involvement

Quite a few parental habits can indirectly affect the motivation of children, intrinsic
motivation in particular. These include:

• showing interest in the child’s learning material,

• inquiring about their day,
• actively listening,
• helping with specific tasks or skills taught at school,
• attending parent meetings,
• encouraging children t complete homework or study for a test.

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Another habit that’s been proven to improve motivation, is reading. Reading to and
with small children helps them develop literacy faster than talking does.
However, reading comprehension level can determine students’ success in later school
years.

5. Family Issues and Instability

Same as the lack of security in the classroom, the lack of security at home can
negatively impact motivation in education.

Children who live with both parents, on average get better grades than children who
don’t. Family conflicts and disruption can result in poorer academic performance.
Some examples include:

• divorce,
• loss of one or both parents,
• not living with the biological father or mother,
• not having contact with the biological father or mother,
• frequently moving from one home to another,
• being or having been involved with Child Protective Services.

As a result, in certain instances, additional support may be needed from schools to help
students with their issues.

6. Peer Relationships
As children grow older, the influence peers have upon them increases as well.

Therefore, problems and conflicts with peers can make students feel less secure about

their social status among peers, increase their stress levels, and lower motivation in

education.

Keeping an eye on any conflicts, bullying, and other peer issues can prevent serious
problems.

7. Learning Environment
School environment or school climate is another factor that affects motivation in
education. School environment refers to different norms and regulations that determine
the overall climate in the school.

Positive school environment makes students feel safe and secure, meets their basic
needs such as daily meals, and provides an optimal environment for them to build
healthy social relationships.

Too many classes and learning environment that’s too serious can also lower motivation
in education. Adding a fun element to classes can help to ease the atmosphere and
improve motivation and results. Allowing enough time for play and rest can also have
a positive effect.

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8. Assessment
While standardized assessment increases the standards of attainment, it can negatively
influence students’ motivation in education, especially at a younger age. The opposite
can be seen in countries like Finland where primary school children do not get any tests.
Despite the lack of assessment, Finnish children display higher academic achievements.

It is also common for students to lose motivation if tests are continuously too
challenging. This does not provide a sense of achievement and lowers motivation in
education over time. Thus, it’s important for educators to experiment with and apply
different testing methods which would be able to address the different learning needs
of students.

Code 8601-1 Solved Assignment Autumn 2021

By Muhammad Usman

Student Name:

Role number:

Registration number:

Father name:

Assignment code:

Assignment Title:

Intellectual property statement

By submitting this assignment, I certify that this is my own work and is free from plagiarism. I
understand that the assignment may be checked for plagiarism by electronic or other means
and may be transferred and stored in a database for the purposes of data-matching to help
detect plagiarism. The assignment has not previously been submitted for assessment in any
other unit or to any other institution. I have read and understood AIOU Academic Integrity
Policy.

Allama Iqbal Open University, Islamabad

Question No. 1: Give answer to the following short questions.

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The personal and professional qualities of teachers.

What is a case method?

Define and compare active learning and cooperative learning.

(iv) What is lesson planning? Write down the five merits of lesson planning for the teachers.

The personal and professional qualities of teachers

Personal qualities are what make a person unique, allow them to navigate a new situation,
make new friends and connections, or work through conflict or tensions. Important personal
qualities for English teachers include listening and being a good listener, thoughtfulness,
being personable, timeliness, and adaptability.An ideal teacher is someone who has a
combination of qualities, such as being very knowledgeable on his subject, able to effectively
manage his classroom, genuinely enjoys teaching and dealing with students, has high
expectations for his students, good communication skills and an engaging teaching style.If a
candidate has good interpersonal skills, he or she is likely to be a better fit for an
organization. And when two candidates with similar professional qualities interview for a
job, the one with a more fitting personality is likely to get the job.

Some qualities of a good teacher include skills in communication, listening, collaboration,

adaptability, empathy and patience. Other characteristics of effective teaching include an
engaging classroom presence, value in real-world learning, exchange of best practices and a
lifelong love of learning.

I feel that to be a professional teacher it is necessary that you have patience. Some children
may take longer to understand certain subjects or pieces of information and it is vital that
you are patient and take the time to fully explain so that they understand and learn from
your teaching. During school, I found that in particular subjects I would require the teacher
to explain things in a little more depth before I fully understood, and this would only help my
learning if the teacher had the patience to spend extra time on the same thing. Many
teachers wouldn’t do this and I would therefore struggle in their subjects. I feel that it is
unacceptable for a teacher to act this way. As a teacher it is your job to make sure that all
pupils can work and learn to the best of their ability, and without the patience to do so you
are not fulfilling your role as a professional teacher. In my opinion, a professional teacher
would consider their teaching style to make sure that it is meeting the needs of all learners,
remembering that everyone learns in different ways – visually, orally and kinesthetically.

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Personally, I feel that empathy is a very important quality in being a professional teacher.
Being empathetic allows teachers to understand their pupils’ emotions and gives them the
ability to relate to them. Pupils will originate from various cultures and backgrounds and so
teachers need to be able to understand each individual’s situation as this will help the
children to feel more comfortable to discuss any problems which they might be having at
home. I feel that integrity is an important characteristic for a professional teacher to have.
Integrity is the quality of honesty and having strong moral principles and so it is necessary
for the teacher to have these so that the pupils can be educated to act in the same way.
Pupils should see their teachers as a figure to look up to and so integrity allows teachers to
be a role model for their pupils.

I have chosen these five qualities to be the most important from the list, however I believe
that all of the qualities listed are important and that they should come naturally to a
professional teacher.

Case method

Cases are narratives, situations, select data samplings, or statements that present
unresolved and provocative issues, situations, or questions (Indiana University Teaching
Handbook, 2005). The case method is a participatory, discussion-based way of learning
where students gain skills in critical thinking, communication, and group dynamics. It is a
type of problem-based learning . Often seen in the professional schools of medicine, law,
and business, the case method is now used successfully in disciplines such as engineering,
chemistry, education, and journalism. Students can work through a case during class as a
whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

Is a partnership between students and teacher as well as among students.Promotes more

effective contextual learning and long-term retention.Involves trust that students will find
the answers.Answers questions not only of “how” but “why.”Provides students the
opportunity to “walk around the problem” and to see varied perspectives.

Bruner (1991) states that the case method:

Is effective: It employs active learning, involves self-discovery where the teacher serves as
facilitator.

Builds the capacity for critical thinking: It uses questioning skills as modeled by the teacher
and employs discussion and debates.

Exercises an administrative point of view: Students must develop a framework for making
decisions.

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Models a learning environment: It offers an exchange and flow of ideas from one person to
another and achieves trust, respect, and risk-taking.

Models the process of inductive learning-from-experience: It is valuable in promoting life-

long learning. It also promotes more effective contextual learning and long-term retention.

Mimics the real world: Decisions are sometimes based not on absolute values of right and
wrong, but on relative values and uncertainty.

Comparison of active learning and cooperative learning

Cooperative learning

Cooperative learning is a technique that allows students to learn from each other and gain
important interpersonal skills. Learn the definition of cooperative learning and the benefits
of this teaching technique in the classroom, explore how to group students when using this
technique, and discover strategies for developing assignments using cooperative learning.

There are many benefits that can result from using cooperative learning strategies. Here are
benefits you might notice after implementing cooperative learning tasks in your classroom:

Cooperative learning is fun, so students enjoy it and are more motivated.

Cooperative learning is interactive, so students are engaged, active participants in the

learning.

Cooperative learning allows discussion and critical thinking, so students learn more and
remember what they’ve learned for a longer period of time.

Cooperative learning requires students to learn to work together, which is an important skill
for their futures.

Active learning

Active learning methods ask students to engage in their learning by thinking, discussing,
investigating, and creating. In class, students practice skills, solve problems, struggle with
complex questions, make decisions, propose solutions, and explain ideas in their own words
through writing and discussion. Timely feedback is critical to this learning process either
from the instructor or peer feedback from fellow students. Education research shows that
incorporating active learning strategies into university courses significantly enhances student
learning experiences.

Benefits of active learning

Opportunities to process course material through thinking, writing, talking, and problem
solving give students multiple avenues for learning.Applying new knowledge helps students
encode information, concepts, and skills in their memories by connecting it with prior
information, organizing knowledge, and strengthening neural pathwaysReceiving frequent
and immediate feedback helps students correct misconceptions and develop a deeper
understanding of course material. Working on activities helps create personal connections
with the material, which increases students’ motivation to learn. Regular interaction with
the instructor and peers around shared activities and goals helps create a sense of
community in the classroom. Instructors may gain more insight into student thinking by

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observing and talking with students as they work. Knowing how students understand the
material helps instructors target their teaching in future lessons.

(iv) What is lesson planning? Write down the five merits of lesson planning for the teachers.

A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Then, you can design appropriate learning activities
and develop strategies to obtain feedback on student learning. Having a carefully
constructed lesson plan for each 3-hour lesson allows you to enter the classroom with more
confidence and maximizes your chance of having a meaningful learning experience with your
students.

A successful lesson plan addresses and integrates three key components:

Learning Objectives

Learning activities

Assessment to check for student understanding

A lesson plan provides you with a general outline of your teaching goals, learning objectives,
and means to accomplish them, and is by no means exhaustive. A productive lesson is not
one in which everything goes exactly as planned, but one in which both students and
instructor learn from each other.

Question No. 2:Explain the factors of effective teaching

Students are the future of the nation and then stand at one pole of the education system in
which teachers are at the other pole. The process of learning-teaching runs smoothly with
the help of both of these poles. These two poles of the education system make a perfect
balance and take the system to another height. Teachers work hard, collect information, and
impart knowledge to students in the process of teaching. There are certain direct and
indirect factors that affect the learning process or teaching. In the article, we will learn about
the factors affecting teaching.

The teaching process gets affected by various parameters such as teachers, learners, and the
environmental factors. These three factors make the whole process of learning easy and
smooth. Learning in a student’s life is very important as it builds the base of their career
professionally and personally.

The three factors affecting teaching are as:

Learners Psychological /Individual Characteristic

Teachers and Classroom supports

Environment and other surrounding factors

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Factors affecting teaching

Teacher

Teachers are the pillars for their students. They play the most important role in their
students’ life by providing support, boosting their confidence, guiding them in the right
direction, and of course teaching them. They are the facilitator of learning in the learning-
teaching process. The best teacher is one who is able to apply the best teaching method to
teach students and guide them towards a quality learning process.

The quality of a teacher derives from the various factors such as:

Educational Qualification

Educational qualification of a teacher decides their knowledge. By getting a higher degree in

the teaching, a teacher will be able to impart knowledge to the students in depth and of
quality. On comparing the teachers who have M.ED or PhD degrees with others who do not
have, you will be able to differentiate the different ways of their thinking and the ways of
imparting knowledge to students.

Skills

Skills matter a lot. Sometimes a teacher with a lower degree of teaching has better skills of
teaching than a teacher with a higher degree of teaching. It is not sure that teachers with
higher degrees have the right instincts and can teach in a better way than teachers with
lower degrees. Teaching skills are decided on how teachers connect to students, what
teaching methods apply on students, how they explain the concepts to students, and what
their attitude towards students.

Their communication skills should be effective and engaging.

Selection of suitable teaching method

Applying the right teaching aids.

Their approach towards teaching students

How they guide and monitor students.

Experience

Graduating in a degree of teaching is not that much tough as getting mastery in experience.
Experience holds an important place when you are teaching students. Some aspirants
acquire high qualifications which can make them qualified for teaching but lacking in
experience hamper their progress.

With high qualifications, teachers can get a better understanding of the different topics or
complex formulas but experience helps teachers to deal with the students and prepare them
for how to teach students.

Subject matter

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There comes a time when teachers who do not have knowledge of a particular subject are
assigned to teach that subject. In such a situation, passion and motivation to research about
the topic and teach students help them. Subject matter does really matter. However, the
chances of assigning subjects which are not the forte of a teacher are very rare.

The syllabus of the subject is formed by educationists and psychologists keeping the mental
and physical capabilities of students in mind. The important subject matter related factors
which influence teaching are the difficulty of the task, length of the task, meaningfulness of
the task, similarity of the task, organized material, and life learning.

Learner

Physiological and psychological factors of learners are the factors affecting teaching. Every
individual studying in a class possesses different qualities and require different teaching
methods. It is necessary to take note of the intelligence of students, ethnic groups of
students, race, belief and socioeconomic status of the learners when teaching in the
classroom.

The interest of each student in the class is also different which depends on aptitude,
attitude, motivation, mental health and aspiration towards the goals of their life.The
maturity, age, motivation, previous learning, intelligence, mental health, physical need, diet
and nutrition, attention and interest, goal-setting and level of aspiration are the factors
affecting teaching related to learners.

Environment

The factors affecting the environment of the teaching are as follows.

Support materials

Teachers have their support system which consists of tools that helps them to improve their
capacity of teaching. The different teaching aids help to analyze the area in which students
are not taking interest or under performing. This also helps them to adopt effective
strategies that teach students. Support materials in teaching are effective tools for:

Assessments and scores of students

Teaching Strategies and lesson plans

Standards and benchmark

Effective use of traditional and modern tools

Instructional facilities

With the available teaching aids, teachers can cover a wide area of learning. It has many
benefits such as differentiating instruction, relieving anxiety, helping learners to improve
reading comprehension skills, illustrating or reinforcing a skill, presenting information in an
effective way.

Learning environment

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Learning environment is where a student learns and a teacher teaches. The classroom
environment is the learning environment for students which plays an important role in the
learning process. Both students and teachers get affected by the classroom environment.
The environment for the learning is well maintained by active participation in education,
concentration of students, teachers’ focus on behavior of students etc. The environment of
learning must be positive.

Socio-economic factor

The socio-economic background of students and teachers affect the learning process in an
indirect way. It shows differences in the thinking level of students and teachers towards
others. The economic factor of students sometimes gets dominated by teachers and its
impact on the teaching quality of the teachers.

Expectations

Expectation is a very common factor affecting teaching. It affects learners and teachers as
well. Every parent has some sort of expectation with their children as they want their
children to get quality education and they learn maximum when they go to schools.

This puts a psychological impact on students and sometimes it results in stress and
impairments.

So, the parents should involve the students in the process of learning in such a way that they
ease their process instead of putting a burden on them. Also, teachers should not be put
under pressure of expectations.

The National Council of Educational Research and Training published the Core Teaching Skills
in 1982 which laid stress on the following teaching skills.

Writing instructional objectives

Organizing the content

Creating set for introducing the lesson

Introducing a lesson

Structuring classroom questions

Question delivery and its distribution

Response management

Explaining

Illustrating with examples

Using teaching aids

Stimulus variation

The pacing of the lesson

Promoting pupil participation

Use of blackboard

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Achieving closure of the lesson

Giving assignments

Evaluating the pupil’s progress

Diagnosing pupil learning difficulties and taking remedial measures

Management of the class

Micro Teaching

Micro-teaching implies micro-element which simplifies the complexities of the teaching

process. It concentrates on using specific teaching methods and offers opportunities for
practicing teaching under controlled conditions.

There are many factors affecting teaching which are based on teacher-student relationship,
socioeconomic conditions, policy and motivation of schools etc.

Question No. 3:What is Gagne’s frame work for instructional development?

Gagne’s Nine Events of Instruction

Robert Gagne was an educational psychologist who created a nine step process called the
Events of Instruction. Gagne’s Nine Events of Instruction model helps trainers, educators,
and instructional designers structure their training sessions. The model is a systematic
process that helps them develop strategies and create activities for instructional classes. The
nine events provide a framework for an effective learning process. Each step addresses a
form of communication that supports the learning process. When each step is completed,
learners are much more likely to be engaged and to retain the information or skills that they
are being taught. The steps essentially give designers an outline or prototype to use prior to
performing teaching or training activities.

Gagne’s Nine Events of Instruction

Gaining attention (reception)

Informing learners of the objective (expectancy)

Stimulating recall of prior learning (retrieval)

Presenting the stimulus (selective perception)

Providing learning guidance (semantic encoding)

Eliciting performance (responding)

Providing feedback (reinforcement)

Assessing performance (retrieval)

Enhancing retention and transfer (generalization)

The Conditions of Learning

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The Conditions of Learning, Gagne identified the mental conditions for learning. These
were based on the information processing model that focuses on the cognitive events that
occur when learners are presented with a stimulus. Gagne Nine Events of Instruction are
connected to and address the Conditions of Learning. Gagne divides the conditions into two
groups; internal and external. Internal conditions are the already established learned
capabilities of the learner. Basically, what the learner knows prior to the instruction. External
conditions deal with the stimuli that is presented externally to the learner (e.g. instruction
provided to the learner). These Conditions of Learning are essential to Gagne’s Events of
Instruction. Gagne’s model allows instructional designers to consider the possible internal
and external conditions that have an effect on the learning process.

Gagne’s Nine Events of Instruction

Gaining Attention (Reception)

Begin the learning session by gaining the attention of the learners. Ensure the learners are
motivated to learn and participate in activities by presenting a stimulus to gain their
attention. This can be accomplished by presenting the learners with an introductory activity
that engages the learner.

Techniques for gaining learner’s attention include:

Stimulate learners with novelty or surprise

Pose thought-provoking questions

Have learners pose questions to be answered by other learners

Present an intriguing problem

Present a new and interesting situation that provokes curiosity

Present meaningful and relevant challenge

Informing Learners of the Objective (Expectancy)

After gaining their attention, inform the learners of the learning objectives to help them
understand what they will be learning during the session. State what the learners will be
able to accomplish during the session and how they will be able to use the knowledge in the
future. This allows the learners to organize their thoughts on what they will learn and help
place them in the proper mind set.

Techniques for stating the objectives include:

Describe what they will be able to do at the completion of the session

Describe required performance

Describe criteria for standard performance

Explain how their learning will benefit them

Stimulating Recall of Prior Learning (Retrieval)

Help the learners make sense of new information by relating it to something they already
know or something they have already experienced. To accomplish this present the learner

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with an experience or cue that stimulates their prior knowledge. Make connections between
what they are learning, and their previous learning. When people learn something new, it is
best to correlate the new information with related information or topics they have learned
in the past.

Methods for stimulating recall include:

Ask if they have any previous experiences with the topic

Ask questions about previous experiences

Ask about their understandingof previous concepts

Give them an example of an experience similar to what they are learning

Presenting the Stimulus (Selective Perception)

Present the learner with the new information using learning strategies to provide effective
and efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations.

Ways to present session content include:

Organize your information in a logical and easy-to-understand manner.

Chunk information

Provide examples

Utilize multiple delivery methods (e.g., video, demonstration, lecture, podcast, group work)

Use a variety of text, graphics, figures, pictures, sounds, simulations, etc. To stimulate the
senses

Use a variety of approaches (such as visual cues, verbal instruction, and active learning) to
suit people with different learning styles / preferences.

Providing Learning Guidance (Semantic Encoding)

Offer the learner guidance by providing coaching on how to learn the skill. Give examples
and advise of strategies to aid them in the learning content and of resources available to
them. Also, provide guidance using cues, hints, and/or prompts to help them understand
and remember what they are learning.

Ways to provide learning guidance include:

Concept mapping for associations

Mnemonics to cue and prompt learning

Role playing for visualization of application

Case studies for real world application

Analogies to help knowledge construction

Graphics to make visual associations

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Eliciting Performance (Responding)

Let the learner do something with the newly acquired behavior, skills, or knowledge. Provide
them with practice activities to activate the learning process. This activity allows the learner
to internalize the new information (skills and knowledge) and to ensure correct
understanding and application of the knowledge/concepts.

Ways to activate learner processing include:

Have the learner do something with the newly acquired behavior

Have the learn demonstrate practicing skills

Have the learner apply knowledge to a scenario or case study

Ask questions so that they can show their knowledge

Ask the learner to demonstrate how to use it

Have them complete a role playing exercise

Providing Feedback (Reinforcement)

After the learner attempts to demonstrate their knowledge, provide immediate feedback of
learner’s performance to assess and facilitate learning. This is also a good time to reinforce
any important points.This stage helps reinforcement of a correct answer, gives guidance as
to the degree of correctness of the task, and/or provides corrective feedback if the response
or behavior is incorrect.

Tips on providing feedback:

Be positive

Be objective

Use first-hand observation

Deliver focused and concise feedback

Focus on areas the student can control

Assessing Performance (Retrieval)

In order to evaluate the effectiveness of the instructional events, administer a test the
learner to determine if the expected learning outcomes have been achieved. Performance
should be based on previously stated objectives.

Methods for assessing performance learning include:

Written test

Short questionnaires

Short essays

Oral questioning

Other measurement tool to show that they’ve learned the material or skill effectively

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Enhancing Retention and Transfer (Generalization)

Give the learner resources that enhance retention and transfer of knowledge so that they
are able to internalize the new knowledge and enhance his or her expertise. Repeated
practice with effective feedback is the best way to ensure that people retain information and
use it effectively.

Methods for helping learners internalize new knowledge include:

Having them summarize content

Having them generate examples

Having them create mind maps / concept maps

Having them create outlines

Having them create job-aids

Having them create other types of reference material

Question No. 4:How are objectives stated in behavioral terms?

A behavioral objective is a learning outcome stated in measurable terms, which gives

direction to the learner’s experience and becomes the basis for student
evaluation.Objectives may vary in several respects. They may be general or specific,
concrete or abstract, cognitive, affective, or psychomotor. Cognitive objectives emphasize
intellectual outcomes, such as knowledge, understanding, and thinking skills. Affective
objectives emphasize feeling and emotion, such as interests, values, attitudes, appreciation,
and methods of adjustment. Psychomotor objectives emphasize motor skills, such as
physical assessment skills and administration of chemotherapy.

Points in writing behavioral objectives:

Begin each behavioral objective with a verb. The critical aspect of any behavioral objective is
the verb selected to indicate expected behavior from learning activities.

State each objective in terms of learner performance. A behavioral objective is one that is
considered to be observable and measurable. Behavior is generally construed to be an
action of an individual that can be seen, felt, or heard by another person.

State each objective so that it includes only one general learning outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning objectives will be
general, abstract, and cognitive or affective. Examples of appropriate objectives for graduate
students are as follows:

Cognitive: Create an assessment tool based on a nursing theory for patients experiencing
pain.

Cognitive: Evaluate the usefulness of nursing research in clinical practice.

Affective: Accept professional responsibility for change in problem clinical situations.

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The levels are listed in increasing order of complexity, followed by verbs that represent each
level.

Knowledge: remembering previously learned facts.

Cite List Reproduce

Define Match Select

Identify Name State

Label Recognize

Comprehension: ability to understand or grasp the meaning of material.

Convert Extend Paraphrase

Describe Give examples Summarize

Estimate Illustrate Translate

Explain Interpret

Application: ability to use previously learned material in new and concrete situations.

Apply Modify Relate

Computer Operate Show

Construct Predict Solve

Demonstrate Prepare Use

Discover Produce

Analysis: ability to break down material into its component parts so that its organizational
structure may be understood.

Analyze Differentiate Infer

Associate Discriminate Outline

Determine Distinguish Point out

Synthesis: ability to put parts together to form a new whole.

Combine Develop Plan

Rewrite Compile Devise

Propose Tell Compose

Integrate Rearrange Write

Create Modify Reorganize

Design Organize Revise

Evaluation: ability to judge the value of material for a given purpose; also, the ability to
make decisions.

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Appraise Conclude Judge

Assess Contrast Weigh

Compare Evaluate

Examples

Knowledge

The student will be able to list all of Piaget’s developmental states in the correct order for an
in-class exam.

The student will recall the four major food groups without error.

From memory, with 80 percent accuracy the student will match each United States General
with his most famous battle.

Comprehension

The student will be able to correctly describe the two components of objectivity f or an in-
class exam.

By the end of the semester, the student will summarize the main events of a story in
grammatically correct English.

Application

Given fractions not previously covered in class, the student will be able to divide them with
85 percent accuracy for an in-class exam.

Given fractions not covered in class, the student will multiply them on paper with 85 percent
accuracy.

Analysis

Given a presidential speech, the student will be able to point out all of the positions that
attack a political opponent rather than the opponent’s political program for a homework
assignment.

In a presidential speech, the student will be able to point out the positions that attack a
political opponent personally rather than the opponent’s political programs.

The student will describe the interrelationships among acts in a play.

Synthesis

The student will be able to design a study outside of class that addresses a given problem.
The experiment should contain the six components given in class.

Given a short story, the student will write a different but plausible ending.

Evaluation

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The student will be able to judge a paragraph’s value according to the six criteria for an out-
of-class assignment.

Given a description of a country’s economic system, the student will defend it by basing
arguments on principles of socialism.

Question No. 5:What are the different factors that influence student motivation?

Most of the factors evaluated in this study are easy to adopt or abandon. Although the
curriculum in the pre-clinical years is concerned with basic sciences, most students thought
that the introduction of some clinical information into lectures would improve motivation
and facilitate learning. The students thought that motivation could be improved with the
provision of clinical information to make the basic science subjects more realistic and
consequently facilitate learning.

Many faculty members use the conventional style of lecturing where students are passive
recipients. However, these students clearly favored student participation. They believed that
there was little enjoyment in the majority of lectures, partly because of the lack of student
participation. Indeed, many investigators have reported that there is greater enthusiasm for
learning on the part of students when the focus in the classroom is changed from teacher-
centered to student-centered– There are many techniques of changing the traditional
lecture into a more enjoyable interactive lecture with greater student participation.

The majority of students considered the revision of a previous lecture a promoter of

learning. This is done to refresh students’ memory and stress basic principles as well as forge
a link to subsequent information, thereby facilitating comprehension. This is, unfortunately,
lacking in many of our lectures, but can be done by asking questions to create an active
learning environment which compels and encourages students to read previous lectures.

A lot of our students have problems with the language as the teaching is in a foreign
language.7 This might explain why most of the students preferred the use of some Arabic
phrases in lectures. Interestingly, the frequency of females who favored the use of Arabic
phrases was less than males. However, the use of Arabic phrases should clearly be limited to
situations in which the tutor feels that the students are unable to comprehend what is being
taught.

Out of the three different audiovisuals usually used in teaching, the students preferred the
chalkboard. Using the chalkboard gave the students a good opportunity to write lecture
notes. Since the use of slides and overhead projectors tended to be fast, the deficiency in
English made it difficult for the students to take proper notes when they were used. When
these are used, students have little time to take notes, continue to listen and keep pace with
the information being delivered in the lecture.

Clear course objectives were not provided to the students by many of our departments.
Clear objectives that help to identify the course material and guide learning were considered
by the majority of students as motivation promoter. Curriculum committees should ensure
that every course has specific objectives, which are made accessible to students. In addition
to facilitating learning the availability of specific objectives would make students aware of
the scope of the course. The objectives would also act as guidelines for tutors to cover the
required material and avoid unnecessary detail.

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Assigning more than one reference text by the departments was seen as motivation inhibitor
by majority of second and third level students. Possible causes of this include the lack of
time. As students take four different lectures per day, the deficiencies in their language
makes reading a very time-consuming activity.

Our students preferred easy references and most of them depended mainly on notes.The
university policy prohibits the provision of lecture notes and handouts to the students. The
college administration believes that in addition to being good for self-learning, reading
textbooks is an important means of improving one’s language. Although students who
regularly read improved their language, many complained that they wasted a lot of time and
got fewer marks than those who only read notes. However, later in the clinical years many of
them came to appreciate the worth of the habit of regular reading.

Although tutors agree that teaching should be concentrated on core material, many have
the tendency to go into unnecessary detail. This could explain the feeling of our students
that our curriculum is overloaded. Selection of basic science material based on clinical
relevance would help not only in identifying the core curriculum but also in avoiding
unnecessary detail that overloads the curriculum.

Tutorials in our curriculum are designed to offer the tutor the opportunity to revise the
material covered in previous lectures with the students. Different methods are used to
achieve this objective. Our students considered all forms of tutorials (distribution of written
questions, posing questions in tutorial and revision of topics by tutor) as promoters.
However, they thought they derived the greatest benefit from the tutorials when lecture
material was reviewed.

It is obvious from our results that scheduled quizzes are perceived as strong promoters of
learning. This is in agreement with a previous report that stated that assessment had a
marked effect on medical students’ learning.9 On the other hand, a majority of our students
did not like unscheduled quizzes as many of them had not developed the habit of studying
regularly. They rather read intensively for examinations, a habit acquired from their pre-
university days.

As an administrative policy, taking attendance is a debatable issue. Our students were

positive about taking the roll. Interestingly, there was a gender difference in the perception
of the importance of attendance. As expected, the sympathetic response to the needs of
students by departments and the administration was considered a strong promoter.

It is suggested that the teaching approach in the pre-clinical years should foster horizontal
integration and increase the number of tutorials based on clinical problems in order to
facilitate vertical integration.

Conclusion

Our students think that the tutor in the pre-clinical phase, could motivate them more if
he/she: provided clinical information, encouraged students participation, revised previous
lectures, used the necessary explanatory Arabic phrases, used the chalk board, provided
clear specific course objectives, adopted one easy reference, concentrated on the core
curriculum and avoided lecturing in the afternoon.

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Student Name:

Role number:

Registration number:

Father name:

8601-1
Assignment code:

General Method of Teaching

Assignment Title:

Intellectual property statement

By submitting this assignment, I certify that this is my own work and is free

from plagiarism. I understand that the assignment may be checked for plagiarism by

electronic or other means and may be transferred and stored in a database for the

purposes of data-matching to help detect plagiarism. The assignment has not previously

been submitted for assessment in any other unit or to any other institution. I have read

and understood AIOU Academic Integrity Policy.

Allama Iqbal Open University, Islamabad

Question No. 1: Give answer to the following short questions.

(iv) The personal and professional qualities of teachers.

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(v) What is a case method?

(vi) Define and compare active learning and cooperative learning.

(iv) What is lesson planning? Write down the five merits of lesson planning for the

teachers.

The personal and professional qualities of teachers

Personal qualities are what make a person unique, allow them to navigate a new

situation, make new friends and connections, or work through conflict or tensions.

Important personal qualities for English teachers include listening and being a good

listener, thoughtfulness, being personable, timeliness, and adaptability. An ideal teacher

is someone who has a combination of qualities, such as being very knowledgeable on

his subject, able to effectively manage his classroom, genuinely enjoys teaching and

dealing with students, has high expectations for his students, good communication

skills and an engaging teaching style. If a candidate has good interpersonal skills, he or

she is likely to be a better fit for an organization. And when two candidates with similar

professional qualities interview for a job, the one with a more fitting personality is likely

to get the job.

Some qualities of a good teacher include skills in communication, listening,

collaboration, adaptability, empathy and patience. Other characteristics of effective

teaching include an engaging classroom presence, value in real-world learning,

exchange of best practices and a lifelong love of learning.

I feel that to be a professional teacher it is necessary that you have patience.

Some children may take longer to understand certain subjects or pieces of information

and it is vital that you are patient and take the time to fully explain so that they

understand and learn from your teaching. During school, I found that in particular

subjects I would require the teacher to explain things in a little more depth before I fully

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understood, and this would only help my learning if the teacher had the patience to

spend extra time on the same thing. Many teachers wouldn’t do this and I would

therefore struggle in their subjects. I feel that it is unacceptable for a teacher to act this

way. As a teacher it is your job to make sure that all pupils can work and learn to the

best of their ability, and without the patience to do so you are not fulfilling your role as

a professional teacher. In my opinion, a professional teacher would consider their

teaching style to make sure that it is meeting the needs of all learners, remembering that

everyone learns in different ways – visually, orally and kinesthetically.

Personally, I feel that empathy is a very important quality in being a

professional teacher. Being empathetic allows teachers to understand their pupils’

emotions and gives them the ability to relate to them. Pupils will originate from various

cultures and backgrounds and so teachers need to be able to understand each

individual’s situation as this will help the children to feel more comfortable to discuss

any problems which they might be having at home. I feel that integrity is an important

characteristic for a professional teacher to have. Integrity is the quality of honesty and

having strong moral principles and so it is necessary for the teacher to have these so

that the pupils can be educated to act in the same way. Pupils should see their teachers

as a figure to look up to and so integrity allows teachers to be a role model for their

pupils.

I have chosen these five qualities to be the most important from the list, however

I believe that all of the qualities listed are important and that they should come naturally

to a professional teacher.

Case method

Cases are narratives, situations, select data samplings, or statements that present

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unresolved and provocative issues, situations, or questions (Indiana University

Teaching Handbook, 2005). The case method is a participatory, discussion-based way

of learning where students gain skills in critical thinking, communication, and group

dynamics. It is a type of problem-based learning. Often seen in the professional schools

of medicine, law, and business, the case method is now used successfully in disciplines

such as engineering, chemistry, education, and journalism. Students can work through

a case during class as a whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

Is a partnership between students and teacher as well as among students. Promotes more

effective contextual learning and long-term retention. Involves trust that students will

find the answers. Answers questions not only of “how” but “why.” Provides students

the opportunity to “walk around the problem” and to see varied perspectives.

Bruner (1991) states that the case method:

Is effective: It employs active learning, involves self-discovery where the teacher serves

as facilitator.

Builds the capacity for critical thinking: It uses questioning skills as modeled by the

teacher and employs discussion and debates.

Exercises an administrative point of view: Students must develop a framework for

making decisions.

Models a learning environment: It offers an exchange and flow of ideas from one person

to another and achieves trust, respect, and risk-taking.

Models the process of inductive learning-from-experience: It is valuable in promoting

life-long learning. It also promotes more effective contextual learning and long-term

retention.

Mimics the real world: Decisions are sometimes based not on absolute values of right

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and wrong, but on relative values and uncertainty.

Comparison of active learning and cooperative learning

Cooperative learning

Cooperative learning is a technique that allows students to learn from each other

and gain important interpersonal skills. Learn the definition of cooperative learning and

the benefits of this teaching technique in the classroom, explore how to group students

when using this technique, and discover strategies for developing assignments using

cooperative learning.

There are many benefits that can result from using cooperative learning strategies. Here

are benefits you might notice after implementing cooperative learning tasks in your

classroom:

5. Cooperative learning is fun, so students enjoy it and are more motivated.

6. Cooperative learning is interactive, so students are engaged, active participants

in the learning.

7. Cooperative learning allows discussion and critical thinking, so students learn

more and remember what they've learned for a longer period of time.

8. Cooperative learning requires students to learn to work together, which is an

important skill for their futures.

Active learning

Active learning methods ask students to engage in their learning by

thinking, discussing, investigating, and creating. In class, students practice

skills, solve problems, struggle with complex questions, make decisions,

propose solutions, and explain ideas in their own words through writing and

discussion. Timely feedback is critical to this learning process either from the

instructor or peer feedback from fellow students. Education research shows that

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incorporating active learning strategies into university courses significantly

enhances student learning experiences.

Benefits of active learning

Opportunities to process course material through thinking, writing, talking, and

problem solving give students multiple avenues for learning. Applying new knowledge

helps students encode information, concepts, and skills in their memories by connecting

it with prior information, organizing knowledge, and strengthening neural pathways

Receiving frequent and immediate feedback helps students correct misconceptions and

develop a deeper understanding of course material. Working on activities helps create

personal connections with the material, which increases students’ motivation to learn.

Regular interaction with the instructor and peers around shared activities and goals

helps create a sense of community in the classroom. Instructors may gain more insight

into student thinking by observing and talking with students as they work. Knowing

how students understand the material helps instructors target their teaching in future

lessons.

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(iv) What is lesson planning? Write down the five merits of lesson planning for the

teachers.

A lesson plan is the instructor’s road map of what students need to learn and

how it will be done effectively during the class time. Then, you can design appropriate

learning activities and develop strategies to obtain feedback on student learning. Having

a carefully constructed lesson plan for each 3-hour lesson allows you to enter the

classroom with more confidence and maximizes your chance of having a meaningful

learning experience with your students.

A successful lesson plan addresses and integrates three key components:

• Learning Objectives

• Learning activities

• Assessment to check for student understanding

A lesson plan provides you with a general outline of your teaching goals, learning

objectives, and means to accomplish them, and is by no means exhaustive. A productive

lesson is not one in which everything goes exactly as planned, but one in which both

students and instructor learn from each other.

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Question No. 2: Explain the factors of effective teaching

Students are the future of the nation and then stand at one pole of the education

system in which teachers are at the other pole. The process of learning-teaching runs

smoothly with the help of both of these poles. These two poles of the education system

make a perfect balance and take the system to another height. Teachers work hard,

collect information, and impart knowledge to students in the process of teaching. There

are certain direct and indirect factors that affect the learning process or teaching. In the

article, we will learn about the factors affecting teaching.

The teaching process gets affected by various parameters such as teachers,

learners, and the environmental factors. These three factors make the whole process of

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learning easy and smooth. Learning in a student’s life is very important as it builds the

base of their career professionally and personally.

The three factors affecting teaching are as:

• Learners Psychological /Individual Characteristic

• Teachers and Classroom supports

• Environment and other surrounding factors

Factors affecting teaching

Teacher

Teachers are the pillars for their students. They play the most important role in

their students’ life by providing support, boosting their confidence, guiding them in the

right direction, and of course teaching them. They are the facilitator of learning in the

learning-teaching process. The best teacher is one who is able to apply the best teaching

method to teach students and guide them towards a quality learning process.

The quality of a teacher derives from the various factors such as:

Educational Qualification

Educational qualification of a teacher decides their knowledge. By getting a higher

degree in the teaching, a teacher will be able to impart knowledge to the students in

depth and of quality. On comparing the teachers who have M.ED or PhD degrees with

others who do not have, you will be able to differentiate the different ways of their

thinking and the ways of imparting knowledge to students.

Skills

Skills matter a lot. Sometimes a teacher with a lower degree of teaching has

better skills of teaching than a teacher with a higher degree of teaching. It is not sure

that teachers with higher degrees have the right instincts and can teach in a better way

than teachers with lower degrees. Teaching skills are decided on how teachers connect

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to students, what teaching methods apply on students, how they explain the concepts to

students, and what their attitude towards students.

• Their communication skills should be effective and engaging.

• Selection of suitable teaching method

• Applying the right teaching aids.

• Their approach towards teaching students

• How they guide and monitor students.

Experience

Graduating in a degree of teaching is not that much tough as getting mastery in

experience. Experience holds an important place when you are teaching students. Some

aspirants acquire high qualifications which can make them qualified for teaching but

lacking in experience hamper their progress.

With high qualifications, teachers can get a better understanding of the different topics

or complex formulas but experience helps teachers to deal with the students and prepare

them for how to teach students.

Subject matter

There comes a time when teachers who do not have knowledge of a particular

subject are assigned to teach that subject. In such a situation, passion and motivation to

research about the topic and teach students help them. Subject matter does really matter.

However, the chances of assigning subjects which are not the forte of a teacher are very

rare.

The syllabus of the subject is formed by educationists and psychologists keeping

the mental and physical capabilities of students in mind. The important subject matter

related factors which influence teaching are the difficulty of the task, length of the task,

meaningfulness of the task, similarity of the task, organized material, and life learning.

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Learner

Physiological and psychological factors of learners are the factors affecting

teaching. Every individual studying in a class possesses different qualities and require

different teaching methods. It is necessary to take note of the intelligence of students,

ethnic groups of students, race, belief and socioeconomic status of the learners when

teaching in the classroom.

The interest of each student in the class is also different which depends on

aptitude, attitude, motivation, mental health and aspiration towards the goals of their

life. The maturity, age, motivation, previous learning, intelligence, mental health,

physical need, diet and nutrition, attention and interest, goal-setting and level of

aspiration are the factors affecting teaching related to learners.

Environment

The factors affecting the environment of the teaching are as follows.

Support materials

Teachers have their support system which consists of tools that helps them to

improve their capacity of teaching. The different teaching aids help to analyze the area

in which students are not taking interest or under performing. This also helps them to

adopt effective strategies that teach students. Support materials in teaching are effective

tools for:

• Assessments and scores of students

• Teaching Strategies and lesson plans

• Standards and benchmark

• Effective use of traditional and modern tools

Instructional facilities

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With the available teaching aids, teachers can cover a wide area of learning. It

has many benefits such as differentiating instruction, relieving anxiety, helping learners

to improve reading comprehension skills, illustrating or reinforcing a skill, presenting

information in an effective way.

Learning environment

Learning environment is where a student learns and a teacher teaches. The

classroom environment is the learning environment for students which plays an

important role in the learning process. Both students and teachers get affected by the

classroom environment. The environment for the learning is well maintained by active

participation in education, concentration of students, teachers’ focus on behavior of

students etc. The environment of learning must be positive.

Socio-economic factor

The socio-economic background of students and teachers affect the learning

process in an indirect way. It shows differences in the thinking level of students and

teachers towards others. The economic factor of students sometimes gets dominated by

teachers and its impact on the teaching quality of the teachers.

Expectations

Expectation is a very common factor affecting teaching. It affects learners and

teachers as well. Every parent has some sort of expectation with their children as they

want their children to get quality education and they learn maximum when they go to

schools.

This puts a psychological impact on students and sometimes it results in stress

and impairments.

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So, the parents should involve the students in the process of learning in such a way that

they ease their process instead of putting a burden on them. Also, teachers should not

be put under pressure of expectations.

The National Council of Educational Research and Training published the Core

Teaching Skills in 1982 which laid stress on the following teaching skills.

• Writing instructional objectives

• Organizing the content

• Creating set for introducing the lesson

• Introducing a lesson

• Structuring classroom questions

• Question delivery and its distribution

• Response management

• Explaining

• Illustrating with examples

• Using teaching aids

• Stimulus variation

• The pacing of the lesson

• Promoting pupil participation

• Use of blackboard

• Achieving closure of the lesson

• Giving assignments

• Evaluating the pupil’s progress

• Diagnosing pupil learning difficulties and taking remedial measures

• Management of the class

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Micro Teaching

Micro-teaching implies micro-element which simplifies the complexities of the

teaching process. It concentrates on using specific teaching methods and offers

opportunities for practicing teaching under controlled conditions.

There are many factors affecting teaching which are based on teacher-student

relationship, socioeconomic conditions, policy and motivation of schools etc.

Question No. 3: What is Gagne's frame work for instructional development?

Gagne’s Nine Events of Instruction

Robert Gagne was an educational psychologist who created a nine step process

called the Events of Instruction. Gagne’s Nine Events of Instruction model helps

trainers, educators, and instructional designers structure their training sessions. The

model is a systematic process that helps them develop strategies and create activities

for instructional classes. The nine events provide a framework for an effective learning

process. Each step addresses a form of communication that supports the learning

process. When each step is completed, learners are much more likely to be engaged and

to retain the information or skills that they are being taught. The steps essentially give

designers an outline or prototype to use prior to performing teaching or training

activities.

Gagne’s Nine Events of Instruction

1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)

3. Stimulating recall of prior learning (retrieval)

4. Presenting the stimulus (selective perception)

5. Providing learning guidance (semantic encoding)

6. Eliciting performance (responding)

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7. Providing feedback (reinforcement)

8. Assessing performance (retrieval)

9. Enhancing retention and transfer (generalization)

The Conditions of Learning

The Conditions of Learning, Gagne identified the mental conditions for

learning. These were based on the information processing model that focuses on the

cognitive events that occur when learners are presented with a stimulus. Gagne Nine

Events of Instruction are connected to and address the Conditions of Learning. Gagne

divides the conditions into two groups; internal and external. Internal conditions are the

already established learned capabilities of the learner. Basically, what the learner knows

prior to the instruction. External conditions deal with the stimuli that is presented

externally to the learner (e.g. instruction provided to the learner). These Conditions of

Learning are essential to Gagne’s Events of Instruction. Gagne’s model allows

instructional designers to consider the possible internal and external conditions that

have an effect on the learning process.

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Gagne’s Nine Events of Instruction

1. Gaining Attention (Reception)

Begin the learning session by gaining the attention of the learners. Ensure the learners

are motivated to learn and participate in activities by presenting a stimulus to gain their

attention. This can be accomplished by presenting the learners with an introductory

activity that engages the learner.

Techniques for gaining learner’s attention include:

• Stimulate learners with novelty or surprise

• Pose thought-provoking questions

• Have learners pose questions to be answered by other learners

• Present an intriguing problem

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• Present a new and interesting situation that provokes curiosity

• Present meaningful and relevant challenge

2. Informing Learners of the Objective (Expectancy)

After gaining their attention, inform the learners of the learning objectives to help them

understand what they will be learning during the session. State what the learners will

be able to accomplish during the session and how they will be able to use the knowledge

in the future. This allows the learners to organize their thoughts on what they will learn

and help place them in the proper mind set.

Techniques for stating the objectives include:

• Describe what they will be able to do at the completion of the session

• Describe required performance

• Describe criteria for standard performance

• Explain how their learning will benefit them

3. Stimulating Recall of Prior Learning (Retrieval)

Help the learners make sense of new information by relating it to something

they already know or something they have already experienced. To accomplish this

present the learner with an experience or cue that stimulates their prior knowledge.

Make connections between what they are learning, and their previous learning. When

people learn something new, it is best to correlate the new information with related

information or topics they have learned in the past.

Methods for stimulating recall include:

• Ask if they have any previous experiences with the topic

• Ask questions about previous experiences

• Ask about their understanding of previous concepts

• Give them an example of an experience similar to what they are learning

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4. Presenting the Stimulus (Selective Perception)

Present the learner with the new information using learning strategies to provide

effective and efficient instruction. Organize and chunk content in a meaningful way.

Provide explanations after demonstrations.

• Ways to present session content include:

• Organize your information in a logical and easy-to-understand manner.

• Chunk information

• Provide examples

• Utilize multiple delivery methods (e.g., video, demonstration, lecture, podcast,

group work)

• Use a variety of text, graphics, figures, pictures, sounds, simulations, etc. to

stimulate the senses

• Use a variety of approaches (such as visual cues, verbal instruction, and active

learning) to suit people with different learning styles / preferences.

5. Providing Learning Guidance (Semantic Encoding)

Offer the learner guidance by providing coaching on how to learn the skill. Give

examples and advise of strategies to aid them in the learning content and of resources

available to them. Also, provide guidance using cues, hints, and/or prompts to help

them understand and remember what they are learning.

Ways to provide learning guidance include:

• Concept mapping for associations

• Mnemonics to cue and prompt learning

• Role playing for visualization of application

• Case studies for real world application

• Analogies to help knowledge construction

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• Graphics to make visual associations

6. Eliciting Performance (Responding)

Let the learner do something with the newly acquired behavior, skills, or

knowledge. Provide them with practice activities to activate the learning process. This

activity allows the learner to internalize the new information (skills and knowledge)

and to ensure correct understanding and application of the knowledge/concepts.

Ways to activate learner processing include:

• Have the learner do something with the newly acquired behavior

• Have the learn demonstrate practicing skills

• Have the learner apply knowledge to a scenario or case study

• Ask questions so that they can show their knowledge

• Ask the learner to demonstrate how to use it

• Have them complete a role playing exercise

7. Providing Feedback (Reinforcement)

After the learner attempts to demonstrate their knowledge, provide immediate

feedback of learner’s performance to assess and facilitate learning. This is also a good

time to reinforce any important points. This stage helps reinforcement of a correct

answer, gives guidance as to the degree of correctness of the task, and/or provides

corrective feedback if the response or behavior is incorrect.

Tips on providing feedback:

• Be positive

• Be objective

• Use first-hand observation

• Deliver focused and concise feedback

• Focus on areas the student can control

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8. Assessing Performance (Retrieval)

In order to evaluate the effectiveness of the instructional events, administer a test the

learner to determine if the expected learning outcomes have been achieved.

Performance should be based on previously stated objectives.

Methods for assessing performance learning include:

• Written test

• Short questionnaires

• Short essays

• Oral questioning

• Other measurement tool to show that they’ve learned the material or skill

effectively

9. Enhancing Retention and Transfer (Generalization)

Give the learner resources that enhance retention and transfer of knowledge so that

they are able to internalize the new knowledge and enhance his or her expertise.

Repeated practice with effective feedback is the best way to ensure that people retain

information and use it effectively.

• Methods for helping learners internalize new knowledge include:

• Having them summarize content

• Having them generate examples

• Having them create mind maps / concept maps

• Having them create outlines

• Having them create job-aids

• Having them create other types of reference material

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Question No. 4: How are objectives stated in behavioral terms?

A behavioral objective is a learning outcome stated in measurable terms, which

gives direction to the learner’s experience and becomes the basis for student evaluation.

Objectives may vary in several respects. They may be general or specific, concrete or

abstract, cognitive, affective, or psychomotor. Cognitive objectives emphasize

intellectual outcomes, such as knowledge, understanding, and thinking skills. Affective

objectives emphasize feeling and emotion, such as interests, values, attitudes,

appreciation, and methods of adjustment. Psychomotor objectives emphasize motor

skills, such as physical assessment skills and administration of chemotherapy.

Points in writing behavioral objectives:

5. Begin each behavioral objective with a verb. The critical aspect of any

behavioral objective is the verb selected to indicate expected behavior from

learning activities.

6. State each objective in terms of learner performance. A behavioral objective is

one that is considered to be observable and measurable. Behavior is generally

construed to be an action of an individual that can be seen, felt, or heard by

another person.

7. State each objective so that it includes only one general learning outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning objectives will

be general, abstract, and cognitive or affective. Examples of appropriate objectives for

graduate students are as follows:

• Cognitive: Create an assessment tool based on a nursing theory for patients

experiencing pain.

• Cognitive: Evaluate the usefulness of nursing research in clinical practice.

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• Affective: Accept professional responsibility for change in problem clinical

situations.

The levels are listed in increasing order of complexity, followed by verbs that represent

each level.

Knowledge: remembering previously learned facts.

Cite List Reproduce

Define Match Select

Identify Name State

Label Recognize

Comprehension: ability to understand or grasp the meaning of material.

Convert Extend Paraphrase

Describe Give examples Summarize

Estimate Illustrate Translate

Explain Interpret

Application: ability to use previously learned material in new and concrete situations.

Apply Modify Relate

Computer Operate Show

Construct Predict Solve

Demonstrate Prepare Use

Discover Produce

Analysis: ability to break down material into its component parts so that its

organizational structure may be understood.

Analyze Differentiate Infer

Associate Discriminate Outline

Determine Distinguish Point out

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Synthesis: ability to put parts together to form a new whole.

Combine Develop Plan

Rewrite Compile Devise

Propose Tell Compose

Integrate Rearrange Write

Create Modify Reorganize

Design Organize Revise

Evaluation: ability to judge the value of material for a given purpose; also, the ability

to make decisions.

Appraise Conclude Judge

Assess Contrast Weigh

Compare Evaluate

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Examples

1. Knowledge

d. The student will be able to list all of Piaget's developmental states in the correct

order for an in-class exam.

e. The student will recall the four major food groups without error.

f. From memory, with 80 percent accuracy the student will match each United

States General with his most famous battle.

2. Comprehension

c. The student will be able to correctly describe the two components of objectivity

f or an in-class exam.

d. By the end of the semester, the student will summarize the main events of a

story in grammatically correct English.

3. Application

c. Given fractions not previously covered in class, the student will be able to

divide them with 85 percent accuracy for an in-class exam.

d. Given fractions not covered in class, the student will multiply them on paper

with 85 percent accuracy.

8. Analysis

Given a presidential speech, the student will be able to point out all of the

positions that attack a political opponent rather than the opponent's political

program for a homework assignment.

c. In a presidential speech, the student will be able to point out the positions that

attack a political opponent personally rather than the opponent's political

programs.

d. The student will describe the interrelationships among acts in a play.

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5. Synthesis

c. The student will be able to design a study outside of class that addresses a

given problem. The experiment should contain the six components given in

class.

d. Given a short story, the student will write a different but plausible ending.

6. Evaluation

c. The student will be able to judge a paragraph's value according to the six

criteria for an out-of-class assignment.

d. Given a description of a country's economic system, the student will defend

it by basing arguments on principles of socialism.

Question No. 5: What are the different factors that influence student motivation?

Most of the factors evaluated in this study are easy to adopt or abandon.

Although the curriculum in the pre-clinical years is concerned with basic sciences, most

students thought that the introduction of some clinical information into lectures would

improve motivation and facilitate learning. The students thought that motivation could

be improved with the provision of clinical information to make the basic science

subjects more realistic and consequently facilitate learning.

Many faculty members use the conventional style of lecturing where students

are passive recipients. However, these students clearly favored student participation.

They believed that there was little enjoyment in the majority of lectures, partly because

of the lack of student participation. Indeed, many investigators have reported that there

is greater enthusiasm for learning on the part of students when the focus in the

classroom is changed from teacher-centered to student-centered.2–5 There are many

techniques of changing the traditional lecture into a more enjoyable interactive lecture

with greater student participation.6

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The majority of students considered the revision of a previous lecture a

promoter of learning. This is done to refresh students’ memory and stress basic

principles as well as forge a link to subsequent information, thereby facilitating

comprehension. This is, unfortunately, lacking in many of our lectures, but can be done

by asking questions to create an active learning environment which compels and

encourages students to read previous lectures.

A lot of our students have problems with the language as the teaching is in a

foreign language.7 This might explain why most of the students preferred the use of

some Arabic phrases in lectures. Interestingly, the frequency of females who favored

the use of Arabic phrases was less than males. However, the use of Arabic phrases

should clearly be limited to situations in which the tutor feels that the students are

unable to comprehend what is being taught.

Out of the three different audiovisuals usually used in teaching, the students

preferred the chalkboard. Using the chalkboard gave the students a good opportunity to

write lecture notes. Since the use of slides and overhead projectors tended to be fast,

the deficiency in English made it difficult for the students to take proper notes when

they were used. When these are used, students have little time to take notes, continue

to listen and keep pace with the information being delivered in the lecture.

Clear course objectives were not provided to the students by many of our

departments. Clear objectives that help to identify the course material and guide

learning were considered by the majority of students as motivation promoter.

Curriculum committees should ensure that every course has specific objectives, which

are made accessible to students. In addition to facilitating learning the availability of

specific objectives would make students aware of the scope of the course. The

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objectives would also act as guidelines for tutors to cover the required material and

avoid unnecessary detail.

Assigning more than one reference text by the departments was seen as

motivation inhibitor by majority of second and third level students. Possible causes of

this include the lack of time. As students take four different lectures per day, the

deficiencies in their language makes reading a very time-consuming activity.

Our students preferred easy references and most of them depended mainly on

notes.The university policy prohibits the provision of lecture notes and handouts to the

students. The college administration believes that in addition to being good for self-

learning, reading textbooks is an important means of improving one's language.

Although students who regularly read improved their language, many complained that

they wasted a lot of time and got fewer marks than those who only read notes. However,

later in the clinical years many of them came to appreciate the worth of the habit of

regular reading.

Although tutors agree that teaching should be concentrated on core material,

many have the tendency to go into unnecessary detail. This could explain the feeling of

our students that our curriculum is overloaded. Selection of basic science material based

on clinical relevance would help not only in identifying the core curriculum but also in

avoiding unnecessary detail that overloads the curriculum.

Tutorials in our curriculum are designed to offer the tutor the opportunity to

revise the material covered in previous lectures with the students. Different methods

are used to achieve this objective. Our students considered all forms of tutorials

(distribution of written questions, posing questions in tutorial and revision of topics by

tutor) as promoters. However, they thought they derived the greatest benefit from the

tutorials when lecture material was reviewed.

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It is obvious from our results that scheduled quizzes are perceived as strong

promoters of learning. This is in agreement with a previous report that stated that

assessment had a marked effect on medical students’ learning.9 On the other hand, a

majority of our students did not like unscheduled quizzes as many of them had not

developed the habit of studying regularly. They rather read intensively for

examinations, a habit acquired from their pre-university days.

As an administrative policy, taking attendance is a debatable issue. Our students

were positive about taking the roll. Interestingly, there was a gender difference in the

perception of the importance of attendance. As expected, the sympathetic response to

the needs of students by departments and the administration was considered a strong

promoter.

It is suggested that the teaching approach in the pre-clinical years should foster

horizontal integration and increase the number of tutorials based on clinical problems

in order to facilitate vertical integration.

Conclusion

Our students think that the tutor in the pre-clinical phase, could motivate them

more if he/she: provided clinical information, encouraged students participation,

revised previous lectures, used the necessary explanatory Arabic phrases, used the chalk

board, provided clear specific course objectives, adopted one easy reference,

concentrated on the core curriculum and avoided lecturing in the afternoon.

ASSIGNMENT No. 1
Q.1
(i) Define teaching and elaborate old and new aspects of teaching.
Teaching is one of the instruments of education and is a special function is to impart
understanding and skill. The main function of teaching is to make learning effective.

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The learning process would get completed as a result of teaching. So, teaching and
learning are very closely related.
Teaching is a process in which one individual teaches or instruct another individual.
Teaching is considered as the act of imparting instructions to the learners in the
classroom situation. It is watching systematically. Dewey:- considers it as a
manipulation of the situation, where the learner will acquire skills and insight with his
own initiation.
(1) H C Morrison:- Teaching is an intimate contact between the more mature
personality and a less mature one.
(2) Jackson:- Teaching is a face to face encounters between two or more persons, one
of whom ( teacher) intends to effect certain changes in the other participants ( students).
(3) J B Hough and James K Duncan:- Teaching is an activity with four phases, a
curriculum planning phase, an instructing phase, and an evaluating phase.
This definition presents the organizational aspect by which we can describe and analyze
the teaching process.
(4) N.L.Gage ( Democratic point of view ):- Teaching is interpersonal influence
aimed at changing the behavior potential of another person.
(5) Clerk:- Teaching refers to activities that are designed and performed to produce in
students behavior.
We can define teaching according to the following three viewpoints.
(a) Authoritarian
(b) Democratic
(c) Liassez faire.
(a) Authoritarian:-
According to this viewpoint-
• Teaching is an activity of memory level only
• This teaching does not develop thoughts and attitude in the students.
• Is known as thoughtless teaching
• This teaching is teachers centric criticism of the teachers.
(b) Democratic teaching:-
According to this-
• Teaching is done at understanding level.

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• Memory level teaching is the prerequisite (concept) is first memorized and then
understand
• Such teaching is known as thoughtful teaching.
• According to this point of view, teaching is an interactive process, primarily
involving classroom talks which takes place between teachers and student.
• Here students can ask questions and criticize the teachers.
• Here students can ask the questions and self-disciplined is insisted.
(c) Laissez Faire Attitude:-
• It is known as reflective level teaching.
• It is more difficult then memory level and understanding level of teaching.
• Memory level and understanding level teaching are must for the reflective level of
teaching.
• It is highly thoughtful activity.
• In this level both students and teachers are participants.
• This level produces insights.
(ii) Highlight the principles of effective teaching.
Effective teaching is the designed goal of every teacher. In effective teaching, the
teacher uses certain approaches and tools to help the student learn and flourish. Those
of us who were fortunate enough to have personal experience with effective teachers
can learn from them if we are to go on as teachers ourselves. In this lesson, you'll find
several strategies and methods that your favorite teachers probably used to make your
class time memorable.
Strategies
Get to Know Your Students
Effective teaching begins, most importantly, with a knowledge of your students. Where
are they academically at this point? What is appropriate material for their grade level?
Are there any students with ADHD in the class who need unique assistance? Have any
gone through a recent trauma or tragedy? By knowing where they're coming from, you
can know better how to guide and assist them from there.
Explain Material Clearly, Break Down Bigger Concepts
Students learn best when the teacher explains the material well. It's important to have a
good grasp yourself on the subject, to teach patiently, to watch for confused looks or
questions from students, and to go step by step on the harder material.

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Promote Student Independence

One purpose of teaching is to build up the students' abilities to remember the material
learned and figure things out for themselves. Effective teaching, then, includes giving
students the chance to work independently in a way that builds up their own critical
thinking, as well as their confidence in the material. When going over homework
assignments, make sure students know they have to work independently rather than
getting help from parents or peers.
Get Students Interested and Engaged with the Material
The best teaching makes students curious and motivated to learn more. Are there
interesting stories or examples you can provide? Is there a guest speaker you can invite?
It's important for teachers to be creative and apply the material to the students' lives, as
well as give them opportunities to do various projects that will get students interacting
with the lessons.
Provide Immediate Feedback to Students
Effective teaching involves consistent, valuable interactions with students that bring
them guidance. Students need to know where they need help and what they are doing
well. It is important for teachers to be quick to offer the direction and encouragement
that students need.
Monitor Student Progress and Get Feedback from Students
1. Visualization
Bring dull academic concepts to life with visual and practical learning experiences,
helping your students to understand how their schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and
videos, as well as encouraging your students to get out of their seats with classroom
experiments and local field trips.
2. Cooperative learning
Encourage students of mixed abilities to work together by promoting small group or
whole class activities.
Through verbally expressing their ideas and responding to others your students will
develop their self-confidence, as well as enhance their communication and critical
thinking skills which are vital throughout life.
Solving mathematical puzzles, conducting scientific experiments and acting out
short drama sketches are just a few examples of how cooperative learning can be
incorporated into classroom lessons.

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3. Inquiry-based instruction
Pose thought-provoking questions which inspire your students to think for themselves
and become more independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve
their problem-solving skills as well as gain a deeper understanding of academic
concepts. Both of which are important life skills.
Inquiries can be science or math-based such as ‘why does my shadow change size?’
or ‘is the sum of two odd numbers always an even number?’. However, they can also
be subjective and encourage students to express their unique views, e.g. ‘do poems
have to rhyme?’ or ‘should all students wear uniform?’.
4. Differentiation
Differentiate your teaching by allocating tasks based on students’ abilities, to ensure no
one gets left behind.
Assigning classroom activities according to students’ unique learning needs means
individuals with higher academic capabilities are stretched and those who are struggling
get the appropriate support.
This can involve handing out worksheets that vary in complexity to different groups
of students, or setting up a range of work stations around the classroom which contain
an assortment of tasks for students to choose from.
Moreover, using an educational tool such as Quizalize can save you hours of time
because it automatically groups your students for you, so you can easily identify
individual and whole class learning gaps (click here to find out more).
5. Technology in the classroom
Incorporating technology into your teaching is a great way to actively engage your
students, especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos,
which helps students visualize new academic concepts. Learning can become more
interactive when technology is used as students can physically engage during lessons
as well as instantly research their ideas, which develops autonomy.
Mobile devices, such as iPads and/or tablets, can be used in the classroom for students
to record results, take photos/videos or simply as a behaviour management
technique. Plus, incorporating educational programmes such as Quizalize into your
lesson plans is also a great way to make formative assessments fun and engaging.

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6. Behaviour management
Implementing an effective behaviour management strategy is crucial to gain your
students respect and ensure students have an equal chance of reaching their full
potential.
Noisy, disruptive classrooms do no encourage a productive learning environment,
therefore developing an atmosphere of mutual respect through a combination of
discipline and reward can be beneficial for both you and your students.
Examples include fun and interactive reward charts for younger students, where
individuals move up or down based on behaviour with the top student receiving a prize
at the end of the week. ‘Golden time’ can also work for students of all ages, with a
choice of various activities such as games or no homework in reward for their hard
work.
Q.2
(i) Describe the teacher's personality traits to create and maintain a classroom/
learning environment.
By definition, a conducive learning environment is a platform devoid of both
physical intimidation and emotional frustration, which allows for a free exchange
of ideas.
The key proponents of the learning process are teachers and learners, as such their
freedom of interaction, safety and respect should be equally guaranteed within
the physical and emotive environment they find themselves in.
The first port of learning is the physical environment, which includes, but is not
limited to classrooms.
The classroom should be neat, well ventilated and spacious to allow for free
movement.
The chairs and desks should be arranged neatly to give the teacher a clear view
of the class, with learners facing the chalkboard.
All learning and teaching materials like chalks, books and charts should be at
hand. The classroom should be safe to both the teacher and the learners.
The smaller the classes, the more effective teacher pupil interaction is, and the
more rewarding teaching becomes. Most learners also feel weighed down by
larger numbers in classrooms.
Emotions play a crucial role in both teaching and learning and therefore should
be harnessed and embraced.

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Mutual respect is an indispensable ingredient in the recipe of learning, (Stronge:

2002; Wilen et al: 2004). A teacher who feels disrespected easily gets frustrated
and is likely to deliver dismally; similarly a disrespected learner disengages
himself/herself from the learning process. The learner should feel relaxed,
respected, trusted, accepted and safe when his or her teacher is arou nd.
The teacher, therefore, should always be unintimidating, friendly, respectful,
tolerant and accommodating for learners to warm up to him or her.
He/she should be respected and not feared. Younger learners, especially the lower
forms, tend to withdraw into their shells if the teacher exhibits aspects of
intimidation and patronization.
Under no circumstances should the teacher use disparaging remarks even to those
physically or intellectually challenged, neither should he/she allow such remarks
in the classroom.
A marketer is quick to remind his customers that a good product sells itself, but
its reputation is heightened through repackaging and constant advertising; and it
is also indisputable that an experienced captain or pilot is a safety assurance to
passengers.
Credibility sells, thus the competent teacher should be aware that learners are not
dullards, as they can easily discern mediocrity from excellence.
The effectiveness of any learning method applied depends largely on the teacher
and its worth is determined by results. If the results are always poor, then the
trainer’s reputation dips, and the opposite is always true. His or her credibility
both in deportment and delivery heightens reputation.
As is the case with passengers on a plane, learners feel secure in hands they can
trust, and that in itself regulates their behaviour and learning patterns. It is
perilous therefore, for one to walk into a classroom clueless and ill prepared.
Learning is an interaction of ideas whose effectiveness lies in the consideration
of both the teacher and the learners as they all contribute to the outcome. The
teacher may be the source of knowledge but is certainly not the only one, as
learners also have access to other sources of information like textbooks, journals
and the internet.
In today’s globalised world the teacher should be the custodian of the knowledge
that learners acquire as raw data elsewhere, guide them in the acquisition of such
information and hone it, so that it becomes effective as academic knowledge .

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“Learners are conscious of what they want to achieve, and although they may not
be certain of the how part of it, they definitely know what interests them as such
the teacher should be privy to their goals so as to be able to “influence the nature
of the activities they undertake, engage seriously in their study, regulate their
behaviour, and know of the explicit criteria and high expectations of what they
are to achieve,” (Queensdale Department of Education, 2005).
What is of interest to learners is what appeals to them more, so they should be
given a reason to listen, otherwise their attention will be drawn elsewhere.
Active learning thrives on questions because questions are more important than
answers (Terry Heich: 2014); as the philosopher Socrates posits that the best way
to answer is to ask questions, and the scientist Albert Einstein concurs that the
best strategy in the acquisition of knowledge is to keep asking questions. The
competent teacher, therefore, should not force his or learners to ask questions, but
should encourage them to freely ask them according to their understanding of the
concepts taught.
Learners who ask intelligent questions are encouraging as they propel the lesson
forward, as opposed to passive absorbers of information. There are a plethora of
reasons why learners may not ask questions which include lack of understanding
of the objectives outlined because of poor delivery on the part of the teacher, lack
of interest from the learners, or satiation; the presumed satisfaction of the learner.
Good questions will always lead to discussions and interaction of ideas between
the teacher and the learners and hence, should be paramount in the learning
process.
The classroom functions as a community, where everyone plays a part, with t he
teacher being the head; in control and commands respect. Free interaction should
be the hallmark, so that every member is given a chance to air his or her ideas.
Regardless of their different backgrounds, learners are equal, as should be
reflected through group work and emphasised through-out the learning process.
All contributions should be respected to encourage participation and foster a
sense of belonging.
Use of the same learning models time and again, reduces the classroom to a cell
of monotony and boredom. Suspense and surprise are key elements in the
attention span of the human mind; hence, every lesson should be a new
experience.

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Learning should not always be direct instruction based; neither should the same
sources of information used over and over again. Textbooks, especially those that
learners take home, usually rob the learning process of ingenuity and novelty, not
that they are bad; far from it, but they do not bring anything fresh. They should
be complemented by other sources of information like magazines, newspapers,
journals and up to date online websites.
As has been discussed earlier on, the teacher is not the only source of information
in the modern classroom, but is the one whose knowledge of information use and
dissemination is vital. Learning can be inquiry based, project based, presentation
based, peer to peer inclined or school to school based, because the whole idea is
to keep it as interesting as possible. With lower forms it can also be game -based
as learning through play engages and consumes their young minds.
Learning is not only about talking and asking questions, but also involves
answering them. Some learners may ask intelligent questions but find it tasking
to answer them, because of lack of answering skills, notwithstanding the vast
information they may have on a particular subject area. Some need more time
than others to internalise information, thus, practice becomes imperative.
Cognitive and non-cognitive behaviours apply differently in different situations;
as such the teacher should be sensitive to the intellectual abilities of his or her
learners. Although practice may be said to make anything perfect, it should not
reduce individuals to automatons, who behave in certain ways at the touch of a
button. Areas visited should be revisited until all concepts are internalised and
objectives met.
However, too much of anything may become poison so information overload
should be avoided, as concentration span of the human mind is not elastic. One
should know when to call it a day and when to push on.
Assessment is important in gauging progress, and can only be ignored at the
learning process’ peril. Whatever the outcome, assessment should not put a
damper on the learners’ enthusiasm to learn. Marks may be low, but the individual
learner may exhibit noticeable improvements in some areas; and it is on such
areas that encouragement should be, though weak aspects should be pointed out,
albeit, in an encouraging way.
Learners should also be rewarded for outstanding performance, improvement and
consistence as a way of motivating them. The prizes may not be that fancy, but

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simple ones like sweets, chocolates, popcorn, exercise books or the like, but their
prestigious value far outweigh any monetary value that one may think of. It is the
reason for being rewarded that is important and not the value of the prize.
Classroom environment is one of the most important factors affecting student learning.
Simply put, students learn better when they view the learning environment as positive
and supportive (Dorman, Aldridge, & Fraser, 2006). A positive environment is one in
which students feel a sense of belonging, trust others, and feel encouraged to tackle
challenges, take risks, and ask questions (Bucholz & Sheffler, 2009). Such an
environment provides relevant content, clear learning goals and feedback, opportunities
to build social skills, and strategies to help students succeed (Weimer, 2009).
We all know the factors that can threaten a positive classroom environment: problems
that kids bring from home, lack of motivation among students whose love of learning
has been drilled right out of them, pressures from testing, and more. We can't control
all these factors, but what if we could implement some simple strategies to buffer
against their negative effects?
The good news is that we can. We can foster effective learning and transform the
experience of our students every day by harnessing the power of emotions. If you're
already objecting that you don't have time for that kind of thing, don't worry: I'm not
talking about holding a daily class meeting to talk about feelings. The strategies I offer
in this publication can be easily integrated into your instruction. What's more, they are
not a luxury or a frill: we ignore the power of emotions at our peril. When we dismiss
the effects—both positive and negative—that emotions have on learning, we make our
jobs much harder for ourselves.
A bounty of research outlines the impact emotions have on learning. Stress, for
example, has a significant negative effect on cognitive functioning (Medina, 2008).
Unfortunately, when it comes to learning processes, the power of negative events
greatly outweighs the power of positive events (Baumeister, Bratslavsky, Finkenauer,
& Vohs, 2001). As a result, we need to prepare ourselves with an arsenal of strategies
that inoculate our students against the power of negativity. By providing enough
positive experiences to counteract the negative, we can help students avoid getting stuck
in a "negative spiral" (Fredrickson, 2001), which can be set off by something as
seemingly innocuous as a critical comment from a peer or a stressful test moment.
Being caught up in negative emotions in this way impairs learning by narrowing

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students' focus and inhibiting their ability to see multiple viewpoints and solve
problems.
This publication is not a cheat sheet, a "happyology" manual, or a Band-Aid that will
fix that distressed kid and send him to a magical haven of learning. Instead, it is a guide
to simple routines, strategies, and structures that take little time to implement yet yield
immeasurable results. Creating a positive environment produces a powerful ripple
effect that continually enhances learning: when students can see the humor in their
mistakes, celebrate their successes, and feel empowered as change agents, they will
actively engage in learning and, consequently, learn more effectively. Far from
promising easy solutions and instant results, these strategies will increase students'
capacity to tolerate the discomfort that comes with working hard and to accept that
there are no easy answers—that only critical thinking and perseverance lead the way to
mastery.
The principles and strategies that follow will help you evaluate the challenges you face
in the classroom and address them by infusing your practice with positive elements like
humor, novelty, and fascination. The first step is to examine the current state of your
learning environment and assess how effective it is.
(ii) Enlist the role of a primary teacher.
• teaching all areas of the primary curriculum
• taking responsibility for the progress of a class of primary-age pupils
• organising the classroom and learning resources and creating displays to
encourage a positive learning environment
• planning, preparing and presenting lessons that cater for the needs of the whole
ability range within the class
• motivating pupils with enthusiastic, imaginative presentation
• maintaining discipline
• preparing and marking work to facilitate positive pupil development
• meeting requirements for the assessment and recording of pupils' development
• providing feedback to parents and carers on a pupil's progress at parents'
evenings and other meetings
• coordinating activities and resources within a specific area of the curriculum,
and supporting colleagues in the delivery of this specialist area
• working with others to plan and coordinate work

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• keeping up to date with changes and developments in the structure of the

curriculum
• organising and taking part in school events, outings and activities, which may
take place at weekends or in the evening
• liaising with colleagues and working flexibly, particularly in smaller schools
• working with parents and school governors (in England, Northern Ireland and
Wales) or parent councils (in Scotland) to maximise their involvement in the
school and the development of resources for the school
• meeting with other professionals such as education welfare officers and
educational psychologists, if required.
Q.3 Why is outlining of goals/objectives necessary before planning a lesson?
Although formal training provided me with the basic tools of teaching, I have found
that understanding the needs of my students ahead of mine is the most important aspect
to take into consideration when planning any lesson. Every class is different! As
teachers it is vital for us to identify the type of learners we have (i.e. visual, auditory,
and kinesthetic) before planning a lesson as it makes work a little easier. Visual
learners prefer using images, pictures, colours, and maps to organize information and
communicate with others, while auditory learners are able to learn better by hearing
information and kinesthetic learners study best when they are moving, or doing
physical activities or working with their hands. Try to pick a topic that will appeal to
everyone in class (teacher included) and one with which you are able to be flexible.
Even if your lesson topics come a textbook and the text dictates a certain theme try to
personalize the lesson as much as possible so that you hold the students attention for
the entire lesson. Assuming your class is 45 minutes long, you will need to have enough
prepared to fill that time without becoming repetitive or redundant. You will also want
to make sure that your lesson covers the four basic learning skills, i.e. reading, writing,
listening and speaking as these are important when teaching a second language. The
following six steps have been a real treasure in my box of teaching tools. You may
encounter a few problems during your execution; however, proper classroom
management should iron out those issues. Executing this lesson planning strategy in my
classroom as brought amazing results. I hope that you and your students will have the
same level of success and mine.

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Apply These 6 Stages in Your Successful Lesson Planning

1. 1Lead-in (3 minutes)

This is where you will introduce your topic to the class. Audio-visual aids such as
a music video are an excellent lead-in tool. The lead-in should be 5 minutes or less as
it is just a warm-up. For example: the famous nursery rhyme “Old McDonald had a
farm”, could be a fun lead-in for a lesson on animals. Your objective here is to lay the
foundation for your lesson. You don’t want it to be too long as it should not
overshadow your lesson.
After listening to the song/watching the video you can ask the students to make a
prediction on what topic the lesson would be based on for the day, it gives them a little
thrill when they make the correct predication.

2. 2Elicitation (5 minutes)

Elicitation is basically ‘extracting’ information. At this step, you want to test the
students’ current knowledge on the topic. A good way to elicit information from the
students is to show them a prop, flashcards or a PowerPoint presentation. Each image
or prop will get the students talking and more engaged in your lesson. For example, in
a lesson on animals you will show the class images of different animals and get the
students to identify the animals. You can take it a step further with higher level students
and try to get them to name the offspring. Another fun idea is to play sounds of
different animals and have the class identify the creature from just the sound; this
would be an excellent way to practicing listening. Your aim here is just to test the
students’ knowledge on the topic.

3. 3Presentation (7 minutes)

In this step you will be presenting the main topic. So, if you chose the theme of
animals you should have a ‘focus area’ such as animal homes. During your
presentation you will talk about this topic. PowerPoint presentations; Flashcards or
Charts are great for this stage of your lesson. Using your students’ current knowledge
on the theme will be useful at this stage of the lesson. At this point of the lesson it
would be appropriate to introduce the class to new vocabulary and key phrases. The
objective of this step should be for the students to learn the appropriate use of key

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terms and phrases and how to use them in the proper context. It will also broaden their
current knowledge on the topic.

4. 4Controlled Practice (10 minutes)

After presenting your lesson and teaching new vocabulary, you would want the
students to put into practice everything they have studied. The best way to test their
knowledge on the day's lesson is through a worksheet. Another great tool is doing a
role-play in which the students can act out different social situations while using the
key phrases and vocabulary taught for the day. Most often your topic will dictate the
type of activity most suited for the lesson. The activities done at this stage should be
able to help sharpen the four basic language learning skills. Try to get all the students
involved and assist them where necessary.

5. 5Freer Practice (15 minutes)

Once again you will be testing the students’ knowledge on the lesson just taught;
however, with this step you can be more flexible. Games are great for this as it
creates a "freer" learning environment. It's both entertaining and educational. With this
step you can do more than one activity depending on your time. Encourage peer
teaching, that is, get the students to help each other.

6. 6Review and Follow up (5 minutes)

Towards the end of the lesson it's good to do a quick review to tie up the lesson and
at the same time check of the students’ was able to grasp all the concepts taught. It’s
a good idea to go over the new vocabulary and key phrases taught. Review could also be
done in the form of a short worksheet like a word-search which they can complete in class
or something longer if you wish to give the students homework for the day.
Q.4
(i) Highlight the Hunter's seven steps of lesson planning.
I. Getting students set to learn
Step 1: Review -- Typically at the beginning of the lesson, review previous material
that is relevant to this lesson.
Step 2: Anticipatory Set -- Getting students to focus their attention on the material to
be presented -- getting them interested or prepared for what they are about to learn.

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Step 3: Objective -- State the objective for the lesson.

II. Instruction
Step 4: Input and Modeling -- Presenting new information to students. Once the
material has been presented, using them to show students examples of what is expected
as an end product of their work.

III. Checking for understanding

Step 5: Checking Understanding -- Determining whether or not students are making
sense of the material as the material is being presented.
Step 6: Guided Practice -- Immediately after instruction students are given the
opportunity to apply or practice what they have just learned and receive immediate
feedback.

IV. Independent practice

Step 7: Independent Practice -- After students appear to understand the new material,
they are given the opportunity to further apply or practice using the new information.
This may occur in class or as homework, but there should be a short period of time
between instruction and practice and between practice and feedback.
(ii) How is 5E's model of lesson planning different from the others models?
Every teacher needs a carefully drawn lesson plan, irrespective of the training,
experience or competency. A lesson plan is required to assist the students in achieving
the learning objectives, on the short term and long term as well. Having a lesson is
exactly like having a complete and clear picture of how a learning process is going to
take place and how students are able to grasp and retain what is being taught to them.
1. Inspiration
A thorough lesson plan inspired the teacher to improve the lesson plan further. You can
make it better for the purpose of achieving the lesson plan in a better way.
2. Evaluation
A lesson plan helps the teacher to evaluate his teaching and to compare it with set
objectives. This evaluation will help you in achieving the set targets in a better way .
3. Self-confidence
These lesson plans develops self-confidence in the teacher and make them to work
towards definite goal.

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4. Previous Knowledge of the Students

A teacher can take a proper care by considering the level and previous knowledge of
the students in your class.
5. Organized Matter
A teacher will be able to finish a particular lesson in a limited time frame. This will
help him or her to make the students learn a better and precise manner.
Q.5 Explain different theories of motivation.
Motivation is the word derived from the word 'motive' which means needs, desires,
wants or drives within the individuals. It is the process of stimulating people to actions
to accomplish the goals. In the work goal context the psychological factors stimulating
the people's behaviour can be - desire for money. success.
When you're intrinsically motivated, your behavior is motivated by your internal desire
to do something for its own sake -- for example, your personal enjoyment of an activity,
or your desire to learn a skill because you're eager to learn.
Examples of intrinsic motivation could include:
• Reading a book because you enjoy the storytelling
• Exercising because you want to relieve stress
• Cleaning your home because it helps you feel organized
When you're extrinsically motivated, your behavior is motivated by an external factor
pushing you to do something in hopes of earning a reward -- or avoiding a less-than-
positive outcome.
Examples of extrinsic motivation could include:
• Reading a book to prepare for a test
• Exercising to lose weight
• Cleaning your home to prepare for visitors coming over
At first glance, it might seem like it's better to be intrinsically motivated than
extrinsically motivated. After all, doesn't it sound like it would be ideal if you didn't
need anyone -- or anything -- motivating you to accomplish tasks? But, alas, we don't
live in such a motivation-Utopia, and being extrinsically motivated doesn't mean
anything bad -- extrinsic motivation is just the nature of being a human being
sometimes. If you have a job, and you have to complete a project, you're probably
extrinsically motivated -- by your manager's praise or a potential raise or commission -
- even if you enjoy the project while you're doing it. If you're in school, you're

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extrinsically motivated to learn a foreign language because you're being graded on it --

even if you enjoy practicing and studying it. So, intrinsic motivation is
good, and extrinsic motivation is good. The key is to figure out why you -- and your
team -- are motivated to do things, and encouraging both types of motivation. Research
has shown that praise can help increase intrinsic motivation. Positive feedback that is
"sincere," "promotes autonomy," and "conveys attainable standards" was found to
promote intrinsic motivation in children.
But on the other side of that coin, external rewards can decrease intrinsic motivation if
they're given too willy-nilly. When children received too much praise for completing
minimal work or single tasks, their intrinsic motivation decreased.
The odds are, if you're reading this blog post, you're not a child -- although children are
welcome subscribers here on the HubSpot Marketing Blog. But the principles of this
study are still sound for adults.
If you're a people manager, be intentional with your praise and positive
feedback. Make sure that it's specific, empowering, and helps your direct reports
understand your expectations and standards. But make sure you aren't giving too much
praise for work that's less meaningful for your team, or they might lose intrinsic
motivation.
If you're an individual contributor, tell your manager when their feedback is
motivating -- give them positive feedback, too. By providing positive feedback to
your manager when they give you praise that keeps you motivated, you, in turn,
will extrinsically motivate them to keep managing you successfully. (Meta, huh?)
Extrinsic rewards don't just involve bribery (although bribery can work). In some cases,
people may never be internally motivated to complete a task, and extrinsic motivation
can be used to get the job done.
In fact, extrinsic rewards can promote interest in a task or skill a person didn't
previously have any interest in. Rewards like praise, commissions, bonuses, or prizes
and awards can also motivate people to learn new skills or provide tangible feedback
beyond just verbal praise or admonishment.
But tread carefully with extrinsic rewards: Studies have shown that offering too many
rewards for behaviors and activities that people are already intrinsically motivated to
do can actually decrease that person's intrinsic motivation -- by way of the
overjustification effect.

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In these cases, offering rewards for activities the person already finds rewarding can
make a personally enjoyable activity seem like work -- which could kill their motivation
to keep doing it.
If you're a people manager, use extrinsic rewards sparingly to motivate your team
to take on new responsibilities or achieve lofty goals. Bonuses, commissions,
recognition prizes, and promotions can be an effective way to motivate or reward your
team for learning new skills, taking on new challenges, or hitting a quarterly goal. But
make sure you're giving your team members the time and resources to explore skills
and projects they're already excited about independently -- without making them a part
of their regular responsibilities, which could demotivate them.
If you're an individual contributor, work for the rewards you want, but don't over-
exhaust yourself in the pursuit of extrinsic prizes. Make sure you're taking time, in
your job or in your personal life, to explore activities that you enjoy just for the sake of
doing them, to keep yourself balanced.

Student Name:

Role number:

Registration number:

Father name:

8601-1
Assignment code:

General Method of Teaching

Assignment Title:

Intellectual property statement

By submitting this assignment, I certify that this is my own work and is free

from plagiarism. I understand that the assignment may be checked for plagiarism by

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electronic or other means and may be transferred and stored in a database for the

purposes of data-matching to help detect plagiarism. The assignment has not previously

been submitted for assessment in any other unit or to any other institution. I have read

and understood AIOU Academic Integrity Policy.

Allama Iqbal Open University, Islamabad

Question No. 1: Give answer to the following short questions.

(vii) The personal and professional qualities of teachers.

(viii) What is a case method?

(ix) Define and compare active learning and cooperative learning.

(iv) What is lesson planning? Write down the five merits of lesson planning for the

teachers.

The personal and professional qualities of teachers

Personal qualities are what make a person unique, allow them to navigate a new

situation, make new friends and connections, or work through conflict or tensions.

Important personal qualities for English teachers include listening and being a good

listener, thoughtfulness, being personable, timeliness, and adaptability. An ideal teacher

is someone who has a combination of qualities, such as being very knowledgeable on

his subject, able to effectively manage his classroom, genuinely enjoys teaching and

dealing with students, has high expectations for his students, good communication

skills and an engaging teaching style. If a candidate has good interpersonal skills, he or

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she is likely to be a better fit for an organization. And when two candidates with similar

professional qualities interview for a job, the one with a more fitting personality is likely

to get the job.

Some qualities of a good teacher include skills in communication, listening,

collaboration, adaptability, empathy and patience. Other characteristics of effective

teaching include an engaging classroom presence, value in real-world learning,

exchange of best practices and a lifelong love of learning.

I feel that to be a professional teacher it is necessary that you have patience.

Some children may take longer to understand certain subjects or pieces of information

and it is vital that you are patient and take the time to fully explain so that they

understand and learn from your teaching. During school, I found that in particular

subjects I would require the teacher to explain things in a little more depth before I fully

understood, and this would only help my learning if the teacher had the patience to

spend extra time on the same thing. Many teachers wouldn’t do this and I would

therefore struggle in their subjects. I feel that it is unacceptable for a teacher to act this

way. As a teacher it is your job to make sure that all pupils can work and learn to the

best of their ability, and without the patience to do so you are not fulfilling your role as

a professional teacher. In my opinion, a professional teacher would consider their

teaching style to make sure that it is meeting the needs of all learners, remembering that

everyone learns in different ways – visually, orally and kinesthetically.

Personally, I feel that empathy is a very important quality in being a

professional teacher. Being empathetic allows teachers to understand their pupils’

emotions and gives them the ability to relate to them. Pupils will originate from various

cultures and backgrounds and so teachers need to be able to understand each

individual’s situation as this will help the children to feel more comfortable to discuss

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any problems which they might be having at home. I feel that integrity is an important

characteristic for a professional teacher to have. Integrity is the quality of honesty and

having strong moral principles and so it is necessary for the teacher to have these so

that the pupils can be educated to act in the same way. Pupils should see their teachers

as a figure to look up to and so integrity allows teachers to be a role model for their

pupils.

I have chosen these five qualities to be the most important from the list, however

I believe that all of the qualities listed are important and that they should come naturally

to a professional teacher.

Case method

Cases are narratives, situations, select data samplings, or statements that present

unresolved and provocative issues, situations, or questions (Indiana University

Teaching Handbook, 2005). The case method is a participatory, discussion-based way

of learning where students gain skills in critical thinking, communication, and group

dynamics. It is a type of problem-based learning. Often seen in the professional schools

of medicine, law, and business, the case method is now used successfully in disciplines

such as engineering, chemistry, education, and journalism. Students can work through

a case during class as a whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

Is a partnership between students and teacher as well as among students. Promotes more

effective contextual learning and long-term retention. Involves trust that students will

find the answers. Answers questions not only of “how” but “why.” Provides students

the opportunity to “walk around the problem” and to see varied perspectives.

Bruner (1991) states that the case method:

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Is effective: It employs active learning, involves self-discovery where the teacher serves

as facilitator.

Builds the capacity for critical thinking: It uses questioning skills as modeled by the

teacher and employs discussion and debates.

Exercises an administrative point of view: Students must develop a framework for

making decisions.

Models a learning environment: It offers an exchange and flow of ideas from one person

to another and achieves trust, respect, and risk-taking.

Models the process of inductive learning-from-experience: It is valuable in promoting

life-long learning. It also promotes more effective contextual learning and long-term

retention.

Mimics the real world: Decisions are sometimes based not on absolute values of right

and wrong, but on relative values and uncertainty.

Comparison of active learning and cooperative learning

Cooperative learning

Cooperative learning is a technique that allows students to learn from each other

and gain important interpersonal skills. Learn the definition of cooperative learning and

the benefits of this teaching technique in the classroom, explore how to group students

when using this technique, and discover strategies for developing assignments using

cooperative learning.

There are many benefits that can result from using cooperative learning strategies. Here

are benefits you might notice after implementing cooperative learning tasks in your

classroom:

9. Cooperative learning is fun, so students enjoy it and are more motivated.

10. Cooperative learning is interactive, so students are engaged, active participants

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in the learning.

11. Cooperative learning allows discussion and critical thinking, so students learn

more and remember what they've learned for a longer period of time.

12. Cooperative learning requires students to learn to work together, which is an

important skill for their futures.

Active learning

Active learning methods ask students to engage in their learning by

thinking, discussing, investigating, and creating. In class, students practice

skills, solve problems, struggle with complex questions, make decisions,

propose solutions, and explain ideas in their own words through writing and

discussion. Timely feedback is critical to this learning process either from the

instructor or peer feedback from fellow students. Education research shows that

incorporating active learning strategies into university courses significantly

enhances student learning experiences.

Benefits of active learning

Opportunities to process course material through thinking, writing, talking, and

problem solving give students multiple avenues for learning. Applying new knowledge

helps students encode information, concepts, and skills in their memories by connecting

it with prior information, organizing knowledge, and strengthening neural pathways

Receiving frequent and immediate feedback helps students correct misconceptions and

develop a deeper understanding of course material. Working on activities helps create

personal connections with the material, which increases students’ motivation to learn.

Regular interaction with the instructor and peers around shared activities and goals

helps create a sense of community in the classroom. Instructors may gain more insight

into student thinking by observing and talking with students as they work. Knowing

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how students understand the material helps instructors target their teaching in future

lessons.

(iv) What is lesson planning? Write down the five merits of lesson planning for the

teachers.

A lesson plan is the instructor’s road map of what students need to learn and

how it will be done effectively during the class time. Then, you can design appropriate

learning activities and develop strategies to obtain feedback on student learning. Having

a carefully constructed lesson plan for each 3-hour lesson allows you to enter the

classroom with more confidence and maximizes your chance of having a meaningful

learning experience with your students.

A successful lesson plan addresses and integrates three key components:

• Learning Objectives

• Learning activities

• Assessment to check for student understanding

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A lesson plan provides you with a general outline of your teaching goals, learning

objectives, and means to accomplish them, and is by no means exhaustive. A productive

lesson is not one in which everything goes exactly as planned, but one in which both

students and instructor learn from each other.

Question No. 2: Explain the factors of effective teaching

Students are the future of the nation and then stand at one pole of the education

system in which teachers are at the other pole. The process of learning-teaching runs

smoothly with the help of both of these poles. These two poles of the education system

make a perfect balance and take the system to another height. Teachers work hard,

collect information, and impart knowledge to students in the process of teaching. There

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are certain direct and indirect factors that affect the learning process or teaching. In the

article, we will learn about the factors affecting teaching.

The teaching process gets affected by various parameters such as teachers,

learners, and the environmental factors. These three factors make the whole process of

learning easy and smooth. Learning in a student’s life is very important as it builds the

base of their career professionally and personally.

The three factors affecting teaching are as:

• Learners Psychological /Individual Characteristic

• Teachers and Classroom supports

• Environment and other surrounding factors

Factors affecting teaching

Teacher

Teachers are the pillars for their students. They play the most important role in

their students’ life by providing support, boosting their confidence, guiding them in the

right direction, and of course teaching them. They are the facilitator of learning in the

learning-teaching process. The best teacher is one who is able to apply the best teaching

method to teach students and guide them towards a quality learning process.

The quality of a teacher derives from the various factors such as:

Educational Qualification

Educational qualification of a teacher decides their knowledge. By getting a higher

degree in the teaching, a teacher will be able to impart knowledge to the students in

depth and of quality. On comparing the teachers who have M.ED or PhD degrees with

others who do not have, you will be able to differentiate the different ways of their

thinking and the ways of imparting knowledge to students.

Skills

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Skills matter a lot. Sometimes a teacher with a lower degree of teaching has

better skills of teaching than a teacher with a higher degree of teaching. It is not sure

that teachers with higher degrees have the right instincts and can teach in a better way

than teachers with lower degrees. Teaching skills are decided on how teachers connect

to students, what teaching methods apply on students, how they explain the concepts to

students, and what their attitude towards students.

• Their communication skills should be effective and engaging.

• Selection of suitable teaching method

• Applying the right teaching aids.

• Their approach towards teaching students

• How they guide and monitor students.

Experience

Graduating in a degree of teaching is not that much tough as getting mastery in

experience. Experience holds an important place when you are teaching students. Some

aspirants acquire high qualifications which can make them qualified for teaching but

lacking in experience hamper their progress.

With high qualifications, teachers can get a better understanding of the different topics

or complex formulas but experience helps teachers to deal with the students and prepare

them for how to teach students.

Subject matter

There comes a time when teachers who do not have knowledge of a particular

subject are assigned to teach that subject. In such a situation, passion and motivation to

research about the topic and teach students help them. Subject matter does really matter.

However, the chances of assigning subjects which are not the forte of a teacher are very

rare.

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The syllabus of the subject is formed by educationists and psychologists keeping

the mental and physical capabilities of students in mind. The important subject matter

related factors which influence teaching are the difficulty of the task, length of the task,

meaningfulness of the task, similarity of the task, organized material, and life learning.

Learner

Physiological and psychological factors of learners are the factors affecting

teaching. Every individual studying in a class possesses different qualities and require

different teaching methods. It is necessary to take note of the intelligence of students,

ethnic groups of students, race, belief and socioeconomic status of the learners when

teaching in the classroom.

The interest of each student in the class is also different which depends on

aptitude, attitude, motivation, mental health and aspiration towards the goals of their

life. The maturity, age, motivation, previous learning, intelligence, mental health,

physical need, diet and nutrition, attention and interest, goal-setting and level of

aspiration are the factors affecting teaching related to learners.

Environment

The factors affecting the environment of the teaching are as follows.

Support materials

Teachers have their support system which consists of tools that helps them to

improve their capacity of teaching. The different teaching aids help to analyze the area

in which students are not taking interest or under performing. This also helps them to

adopt effective strategies that teach students. Support materials in teaching are effective

tools for:

• Assessments and scores of students

• Teaching Strategies and lesson plans

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• Standards and benchmark

• Effective use of traditional and modern tools

Instructional facilities

With the available teaching aids, teachers can cover a wide area of learning. It

has many benefits such as differentiating instruction, relieving anxiety, helping learners

to improve reading comprehension skills, illustrating or reinforcing a skill, presenting

information in an effective way.

Learning environment

Learning environment is where a student learns and a teacher teaches. The

classroom environment is the learning environment for students which plays an

important role in the learning process. Both students and teachers get affected by the

classroom environment. The environment for the learning is well maintained by active

participation in education, concentration of students, teachers’ focus on behavior of

students etc. The environment of learning must be positive.

Socio-economic factor

The socio-economic background of students and teachers affect the learning

process in an indirect way. It shows differences in the thinking level of students and

teachers towards others. The economic factor of students sometimes gets dominated by

teachers and its impact on the teaching quality of the teachers.

Expectations

Expectation is a very common factor affecting teaching. It affects learners and

teachers as well. Every parent has some sort of expectation with their children as they

want their children to get quality education and they learn maximum when they go to

schools.

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This puts a psychological impact on students and sometimes it results in stress

and impairments.

So, the parents should involve the students in the process of learning in such a way that

they ease their process instead of putting a burden on them. Also, teachers should not

be put under pressure of expectations.

The National Council of Educational Research and Training published the Core

Teaching Skills in 1982 which laid stress on the following teaching skills.

• Writing instructional objectives

• Organizing the content

• Creating set for introducing the lesson

• Introducing a lesson

• Structuring classroom questions

• Question delivery and its distribution

• Response management

• Explaining

• Illustrating with examples

• Using teaching aids

• Stimulus variation

• The pacing of the lesson

• Promoting pupil participation

• Use of blackboard

• Achieving closure of the lesson

• Giving assignments

• Evaluating the pupil’s progress

• Diagnosing pupil learning difficulties and taking remedial measures

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• Management of the class

Micro Teaching

Micro-teaching implies micro-element which simplifies the complexities of the

teaching process. It concentrates on using specific teaching methods and offers

opportunities for practicing teaching under controlled conditions.

There are many factors affecting teaching which are based on teacher-student

relationship, socioeconomic conditions, policy and motivation of schools etc.

Question No. 3: What is Gagne's frame work for instructional development?

Gagne’s Nine Events of Instruction

Robert Gagne was an educational psychologist who created a nine step process

called the Events of Instruction. Gagne’s Nine Events of Instruction model helps

trainers, educators, and instructional designers structure their training sessions. The

model is a systematic process that helps them develop strategies and create activities

for instructional classes. The nine events provide a framework for an effective learning

process. Each step addresses a form of communication that supports the learning

process. When each step is completed, learners are much more likely to be engaged and

to retain the information or skills that they are being taught. The steps essentially give

designers an outline or prototype to use prior to performing teaching or training

activities.

Gagne’s Nine Events of Instruction

10. Gaining attention (reception)

11. Informing learners of the objective (expectancy)

12. Stimulating recall of prior learning (retrieval)

13. Presenting the stimulus (selective perception)

14. Providing learning guidance (semantic encoding)

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15. Eliciting performance (responding)

16. Providing feedback (reinforcement)

17. Assessing performance (retrieval)

18. Enhancing retention and transfer (generalization)

The Conditions of Learning

The Conditions of Learning, Gagne identified the mental conditions for

learning. These were based on the information processing model that focuses on the

cognitive events that occur when learners are presented with a stimulus. Gagne Nine

Events of Instruction are connected to and address the Conditions of Learning. Gagne

divides the conditions into two groups; internal and external. Internal conditions are the

already established learned capabilities of the learner. Basically, what the learner knows

prior to the instruction. External conditions deal with the stimuli that is presented

externally to the learner (e.g. instruction provided to the learner). These Conditions of

Learning are essential to Gagne’s Events of Instruction. Gagne’s model allows

instructional designers to consider the possible internal and external conditions that

have an effect on the learning process.

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Gagne’s Nine Events of Instruction

1. Gaining Attention (Reception)

Begin the learning session by gaining the attention of the learners. Ensure the learners

are motivated to learn and participate in activities by presenting a stimulus to gain their

attention. This can be accomplished by presenting the learners with an introductory

activity that engages the learner.

Techniques for gaining learner’s attention include:

• Stimulate learners with novelty or surprise

• Pose thought-provoking questions

• Have learners pose questions to be answered by other learners

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• Present an intriguing problem

• Present a new and interesting situation that provokes curiosity

• Present meaningful and relevant challenge

2. Informing Learners of the Objective (Expectancy)

After gaining their attention, inform the learners of the learning objectives to help them

understand what they will be learning during the session. State what the learners will

be able to accomplish during the session and how they will be able to use the knowledge

in the future. This allows the learners to organize their thoughts on what they will learn

and help place them in the proper mind set.

Techniques for stating the objectives include:

• Describe what they will be able to do at the completion of the session

• Describe required performance

• Describe criteria for standard performance

• Explain how their learning will benefit them

3. Stimulating Recall of Prior Learning (Retrieval)

Help the learners make sense of new information by relating it to something

they already know or something they have already experienced. To accomplish this

present the learner with an experience or cue that stimulates their prior knowledge.

Make connections between what they are learning, and their previous learning. When

people learn something new, it is best to correlate the new information with related

information or topics they have learned in the past.

Methods for stimulating recall include:

• Ask if they have any previous experiences with the topic

• Ask questions about previous experiences

• Ask about their understanding of previous concepts

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• Give them an example of an experience similar to what they are learning

4. Presenting the Stimulus (Selective Perception)

Present the learner with the new information using learning strategies to provide

effective and efficient instruction. Organize and chunk content in a meaningful way.

Provide explanations after demonstrations.

• Ways to present session content include:

• Organize your information in a logical and easy-to-understand manner.

• Chunk information

• Provide examples

• Utilize multiple delivery methods (e.g., video, demonstration, lecture, podcast,

group work)

• Use a variety of text, graphics, figures, pictures, sounds, simulations, etc. to

stimulate the senses

• Use a variety of approaches (such as visual cues, verbal instruction, and active

learning) to suit people with different learning styles / preferences.

5. Providing Learning Guidance (Semantic Encoding)

Offer the learner guidance by providing coaching on how to learn the skill. Give

examples and advise of strategies to aid them in the learning content and of resources

available to them. Also, provide guidance using cues, hints, and/or prompts to help

them understand and remember what they are learning.

Ways to provide learning guidance include:

• Concept mapping for associations

• Mnemonics to cue and prompt learning

• Role playing for visualization of application

• Case studies for real world application

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• Analogies to help knowledge construction

• Graphics to make visual associations

6. Eliciting Performance (Responding)

Let the learner do something with the newly acquired behavior, skills, or

knowledge. Provide them with practice activities to activate the learning process. This

activity allows the learner to internalize the new information (skills and knowledge)

and to ensure correct understanding and application of the knowledge/concepts.

Ways to activate learner processing include:

• Have the learner do something with the newly acquired behavior

• Have the learn demonstrate practicing skills

• Have the learner apply knowledge to a scenario or case study

• Ask questions so that they can show their knowledge

• Ask the learner to demonstrate how to use it

• Have them complete a role playing exercise

7. Providing Feedback (Reinforcement)

After the learner attempts to demonstrate their knowledge, provide immediate

feedback of learner’s performance to assess and facilitate learning. This is also a good

time to reinforce any important points. This stage helps reinforcement of a correct

answer, gives guidance as to the degree of correctness of the task, and/or provides

corrective feedback if the response or behavior is incorrect.

Tips on providing feedback:

• Be positive

• Be objective

• Use first-hand observation

• Deliver focused and concise feedback

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• Focus on areas the student can control

8. Assessing Performance (Retrieval)

In order to evaluate the effectiveness of the instructional events, administer a test the

learner to determine if the expected learning outcomes have been achieved.

Performance should be based on previously stated objectives.

Methods for assessing performance learning include:

• Written test

• Short questionnaires

• Short essays

• Oral questioning

• Other measurement tool to show that they’ve learned the material or skill

effectively

9. Enhancing Retention and Transfer (Generalization)

Give the learner resources that enhance retention and transfer of knowledge so that

they are able to internalize the new knowledge and enhance his or her expertise.

Repeated practice with effective feedback is the best way to ensure that people retain

information and use it effectively.

• Methods for helping learners internalize new knowledge include:

• Having them summarize content

• Having them generate examples

• Having them create mind maps / concept maps

• Having them create outlines

• Having them create job-aids

• Having them create other types of reference material

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Question No. 4: How are objectives stated in behavioral terms?

A behavioral objective is a learning outcome stated in measurable terms, which

gives direction to the learner’s experience and becomes the basis for student evaluation.

Objectives may vary in several respects. They may be general or specific, concrete or

abstract, cognitive, affective, or psychomotor. Cognitive objectives emphasize

intellectual outcomes, such as knowledge, understanding, and thinking skills. Affective

objectives emphasize feeling and emotion, such as interests, values, attitudes,

appreciation, and methods of adjustment. Psychomotor objectives emphasize motor

skills, such as physical assessment skills and administration of chemotherapy.

Points in writing behavioral objectives:

9. Begin each behavioral objective with a verb. The critical aspect of any

behavioral objective is the verb selected to indicate expected behavior from

learning activities.

10. State each objective in terms of learner performance. A behavioral objective is

one that is considered to be observable and measurable. Behavior is generally

construed to be an action of an individual that can be seen, felt, or heard by

another person.

11. State each objective so that it includes only one general learning outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning objectives will

be general, abstract, and cognitive or affective. Examples of appropriate objectives for

graduate students are as follows:

• Cognitive: Create an assessment tool based on a nursing theory for patients

experiencing pain.

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• Cognitive: Evaluate the usefulness of nursing research in clinical practice.

• Affective: Accept professional responsibility for change in problem clinical

situations.

The levels are listed in increasing order of complexity, followed by verbs that represent

each level.

Knowledge: remembering previously learned facts.

Cite List Reproduce

Define Match Select

Identify Name State

Label Recognize

Comprehension: ability to understand or grasp the meaning of material.

Convert Extend Paraphrase

Describe Give examples Summarize

Estimate Illustrate Translate

Explain Interpret

Application: ability to use previously learned material in new and concrete situations.

Apply Modify Relate

Computer Operate Show

Construct Predict Solve

Demonstrate Prepare Use

Discover Produce

Analysis: ability to break down material into its component parts so that its

organizational structure may be understood.

Analyze Differentiate Infer

Associate Discriminate Outline

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Determine Distinguish Point out

Synthesis: ability to put parts together to form a new whole.

Combine Develop Plan

Rewrite Compile Devise

Propose Tell Compose

Integrate Rearrange Write

Create Modify Reorganize

Design Organize Revise

Evaluation: ability to judge the value of material for a given purpose; also, the ability

to make decisions.

Appraise Conclude Judge

Assess Contrast Weigh

Compare Evaluate

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Examples

1. Knowledge

g. The student will be able to list all of Piaget's developmental states in the correct

order for an in-class exam.

h. The student will recall the four major food groups without error.

i. From memory, with 80 percent accuracy the student will match each United

States General with his most famous battle.

2. Comprehension

e. The student will be able to correctly describe the two components of objectivity

f or an in-class exam.

f. By the end of the semester, the student will summarize the main events of a

story in grammatically correct English.

3. Application

e. Given fractions not previously covered in class, the student will be able to

divide them with 85 percent accuracy for an in-class exam.

f. Given fractions not covered in class, the student will multiply them on paper

with 85 percent accuracy.

12. Analysis

Given a presidential speech, the student will be able to point out all of the

positions that attack a political opponent rather than the opponent's political

program for a homework assignment.

e. In a presidential speech, the student will be able to point out the positions that

attack a political opponent personally rather than the opponent's political

programs.

f. The student will describe the interrelationships among acts in a play.

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5. Synthesis

e. The student will be able to design a study outside of class that addresses a

given problem. The experiment should contain the six components given in

class.

f. Given a short story, the student will write a different but plausible ending.

6. Evaluation

e. The student will be able to judge a paragraph's value according to the six

criteria for an out-of-class assignment.

f. Given a description of a country's economic system, the student will defend

it by basing arguments on principles of socialism.

Question No. 5: What are the different factors that influence student motivation?

Most of the factors evaluated in this study are easy to adopt or abandon.

Although the curriculum in the pre-clinical years is concerned with basic sciences, most

students thought that the introduction of some clinical information into lectures would

improve motivation and facilitate learning. The students thought that motivation could

be improved with the provision of clinical information to make the basic science

subjects more realistic and consequently facilitate learning.

Many faculty members use the conventional style of lecturing where students

are passive recipients. However, these students clearly favored student participation.

They believed that there was little enjoyment in the majority of lectures, partly because

of the lack of student participation. Indeed, many investigators have reported that there

is greater enthusiasm for learning on the part of students when the focus in the

classroom is changed from teacher-centered to student-centered.2–5 There are many

techniques of changing the traditional lecture into a more enjoyable interactive lecture

with greater student participation.6

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The majority of students considered the revision of a previous lecture a

promoter of learning. This is done to refresh students’ memory and stress basic

principles as well as forge a link to subsequent information, thereby facilitating

comprehension. This is, unfortunately, lacking in many of our lectures, but can be done

by asking questions to create an active learning environment which compels and

encourages students to read previous lectures.

A lot of our students have problems with the language as the teaching is in a

foreign language.7 This might explain why most of the students preferred the use of

some Arabic phrases in lectures. Interestingly, the frequency of females who favored

the use of Arabic phrases was less than males. However, the use of Arabic phrases

should clearly be limited to situations in which the tutor feels that the students are

unable to comprehend what is being taught.

Out of the three different audiovisuals usually used in teaching, the students

preferred the chalkboard. Using the chalkboard gave the students a good opportunity to

write lecture notes. Since the use of slides and overhead projectors tended to be fast,

the deficiency in English made it difficult for the students to take proper notes when

they were used. When these are used, students have little time to take notes, continue

to listen and keep pace with the information being delivered in the lecture.

Clear course objectives were not provided to the students by many of our

departments. Clear objectives that help to identify the course material and guide

learning were considered by the majority of students as motivation promoter.

Curriculum committees should ensure that every course has specific objectives, which

are made accessible to students. In addition to facilitating learning the availability of

specific objectives would make students aware of the scope of the course. The

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objectives would also act as guidelines for tutors to cover the required material and

avoid unnecessary detail.

Assigning more than one reference text by the departments was seen as

motivation inhibitor by majority of second and third level students. Possible causes of

this include the lack of time. As students take four different lectures per day, the

deficiencies in their language makes reading a very time-consuming activity.

Our students preferred easy references and most of them depended mainly on

notes.The university policy prohibits the provision of lecture notes and handouts to the

students. The college administration believes that in addition to being good for self-

learning, reading textbooks is an important means of improving one's language.

Although students who regularly read improved their language, many complained that

they wasted a lot of time and got fewer marks than those who only read notes. However,

later in the clinical years many of them came to appreciate the worth of the habit of

regular reading.

Although tutors agree that teaching should be concentrated on core material,

many have the tendency to go into unnecessary detail. This could explain the feeling of

our students that our curriculum is overloaded. Selection of basic science material based

on clinical relevance would help not only in identifying the core curriculum but also in

avoiding unnecessary detail that overloads the curriculum.

Tutorials in our curriculum are designed to offer the tutor the opportunity to

revise the material covered in previous lectures with the students. Different methods

are used to achieve this objective. Our students considered all forms of tutorials

(distribution of written questions, posing questions in tutorial and revision of topics by

tutor) as promoters. However, they thought they derived the greatest benefit from the

tutorials when lecture material was reviewed.

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It is obvious from our results that scheduled quizzes are perceived as strong

promoters of learning. This is in agreement with a previous report that stated that

assessment had a marked effect on medical students’ learning.9 On the other hand, a

majority of our students did not like unscheduled quizzes as many of them had not

developed the habit of studying regularly. They rather read intensively for

examinations, a habit acquired from their pre-university days.

As an administrative policy, taking attendance is a debatable issue. Our students

were positive about taking the roll. Interestingly, there was a gender difference in the

perception of the importance of attendance. As expected, the sympathetic response to

the needs of students by departments and the administration was considered a strong

promoter.

It is suggested that the teaching approach in the pre-clinical years should foster

horizontal integration and increase the number of tutorials based on clinical problems

in order to facilitate vertical integration.

Conclusion

Our students think that the tutor in the pre-clinical phase, could motivate them

more if he/she: provided clinical information, encouraged students participation,

revised previous lectures, used the necessary explanatory Arabic phrases, used the chalk

board, provided clear specific course objectives, adopted one easy reference,

concentrated on the core curriculum and avoided lecturing in the afternoon.

8601

ASSIGNMENT No. 2

Q.1 what is a scientific method? Specify the role of teacher in this method.

Students, and sometimes even teachers, often think scientists only use the scientific
method to answer science-related questions. In fact, you can apply the scientific method to

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almost any problem. The key is to use the elements (steps) to reduce bias and help come to
a solution to the problem.

The scientific method consists of a number of different steps, but the order in which we
apply the steps can vary. Rather than focus on the order of the steps, students should see
the scientific method as a tool that consists of elements they can use to solve problems and
answer questions. While you can reorder the steps of the scientific method, it is important
to apply all the steps to reduce the impact of personal bias. This is really the key function of
scientific method. The scientific method lays out a process that helps scientists come to a
conclusion, but that conclusion is made more valid by virtue of the process scientists used to
reach their conclusion. One of the real strengths of the scientific method is that its steps
helps users reduce the chance for error and personal bias, making the results of their
experiments more trustworthy. A quick Web search yields several different versions of the
scientific method. Some have more steps, others have fewer steps. This can confuse
students and teachers. Which one is correct? The short answer is most of them are correct.
The steps of the scientific method, no matter what sequence they are in (e.g., prediction
before test, test before predictions) helps organize the thought processes and logic of
resolving a problem or answering a question. But no matter which version of the scientific
method someone uses, there will be some common steps: « The search for alternative
explanations » Constant pressure to disprove even currently accepted hypotheses « Capacity
to modify or even drop a “favorite” hypothesis when too many exceptions become apparent
(truth is relative to the available data) The scientific method also serves as an important
template for communicating results and the logic behind them. This step is perhaps the
most important step in the scientific method, yet it is often a step that is left out of models
of the scientific method. If scientists don’t share their results or talk about the processes
they used to get those results, those results can’t become part of our understanding of the
world around us. It is, therefore, critical that “communicating results” is part of students’
vision of the scientific method. Being involved in science and using the scientific method are
not necessarily the same thing. It is possible to be involved in science without applying all
the processes of the scientific method. The citizen science movement, which is a very
powerful part of the science community, is a great example of this. Citizen scientists are
ordinary folks who are involved with pieces of the scientific method, such as data collection.
For example, in the Monarch Monitoring Project, citizen scientists help count migrating
monarch butterflies. Each year thousands of people from around the country spend time
collecting critical butterfly census data. The Great Backyard Bird Count (GBBC) is another
large citizen science project that relies on the help of people from around the country to
collect bird data. Collecting data is one part of the scientific method, and citizen scientists
clearly “do science,” but they have not applied all the parts of the scientific method.
Students should understand that the scientific method is a process that results in a
conclusion. Simply gathering data does not result in a conclusion; other steps are necessary.
Science Detectives Training Room is a fun way to teach students from elementary level to
college about the scientific method. It is also a great way to build problem solving skills.
Based on a popular “room escape” genre of online games, players enter a dark room and
must work through a set of problems to escape. Once the player escapes from the first
room, they encounter a summary of the steps they took to escape and how those steps
match the steps of the scientific method. At the end of the game the player can print out the
results of their training room exercise for review. If used as an assignment, students can
submit the printout to their instructor to show how they performed in the activity. The game

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then connects to a follow-up game, The Case of the Mystery Images, which allows students
to practice their new detective skills. They are shown a series of images that they have to
make hypotheses about in order to progress through the game. They can also print out their
work in this game. Concept 1: Observations, Questions, and Hypotheses « PO 1. (5)
Formulate a relevant question through observations that can be tested by an investigation. «
PO 1. (6) Differentiate among a question, hypothesis, and prediction. « PO 1. (7) Formulate
questions based on observations that lead to the development of a hypothesis. « PO 1. (8)
Formulate questions based on observations that lead to the development of a hypothesis. «
PO 2. (5) Formulate predictions in the realm of science based on observed cause and effect
relationships. « PO 3. (7) Explain the role of a hypothesis in a scientific inquiry. Concept 2:
Analysis and Conclusions « PO 2. (3) Construct reasonable interpretations of the collected
data based on formulated questions.

Q.2 what is a guided discussion method. Explain the structure of guard discussion method.

Discussions are a type of active learning that allows students to work through skills and
concepts from course content by formulating ideas in their own words. Guiding questions
can encourage higher-order levels of thinking that can result in deeper richer discussions
with their peers and the instructor. Discussions can occur asynchronously or synchronously
so that learners can clarify understanding, organize their ideas, debate topics, and practice
skills. This method contrasts the Lecture method discussed in the last article, by relying on
the students to interact by discussing their ideas, experiences, and opinions about the
information being covered. It is extremely useful in the classroom and on the range or track
once a student can relate to the topic being covered either by gained knowledge, previous
experience, or a similar model to resource. The guided discussion method is essentially the
opposite of the lecture method. The goal is for the Coach to extract, from the students, their
knowledge in such a way as to “guide” their ideas in the proper direction instead of “telling
them” what they should know. This is a departure from a typical pedagogy into coaching and
more importantly into education where a long-term and much broader idea of creating a
mental model and value systems are accomplished as discussed by Stolovitch and Keeps
(2002). The more intense the discussion and the more participation by the students, the
greater the effectiveness of learning in the process. Key to this teacher/learner transaction is
ensuring that all the students are following the discussion and that everyone is treated in an
impartial manner. Questions must be encouraged by the coach to foster the desire of
inquiry, sometimes exercising patience and tact, but always allowing appropriate responses
and comment. With this method, a coach should be open enough to accept where the
conversation goes, guide it back to where it needs to be, and manage the discussion to
eliminate sarcasm and ridicule that would otherwise be a barrier to free flowing ideas. In a
guided discussion, questions are used to evoke thought, foster inquiry, and meet the intent
of learning the topic at hand. Skillful questions by the coach can direct the conversation,
emphasizing where the focus should be, or find the root information or reason for beliefs
and values of the students to reinforce the positive ones and divert away from those which
are questionable. Most discussions are started with an over-arching question that opens the
topic for discussion with a purpose of gaining student attention and focusing the dialog. This
is sometimes called the “lead-off” question which implies its main function. After the
discussion begins, students have ownership of the conversation (conceivably) until the
learning outcome has been reached or the coach interjects to follow-up or guide the
discussion. Because there are a plethora of reasons for a coach to interject, it should be
done judiciously. A pointed reasons to do so would be to have a student explain something

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more thoroughly, or bring the discussion back to the topic from which the discussion strayed
in a tactful manner. Questioning methods could be considered rhetorical, overhead, direct,
reverse, and or relay. Rhetorical questions are good for encouraging group thought,
overhead questions are good for starting anew conversation, direct questions are used to
gain a student’s specific response. Reverse questions are used as a response to student
questions. Allowing deeper thought by the student without exposing an answer, and a relay
question can divert a question back to the discussion group instead of the individual,
preventing the easy option of the coach “telling” the group an answer. Regardless of the
type of question used, the reason for using a question is to enhance discovery learning
which is known to be more effective than lecturing students. Important when using the
guided discussion is the useful and skilled employment of questions. The questions used
should 1) have a specific purpose; 2) be clear and understandable to the individual and
group; 3) have a single idea in mind; 4) be thought provoking; 5) have a definite answer; 6)
relate to previous covered information or mental models known by the students; and lastly
7) be within the realm of knowledge of the coach unless expressed otherwise. Planning for a
guided discussion is similar to planning for a lecture; however, a coach must be prepared for
more contingencies and have the ability and skill to account for whatever direction the
discussion may go. To that end, the topics selected for discussion should seek the desired
learning outcomes and students should have enough base knowledge to willfully exchange
in the conversation on the topic. Through discussion, students develop an understanding by
collectively sharing knowledge, experiences, and backgrounds with each other. The objective
should be discussed and understood up front and any outcomes should stem from and be
related to the objective. It cannot be emphasized enough that a coach must be thoroughly
familiar and researched on the topic being discussed. Through preparation and deep
knowledge coaches can tailor a lesson based on the interactions between members of the
group. Pre-discussions and pre- assignments can lay the groundwork for more effective
interactions during guided discussions and shows an interest by the coach in the student.
Research conducted by the coach can be used as supporting documents if understood and
organized well for student use, as long as it pertains to the subject and based on the
fundamentals identified in the curriculum. Walton and Gallimore (2006) identify passion and
deep knowledge of the subject as a characteristic of what special teachers have in common,
and this includes not only the subject matter but also the students themselves. As with a
lecture, a guided discussion should have an introduction, the experience development, and a
conclusion. In the guided discussion, it is important that the introduction catches the
attention of the student providing motivation to discuss and engage in the topic. The coach
gives information that enhances the discussion up front but also gives an overarching reason
for the questions to come, always providing the learning objective as the guiding beacon
that will be returned to. Likewise, the sequence of the main points should build on previous
topics to support the final objective, using familiar questions and common phrases for
understanding. Ultimately the conclusion should be reached by the students through
discussion which have been reinforced consistently and confirmed by a final question from
the coach to the students seeking confirmation of the objective. In preparing questions for
students, even on the fly during the discussion, the coach must remember that the intent of
questioning is to foster a deeper dialog and conversation while seeking the answer. Learner-
centered questions allow this to happen by avoiding an answer that is more content based
or even a shorter categorical answer like “yes” or “no.” Learner-centered questions should
invoke deeper thought on topics and require the student to do some mental analysis before
presenting an answer. Content- centered questions do not allow for deeper thinking only

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the requirement for rote memorization of the content. When facilitating a guided
discussion, it is important that an engaging discussion happens to invigorate thinking and
mental connections within every participant.

Q.3 What are teaching skills? Describe the components of presentation skills.

Teaching skills are crucial when working as an educator.These skills are what help a teacher
keep their classroom engaged and interested in learning. Knowing the most desirable
teaching skills, as well as how you can highlight them can help you find a teaching job that
you enjoy. It can also be helpful to learn how to highlight your teaching skills in your cover
letter and resume, as well as during the interview. Teaching skills are the hard and soft skills
that help a teacher keep students engaged. These skills can also help teachers position
themselves as an educator, earning the attention and respect of their students. Some
teaching skills come naturally to some, whereas others may require development with
practice. Developing teaching skills is only one part of becoming a good teacher. It can also
be helpful to learn how to highlight these skills on your resume and during your teaching
interview. Communication Communication is important as a teacher, whether you are
transferring information to a student, or learning how you can better meet the needs of
your students. Teachers will often use both verbal and nonverbal communication skills to
understand school policies, as well as to communicate the progress of students to their
parents. Teachers may need to read body language to understand students who are
struggling or when the classroom is not understanding a lesson. Project management
Teachers will often work on multiple projects at one time. This might include creating lesson
plans, working one-on-one with students, or grading assignments. Additionally, teachers are
often required to meet certain goals before the end of the school year. Teachers will need
good project management skills to stay organized and timely and to meet these year-end
goals. Problem-solving Problem-solving or conflict resolution skills can also be helpful in the
educational environment. Teachers may need to manage conflict between students, other
teachers, or even during parent-teacher meetings. Problem-solving skills allow teachers to
come up with unique solutions to conflict, identifying ways that meet the needs of everyone
involved. Creativity Different students learn differently, making creativity an important
teaching skill. Some lessons can also be more difficult to teach and creativity can help
students maintain interest in the lesson. Teachers who are creative tend to hold the interest
of their students longer, allowing them to teach difficult topics and subjects. Leadership
Leadership skills can also be helpful in the classroom. Teachers will need to lead their
classrooms, keeping their students engaged and interested. Leadership skills can help with
managing the classroom and highlighting the importance of upcoming due dates or project
goals. Patience Patience is crucial when working as a teacher. In addition to being a role
model to teach patience to students, being patient can help teachers meet their students
where they’re at academically. Students will gather information at different paces and being
patient can help create an environment of acceptance while also promoting learning.
Technical In today’s technical times, having some comfort with using computers is
important. Many lessons are taught using computers or videos and having the ability to
troubleshoot and run these programs is useful. Younger students may also need assistance
with running or updating programs and will turn to the teacher for help doing so. Some
teachers may also choose to assign work or tests online. Good teachers are continually
improving upon their skills. You can improve your teaching skills with the following steps: 1.
First, recognize your strengths: It can be helpful to first know your strengths in relation to
your teaching skills. You may be able to use these strengths to help with developing areas

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that you would like to improve. 2. Second, create a list of teacher skills needed you would
like to improve: Now, create a list of skills for teachers that you would like to further
develop. These may be skills that you have had less experience with or ones that you find
the most difficult to implement in the classroom. 3. Then, identify specific ways to improve
these skills: For each teaching skill listed, consider specific ways you can improve them. For
example, if you want to be more organized, you might try to improve your organization in
other areas of your life. If you want to be a better leader, then you might volunteer for a
leadership position in an after-school group. 4. Determine how you will measure the
development of skills: Good goals are SMART goals, which are goals that are specific,
measurable, actionable, realistic, and timely. Determine how you will measure the
development of each skill, as well as a timeline of how long you can expect to realistically
complete each one. Improving skills takes time and practice. That is why it is so important to
continue monitoring your progress toward the development of certain skills. You can
improve your skills in the workplace with the following tips: « Use SMART goals: Setting
goals that are S.M.AR.T. can help you track progress toward the development of your skills. «
Continue working on your skills: Teaching skills can be continually improved. Continue to
track your progress toward these goals and find new opportunities to improve as you meet
your goals. « Practice your teaching skills in your daily life: Certain skills, like organization
and patience, can be harder to develop. But, trying to be more organized in your home life,
or more patient in your personal relationships can help you develop these skills. Get
creative: Finding unique ways to develop your classroom skills can also help with developing
your creative skills. For example, you might try mindfulness to improve patience. You might
join an art class to find new ways to express creativity in the classroom. « Drop-in on other
teachers’ classrooms: Sometimes, it can be helpful to monitor how other teachers lead their
classes. It can also be helpful to accept and give feedback, allowing you and your coworkers
to work in a collaborative way to improve your skills. « Developing your teaching skills may
take some creativity. But, in doing so, you can develop the skills that will help you in the
classroom, while also improving your creativity skills. Presenting information clearly and
effectively is a key skill in getting your message across. Today, presentation skills are
required in almost every field, and most of us are required to give presentations on
occasions. While some people take this in their stride, others find it much more challenging.
Many people feel terrified when asked to talk in public, especially to bigger groups.
However, these fears can be reduced by good preparation, which will also lay the
groundwork for making an effective presentation. They do not, however, all require the
same approach. You would not, for example, use PowerPoint to thank a colleague who was
leaving. It would be unusual (though it has been done) to use it in a speech at a wedding.
However, a conference audience would be somewhat surprised NOT to see slides projected
onto a screen. It follows, therefore, that there is no single set of rules that apply to all
presentations. There are, however, some things that every presentation opportunity has in
common. These include: ٠ You will present better if you have prepared effectively. This does
NOT necessarily mean that you have written out your speech verbatim and rehearsed it until
you know it off by heart— although that might work for some people. It does, however,
mean that you have to be confident that you are saying the right thing, in the right way, to
the right people. ٠ You need to be clear about your audience and your message. Every
presentation will be better if you have clearly considered the message that you want or need
to convey, and how best to convey it to your audience. These two pieces of information
drive your style, structure, content, and use of visual aids. « You must never overrun your
allocated time. In other words, don’t outstay your welcome. Almost every speech or

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presentation is better if it is shorter. Nobody minds going for coffee early or finishing before
they expected to do so. Everybody minds being held up. « Generally speaking, your audience
starts on your side. As a rule, your audience is there (more or less) voluntarily. They have
chosen to listen to you, and they want to enjoy your presentation. The occasion is yours to
lose. When you present, you are in charge of the room. The audience has effectively handed
you control and is sitting back waiting for you to do something. You may have prepared a
specific talk, but if you see that isn’t working, you can always change it. You are, after all, the
expert. You can, for example: « Skip through some slides to a section that they may find
more interesting; « Ask your audience whether there is particular information that they
were expecting that you are not providing; « Suggest that everyone looks a bit sleepy, and
maybe it would be better to start questions early, or have a discussion; or « Ask the
audience at the start of the presentation what they are expecting and what they want you to
cover. That way, you can tailor the presentation to fit their expectations. « Just as when you
are facilitating, you want to help your audience get the most out of your presentation. The
best way to do that is to accept feedback—which may include smiles, nods of interest, or
people getting their phones out.

Q.4 Describe the purpose of teaching tools and how many types of teaching tools are used
in the classrooms?

Learning is more powerful and dynamic with tools that are already right in front of you —
and it’s up to educators to impress this on students in the classroom. ‘When you bring real
things and authentic daily- life situations into the classroom, listening becomes discovering,
interest becomes wonder, and passive learning becomes active exploration. Lessons come to
life with touch, motion, and sound. A teaching aid is a tool used by the teacher as a
facilitator to the process of teaching and learning inside the classroom. It is one of the
means by which we, as teachers bring life into the theoretical texts by bringing environment
inside the classroom indirectly. Also, it is a means of personification to the concrete texts in
the students’ books. The final purpose remains as a means of relating teaching with the
environment that students live in and communicate with. A teaching aid is a means of
bringing environment into class to give life to theoretical learning. It is a means to involve
learners physically, mentally, emotionally and environmentally. A teaching aid can involve
the learners physically through using his senses and acting, mentally through using his mind
and thinking, emotionally through his excitement and environmentally through looking at
pictures that express the daily life we live. Have you wondered what a teacher is? He is an
audio-visual aidof teaching. 1) Motivation Teaching aids motivate the students so that they
can learn better. 2) Clarification Through teaching aids , the teacher clarify the subject
matter more easily. 3) Discouragement of Cramming Teaching aids can facilitate the proper
understanding to the students which discourage the act of cramming. 4) Increase the
Vocabulary Teaching aids helps to increase the vocabulary of the students more effectively.
5) Saves Time and Money Teaching through using aids takes a shorter time than traditional
teaching that depends on lecturing and more repetition from the side of the teacher. There
will be no need to re-explain the lesson once more, as the learners have learnt the content
through using all their senses and emotion. Here, money is saved. 6) Classroom Live and
active Teaching aids make the classroom live and active. 7) Avoids Dullness Teaching aids
make the lesson interesting and the learners more interested. Learners see the set-book text
pictures and photographs speaking and acting.

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Active Teaching Aids: In active learning, both the teacher and the learners can use electronic
learning programs like The Sage program, The Hot Potatoes program, The lingoes program,
The Celestia program, Jing program, Free-Mid map program , Chemistry crocodile program
and the electronic lesson plan for the teacher. Kinds of active teaching aids: . Visual Aids .
Audio Aids . Audio – Visual Aids 1) Visual Aids The aids which use sense of vision are called
Visual aids. For example :- actual objects, models, pictures, charts, maps, flash cards, flannel
board, bulletin board, chalkboard, overhead projector, slides etc. Out of these black board
and chalk are the commonest ones. 2) Audio Aids The aids that involve the sense of hearing
are called Audio aids. For example :- radio, tape recorder, gramophone etc. 3) Audio – Visual
Aids The aids which involve the sense of vision as well as hearing are called Audio- Visual
aids. For example :- television, film projector, film strips,.

Q.5 Write down the advantages and disadvantages of using multimedia.

According to Burton. These are sensory objectives and images which stimulate and emphasis
on learning process. Carter V. Good. It is a trainable (motivation, classification and
stimulation) process of learning. Objectives of Teaching Aids 1. To enhance teachers skills
which help to make teaching-learning process effective 2. Make learners active in the
classroom 3. Communicate them according to their capabilities 4. Develop lesson plan and
build interest 5. To make students good observer 6. Develop easy and understandable
learning material 7. Follow child cornered learning process 8. Involve intimation in objectives
9. To create interest in different groups 10. To make teaching process more effective Types
It can be classified simply on the bases of sensory experience. Because human beings derive
their experiences mainly through direct sensory contact. Keeping this in view, it can be
classified in to three main groups: 1. Audio Aids examples are Radio, Tape-recorder,
Gramophone, Linguaphone, Audio cassette player, Language laboratory 2. Visual Aids
examples are Chart, Black and while board, Maps, Pictures, Models, Text-books, Slide
projector, Transparency, Flash-cards, Print materials etc. 3. Audiovisual Aids examples are
LCD project, Film projector, TV, Computer, VCD player, Virtual Classroom, Multimedia etc.
Advantages 1. Its helps to make learning process more effective and conceptual. 2. Its helps
to grab the attention of students 3. It builds interest and motivation teaching students
learning process 4. It enhance the energy level of teaching and students 5.1It is even better
for over burden classrooms 6. It provides students a realistic approach and experience
Disadvantages 1. Technical Problems 2. Students Distractions 3. Expensive 4. Time
consuming 5. Need Space 6. Convenience Characteristics 1. Relevancy 2. Useful and
purposeful teaching 3. Accuracy 4. Interest 5. Minimize verbalism 6. Comprehensibility 7.
Motivation 8. Realism

Who can take benefit from Visual Aids

« Having Language Disorder « Autism Spectrum Disorder « Down Syndrome « Those who
have Learning Disabilities « Student who have English as a secondary Language « Those
having Oppositional Defiant Disorder « Personality Development Delay « Have the problem
of Hearing Impairment « Have the symptoms of Attention Deficit Hyperactivity Disorder
ADHD

References:

1. Bloom B. S., Engelhart M. D., Furst E. J, Hill W. H,, Krathwohl D. R. (1956). Taxonomy of
educational objectives: The classification of educational goals. New York, NY: David McKay.

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2. Brown, A.H., & Green T.D., (2015). The essentials of instructional design: Connecting
fundamental principles with process and practice. Routledge. 3. Mclver, D., Fitzsimmons, S.,
Flanagan, D. (2016). A Knowledge-in-practice approach to choosing instructional methods.
Journal of Management Education Vol 40 Issue 1. 4. Nilson, L. (2016). Teaching at its best: A
research- based resource for college instructors. Jossey- Bass. 5. Barnes, Louis B., C. Roland
Christensen, Abby J. Hansen, Teaching and the Case Method: Text, Cases, and
ReadingsBoston: Harvard Business School Press; 3rd edition, 1994

ASSIGNMENT No. 2
Q.1 What is a scientific method? Specify the role of teacher in this method.

In a nutshell, the scientific method teaches the brain to logically examine and process
all the information it receives. It requires that one observes and tests before making a
statement of fact.

It is also the main method scientists use when asking and answering questions. A
scientist follows the same steps each time he employs the scientific method.

These are to:

• Ask a question
• Do some research
• Formulate a hypothesis
• Test with experimentation
• Record and analyze observations and results
• Draw a conclusion

I have shared in the past about these steps in details and there will be a link in the show
notes to this article.

WHY IS THE SCIENTIFIC METHOD IMPORTANT?

The scientific method is important for the homeschooler to teach because it is a

fundamental process in science, but the benefits of teaching your students this process
will go beyond their science class.

Not only is the scientific method important in science, but it is also a technique that
trains the student how to answer a question in a logical manner. This method teaches
the student to analyze and process the information he or she is receiving.

In short, the scientific method trains the brain to logically examine and process all the
information it receives

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HOW CAN WE INCORPORATE THE SCIENTIFIC METHOD

INTO HOMESCHOOLS?

Our students need exposure to the scientific method over and over until it becomes a
natural habit. It will take years for a student to fully etch this process into his mind.

So, the basics of the scientific method are something that you need to introduce from
the very start. That said, teaching this process will look different for the various age
groups.

How do we as homeschoolers provide these opportunities for our students?

DURING THE PRESCHOOL AND ELEMENTARY YEARS

In the early years, our students can be introduced to the principles of the scientific
method through representation. We can do this by:

• Emphasizing curiosity and observation across the subject lines which allows the
students to become familiar with step one;
• Modeling steps four through six to our students during regular scientific
demonstrations.

By allowing these students to learn science through observation-based methods, we are

representing different portions of the scientific method. This serves to build the skills
they will need in the coming years.

DURING THE MIDDLE SCHOOL YEARS

Middle school students can interact with the principles of the scientific method through
hands-on, inquiry-based experiences. During these years we can:

• Begin to allow these students to perform their own experiments, under our
guidance;
• Offer them a chance to use the scientific method from start to finish through
the science fair project.

The key is to allow middle school students to have real-life, hands-on, inquiry-based
interaction with the scientific method in a controlled environment. By giving them these
opportunities, we are creating a pathway for etching this process into their minds.

DURING THE HIGH SCHOOL YEARS

High school students can gain competency with the principles of the scientific method
through repeated application. At this point we need to:

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• Offer them the freedom to manage their own experiments and draw their own
conclusions;
• Continue to lead them through the process of answering their own scientific
questions.

These students are learning how to be in the driver’s seat of their educational journey.
We can provide them with the source of the information they need, while still permitting
them the freedom to uncover what they need to know.

In other words, we can mentor high school students as they learn to follow the steps of
the scientific method on their own.

WRAPPING IT UP

When you teach your students to use the scientific method, it will train their brains to
answer the questions they have in a logical manner.

Allowing our students to interact with the steps of the scientific method through
representations, hands-on experiences, and repeated applications during the course of
their educational journey will serve to firmly etch this foundational concept into their
minds.

Q.2 What is a guided discussion method. Explain the structure of guard discussion
method.
Definition
• Guided discussion is an active learning technique that encourages students to
reflect on their own experiences, explore alternative ways of thinking, connect
to a topic, and improve analytical skills. As students participate, they
demonstrate their knowledge and understanding of the course topics, promoting
a deeper comprehension of the material.
• You can use guiding questions to help students create content together, allowing
you to become a facilitator of information rather than the lecturer. While much
of the class discourse takes place in the Discuss It! forums, small teams of
students working in Group Think increases students' interactivity with each
other as they construct, rather than acquire, knowledge. Students can reflect on
the course content and communicate privately with you in My Journal.

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• This course structure works well for intermediate and advanced humanities and
social science courses in where students can expand their basic knowledge
through conversation.
Discussion
Discussions are a type of active learning that allows students to work through skills and
concepts from course content by formulating ideas in their own
words. Guiding questions can encourage higher-order levels of thinking that can result
in deeper richer discussions with their peers and the instructor. Discussions can occur
asynchronously or synchronously so that learners can clarify understanding, organize
their ideas, debate topics, and practice skills.
This method contrasts the Lecture method discussed in the last article, by relying on
the students to interact by discussing their ideas, experiences, and opinions about the
information being covered. It is extremely useful in the classroom and on the range or
track once a student can relate to the topic being covered either by gained knowledge,
previous experience, or a similar model to resource. The guided discussion method is
essentially the opposite of the lecture method. The goal is for the Coach to extract,
from the students, their knowledge in such a way as to “guide” their ideas in the proper
direction instead of “telling them” what they should know. This is a departure from a
typical pedagogy into coaching and more importantly into education where a long-term
and much broader idea of creating a mental model and value systems are accomplished
as discussed by Stolovitch and Keeps (2002).
The more intense the discussion and the more participation by the students, the greater
the effectiveness of learning.
. Key to this teacher/learner transaction is ensuring that all the students are following
the discussion and that everyone is treated in an impartial manner. Questions must be
encouraged by the coach to foster the desire of inquiry, sometimes exercising patience
and tact, but always allowing appropriate responses and comment. With this method,
a coach should be open enough to accept where the conversation goes, guide it back to
where it needs to be, and manage the discussion to eliminate sarcasm and ridicule that
would otherwise be a barrier to free flowing ideas.
In a guided discussion, questions are used to evoke thought, foster inquiry, and meet
the intent of learning the topic at hand. Skillful questions by the coach can direct the
conversation, emphasizing where the focus should be, or find the root information or

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reason for beliefs and values of the students to reinforce the positive ones and divert
away from those which are questionable. Most discussions are started with an over-
arching question that opens the topic for discussion with a purpose of gaining student
attention and focusing the dialog. This is sometimes called the “lead-off” question
which implies its main function. After the discussion begins, students have ownership
of the conversation (conceivably) until the learning outcome has been reached or the
coach interjects to follow-up or guide the discussion.
Because there is a plethora of reasons for a coach to interject, it should be done
judiciously. A pointed reason to do so would be to have a student explain something
more thoroughly, or bring the discussion back to the topic from which the discussion
strayed in a tactful manner. Questioning methods could be considered rhetorical,
overhead, direct, reverse, and or relay. Rhetorical questions are good for encouraging
group thought, overhead questions are good for starting a new conversation, direct
questions are used to gain a student’s specific response. Reverse questions are used as
a response to student questions. allowing deeper thought by the student without
exposing an answer, and a relay question can divert a question back to the discussion
group instead of the individual, preventing the easy option of the coach “telling” the
group an answer.
Regardless of the type of question used, the reason for using a question is to enhance
discovery learning which is known to be more effective than lecturing
students. Important when using the guided discussion is the useful and skilled
employment of questions. The questions used should 1) have a specific purpose; 2) be
clear and understandable to the individual and group; 3) have a single idea in mind; 4)
be thought provoking; 5) have a definite answer; 6) relate to previous covered
information or mental models known by the students; and lastly 7) be within the realm
of knowledge of the coach unless expressed otherwise.
Planning for a guided discussion is similar to planning for a lecture; however, a coach
must be prepared for more contingencies and have the ability and skill to account for
whatever direction the discussion may go. To that end, the topics selected for
discussion should seek the desired learning outcomes and students should have enough
base knowledge to willfully exchange in the conversation on the topic. Through
discussion, students develop an understanding by collectively sharing knowledge,
experiences, and backgrounds with each other. The objective should be discussed and
understood up front and any outcomes should stem from and be related to the objective.

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It cannot be emphasized enough that a coach must be thoroughly familiar and

researched on the topic being discussed. Through preparation and deep knowledge
coaches can tailor a lesson based on the interactions between members of the
group. Pre-discussions and pre-assignments can lay the groundwork for more effective
interactions during guided discussions and shows an interest by the coach in the
student. Research conducted by the coach can be used as supporting documents if
understood and organized well for student use, as long as it pertains to the subject and
based on the fundamentals identified in the curriculum. Walton and Gilmore (2006)
identify passion and deep knowledge of the subject as a characteristic of what special
teachers have in common, and this includes not only the subject matter but also the
students themselves.
As with a lecture, a guided discussion should have an introduction, the experience
development, and a conclusion. In the guided discussion, it is important that the
introduction catches the attention of the student providing motivation to discuss and
engage in the topic. The coach gives information that enhances the discussion up front
but also gives an overarching reason for the questions to come, always providing the
learning objective as the guiding beacon that will be returned to. Likewise, the
sequence of the main points should build on previous topics to support the final
objective, using familiar questions and common phrases for understanding. Ultimately
the conclusion should be reached by the students through discussion which have been
reinforced consistently and confirmed by a final question from the coach to the students
seeking confirmation of the objective. In preparing questions for students, even on the
fly during the discussion, the coach must remember that the intent of questioning is to
foster a deeper dialog and conversation while seeking the answer. Learner-centered
questions allow this to happen by avoiding an answer that is more content based or even
a shorter categorical answer like “yes” or “no.” Learner-centered questions should
invoke deeper thought on topics and require the student to do some mental analysis
before presenting an answer. Content-centered questions do not allow for deeper
thinking only the requirement for rote memorization of the content. When facilitating
a guided discussion, it is important that an engaging discussion happens to invigorate
thinking and mental connections within every participant.
Q.3 What are teaching skills? Describe the components of presentation skills.
Presentation skills are the abilities one needs in order to deliver compelling, engaging,
informative, transformative, educational, enlightening, and/or instructive presentations.

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Central to effective presentation skills are public speaking, tone of voice, body
language, creativity, and delivery.

1.Persuasive Presentations

Persuasive presentations are those given to arouse the audience to make the decision
which the presenter hopes for. An example might be a startup founder delivering a
presentation to an angel in the hopes of getting investment or a salesperson pitching a
product to customers.

2.Instructional Presentations

Instructional presentations are those given to guide the audience on a new policy, law,
etc. For example, an HR manager might hold an onboarding presentation to instruct
new employees on the rules of the company.

3.Informative Presentations

Informative presentations give information about a new procedure, benefit, etc. One
example might be a company HR presentation where the manager gives information
about the new bonus requirements.

4.Inspirational Presentations

Inspirational presentations are similar to persuasive presentations, but here the speaker
aims to boost morale or increase brand pride, for example. Another example would be
the rousing conclusion of a TED Talk speaker as they wrap up their speech.

Here’s a beautiful example of an inspirational presentation about, well, presentations:

And, there are several presentation delivery methods:

Presentation Delivery Methods

Extemporaneous presentations are those you deliver without any preparation, though
you plan it beforehand. . Memorized presentations are those you learn by heart. Hard
to get right, but compelling if it is!
. Manuscript presentations are those you deliver from a pre-written script or notes.
1. Impromptu presentations are similar to extemporaneous presentations, but you
decide on and deliver them on the spot.
The 6 Components of a Great Presentation
Presentations and public speaking, however, are vital for almost every industry, both
internally and for external purposes (clients, speaking events, PR for the company, etc.).
Not to worry, though, because we have made a list of the key components of a great
presentation in order to get you started on your journey to public speaking success.
HAVE AN AGENDA

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A good way to begin your presentation is to start with an overview so your audience
knows there’s a focused agenda nd a purpose to what they’re listening to. Once you’ve
provided that outline, you’ll want to engage your audience and hold their attention by
explaining “what is” (what is the problem, idea, process, etc.) that you want to explain
or change. Then you can discuss “what could be”. This is what the outcome of your
solution could look like or how this new process can better your listeners' current
experiences.

2. KEEP IT SIMPLE.

Keep your audience in mind – long, over-complicated sentences, too many statistics
and numbers or even never-ending stories can all serve to overwhelm your audience. A
straightforward and focused presentation that moves at a steady pace will keep your
listeners engaged and intrigued.

A good way to keep it simple: use and stick to a 3-part list with the main points outlined
in your introduction. Reiterate the points at the beginning and end, and there’s a better
chance your audience will have a strong takeaway of the key information.

3. USE VISUALS.

Help your audience visualize what you are saying by using imagery. Images help the
audience remain engaged, whether you include pictures, graphs, charts, or animations.
These visuals will only help enhance and reinforce the main points of your presentation

Many of the most powerful speakers and speeches capture the attention of their
audiences because they are passionate, firm and educated on their topic. And trust us,
the audience can tell. Prior to giving a presentation, you should, of course, feel
knowledgeable and confident about the topic you are discussing, and if possible, you
should feel passionate about your topic of discussion. This can only help your audience
connect more with your presentation. Use stories, real-life examples and ask and answer
questions to help fuel this engagement.

4. FOR IN-PERSON PRESENTATIONS, MASTER NON

If you are presenting at an event, in front of a client, or even for an internal company
project, mastering and utilizing non-verbal behavior can help you engage with your
audience. Using calm hand gestures, smiling and changing up your vocals here and
there can help you retain attention and enhance your speaking. Managing nervous non-
verbal behavior can also help you seem more confident; try not to cross your arms,
wring your hands or put your hands in your pockets.

5. REHEARSE AND DON’T BE AFRAID TO ASK FOR HELP!

Practice, practice, practice. Nothing becomes great without first trying, sometimes
failing (or failing often) and trying again. The best way to find mistakes and fix any
potential issues with your presentation is by doing a dry-run in front of a practice

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audience. You’ll be able to get real feedback and it can help soothe nerves and inspire
confidence (and even excitement) for your presentation. Ask for advice from peers,
coworkers, family, friends, etc. Go to someone you view as an expert. Keep working
on it and push yourself until you feel comfortable going into the event.

Although, there’s no one way to properly give a presentation or overcome public

speaking anxiety, breaking down the key pieces of speaking can be a good place to
start. When prepping, take things one step at a time and you'll become even better with
every presentation you make.

Q.4 Describe the purpose of teaching tools and how many types of teaching tools
are used in the classrooms?

Learning is more powerful and dynamic with tools that are already right in front of you
– and it’s up to educators to impress this on students in the classroom. When you bring
real things and authentic daily- life situations into the classroom, listening becomes
discovering, interest becomes wonder, and passive learning becomes active
exploration. Lessons come to life with touch, motion, and sound. Teacher resources,
insights from fellow educators, and personalized support help you teach every subject,
from reading to coding, in ways that kids really get. All of which makes those magical,
a-ha moments happen much more often. For everyone. The most powerful tools for
learning are the ones students love to use.
Teaching Tools include:

1-Teaching Aids.

They include:
(Cards, Charts, grids, Pictures, Drawing, photos, magazines, worksheets, mind
mapping. Technology, Video, digital material, data show, CDs, Electronic prohrama,
Dictionary, Websites, The computer, the internet, E-Book, Intelligent board,
Blackboard, Regalia, actual fields, Real situations, Online Dictionaries, Graphic
Organizers, virtual tours of their latest exhibits, The real daily environmental things......)

2-Teaching resources / Material:

They include:
A-The actual daily- life sites and environmental realia.

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B-Concrete Teaching Material’s, g. (Book, classroom supplies for teachers, Realia, CD,
Video tape, tablet, iPad, Mac, and Apple TV.)
C-Theoretical teaching material. e.g. (Workshops, Training units)
3-Online Teacher's Tools / Resources:

1.Google DOC's.
2.WordPress.
3.Google forms.
4.Logo maker.
5.Internet readings.
6.Kahoot.
7.The Web Resources.
8.Voice of America Learning English.
4-Electronic teaching and learning programs:

(Word program, Excel program, Power-point program, Access program, MS picture

management program, Movie-maker program, Free-mind program, Lingoes program,
Celestica program, Yanka program, Anki program, Jing program, Hot potatoes
program, MS Mathematics program, the Sage program, Chemistry crocodile program,
Physics Crocodile program and a lot of other electronic programs. Electronic teaching
enables the teacher to do an electronic lesson plan and give an electronic lesson
presentation.)
They include:
(Active learning method, Projects, Inquiry-based teaching method, discovery method,
Acting the scenes, Pointing, Role-playing, Elicitation, CLT Method, Internet-based
teaching method, Brainstorming method, Electronic programs teaching, Classroom
Network, observation, imitation, repetition, Music, Songs, Games, Storytelling,
Puzzles, Riddles, Story theatre, Solving problems, Playing roles, Changing roles, pair
woek, Dialoguing, Group work, Co-Curriculum activities, Involvement, Engagement,
Debating, Interviewing, Practical learning, analysis, Practice and research, Synthesis,
Evaluation, Imagination….

Q.5 Write down the advantages and disadvantages of using multimedia.

Advantages/Disadvantages of Multimedia

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Advantages of Multimedia

1.Easy to use:

Multimedia is making easier the things let they can easy understand. Content is easy to
draft using different types of multimedia.

2.Provides high Quality of Presentations:

Multimedia contains interactive videos, audio and other visual content which increases
the quality of presentation. Students expect multimedia presentation while learning.

3.User Friendly:

Multimedia improves user interface and it is easy to use. Information in text, image or
audio form can be possible to promote information.

4.Give information Cost:

Multimedia gives an opportunity to influence the presentation by adding information.

5.Give information to individual:

Multimedia uses combination of different content and gives rich information to users.
It uses infographic or audio and video to give detail information to individual.

6.Multi Sensorial:

Multimedia is a multiple sensorial media, it makes to inclusion of layered sensory

stimulation possible and interaction through various kinds of sensory channels.

7.Integrated and Integrative:

Multimedia is easy to integrate and makes it interactive.

8.Entertaining and Educational:

Multimedia is not only used just for advertisement but also useful for education is
schools as well as for entertainment.

9.Creativity:

Multimedia creativity is very easy and effective if all kinds of media are integrated
with each other.

10.Cost Effective:

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Multimedia is cost effective in online teaching, it reduces cost of training and other
extra expenses.

11.Wide variety of Support:

Through multimedia channels wide variety of support is available.

12.Trendy:

Modern design and multiple media helps to create trendy multimedia presentations.

Disadvantages of Multimedia

1.Misuse of Multimedia:

It becomes difficult for teachers to monitor students, some students may play games or
surfing web pages and may not focus on their studies

2.Lost in cyberspace:

People may waste their time on surfing unnecessary information on internet and may
not focus on important issues.

3.Non Interactive:

Multimedia may be less interactive. Teachers teaching students may be more

interactive compared to videos or internet teaching students

4.Text intensive content:

Lot of information is available on internet so it takes time find out the information
which is needed.

5.Time consuming:

Effective multimedia content takes time while creation.

6.Too unrealistic:

Large files such as audio or video effects, the time multimedia takes to load your
presentation.

ASSIGNMENT No. 2
Q.1 what is a scientific method? Specify the role of teacher in this method.
Students, and sometimes even teachers, often think scientists only use the scientific
method to answer science-related questions. In fact, you can apply the scientific method

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to almost any problem. The key is to use the elements (steps) to reduce bias and help
come to a solution to the problem.
The scientific method consists of a number of different steps, but the order in which we
apply the steps can vary. Rather than focus on the order of the steps, students should
see the scientific method as a tool that consists of elements they can use to solve
problems and answer questions. While you can reorder the steps of the scientific
method, it is important to apply all the steps to reduce the impact of personal bias. This
is really the key function of scientific method. The scientific method lays out a process
that helps scientists come to a conclusion, but that conclusion is made more valid by
virtue of the process scientists used to reach their conclusion. One of the real strengths
of the scientific method is that its steps helps users reduce the chance for error and
personal bias, making the results of their experiments more trustworthy.
A quick Web search yields several different versions of the scientific method. Some
have more steps, others have fewer steps. This can confuse students and teachers.
Which one is correct? The short answer is most of them are correct.
The steps of the scientific method, no matter what sequence they are in (e.g., prediction
before test, test before predictions) helps organize the thought processes and logic of
resolving a problem or answering a question. But no matter which version of the
scientific method someone uses, there will be some common steps:
• The search for alternative explanations
• Constant pressure to disprove even currently accepted hypotheses
• Capacity to modify or even drop a "favorite" hypothesis when too many
exceptions become apparent (truth is relative to the available data)
• The scientific method also serves as an important template for communicating
results and the logic behind them. This step is perhaps the most important step
in the scientific method, yet it is often a step that is left out of models of the
scientific method. If scientists don't share their results or talk about the
processes they used to get those results, those results can't become part of our
understanding of the world around us. It is, therefore, critical that
"communicating results" is part of students' vision of the scientific method.
Being involved in science and using the scientific method are not necessarily the same
thing. It is possible to be involved in science without applying all the processes of the
scientific method. The citizen science movement, which is a very powerful part of the

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science community, is a great example of this. Citizen scientists are ordinary folks who
are involved with pieces of the scientific method, such as data collection.
For example, in the Monarch Monitoring Project, citizen scientists help count migrating
monarch butterflies. Each year thousands of people from around the country spend time
collecting critical butterfly census data. The Great Backyard Bird Count (GBBC) is
another large citizen science project that relies on the help of people from around the
country to collect bird data.
Collecting data is one part of the scientific method, and citizen scientists clearly “do
science," but they have not applied all the parts of the scientific method. Students should
understand that the scientific method is a process that results in a conclusion. Simply
gathering data does not result in a conclusion; other steps are necessary.
Science Detectives Training Room is a fun way to teach students from elementary level
to college about the scientific method. It is also a great way to build problem solving
skills. Based on a popular "room escape" genre of online games, players enter a dark
room and must work through a set of problems to escape.
Once the player escapes from the first room, they encounter a summary of the steps
they took to escape and how those steps match the steps of the scientific method. At the
end of the game the player can print out the results of their training room exercise for
review. If used as an assignment, students can submit the printout to their instructor to
show how they performed in the activity.
The game then connects to a follow-up game, The Case of the Mystery Images, which
allows students to practice their new detective skills. They are shown a series of images
that they have to make hypotheses about in order to progress through the game. They
can also print out their work in this game.
Concept 1: Observations, Questions, and Hypotheses
• PO 1. (5) Formulate a relevant question through observations that can be tested
by an investigation.
• PO 1. (6) Differentiate among a question, hypothesis, and prediction.
• PO 1. (7) Formulate questions based on observations that lead to the
development of a hypothesis.
• PO 1. (8) Formulate questions based on observations that lead to the
development of a hypothesis.
• PO 2. (5) Formulate predictions in the realm of science based on observed cause
and effect relationships.

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• PO 3. (7) Explain the role of a hypothesis in a scientific inquiry.

Concept 2: Analysis and Conclusions
• PO 2. (3) Construct reasonable interpretations of the collected data based on
formulated questions.
Q.2 what is a guided discussion method. Explain the structure of guard discussion
method.
Discussions are a type of active learning that allows students to work through skills and
concepts from course content by formulating ideas in their own
words. Guiding questions can encourage higher-order levels of thinking that can result
in deeper richer discussions with their peers and the instructor. Discussions can occur
asynchronously or synchronously so that learners can clarify understanding, organize
their ideas, debate topics, and practice skills.
This method contrasts the Lecture method discussed in the last article, by relying on
the students to interact by discussing their ideas, experiences, and opinions about the
information being covered. It is extremely useful in the classroom and on the range or
track once a student can relate to the topic being covered either by gained knowledge,
previous experience, or a similar model to resource. The guided discussion method is
essentially the opposite of the lecture method. The goal is for the Coach to extract,
from the students, their knowledge in such a way as to “guide” their ideas in the proper
direction instead of “telling them” what they should know. This is a departure from a
typical pedagogy into coaching and more importantly into education where a long-term
and much broader idea of creating a mental model and value systems are accomplished
as discussed by Stolovitch and Keeps (2002).
The more intense the discussion and the more participation by the students, the greater
the effectiveness of learning in the process. Key to this teacher/learner transaction is
ensuring that all the students are following the discussion and that everyone is treated
in an impartial manner. Questions must be encouraged by the coach to foster the desire
of inquiry, sometimes exercising patience and tact, but always allowing appropriate
responses and comment. With this method, a coach should be open enough to accept
where the conversation goes, guide it back to where it needs to be, and manage the
discussion to eliminate sarcasm and ridicule that would otherwise be a barrier to free
flowing ideas.
In a guided discussion, questions are used to evoke thought, foster inquiry, and meet
the intent of learning the topic at hand. Skillful questions by the coach can direct the

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conversation, emphasizing where the focus should be, or find the root information or
reason for beliefs and values of the students to reinforce the positive ones and divert
away from those which are questionable. Most discussions are started with an over-
arching question that opens the topic for discussion with a purpose of gaining student
attention and focusing the dialog. This is sometimes called the “lead-off” question
which implies its main function. After the discussion begins, students have ownership
of the conversation (conceivably) until the learning outcome has been reached or the
coach interjects to follow-up or guide the discussion.
Because there are a plethora of reasons for a coach to interject, it should be done
judiciously. A pointed reasons to do so would be to have a student explain something
more thoroughly, or bring the discussion back to the topic from which the discussion
strayed in a tactful manner. Questioning methods could be considered rhetorical,
overhead, direct, reverse, and or relay. Rhetorical questions are good for encouraging
group thought, overhead questions are good for starting a new conversation, direct
questions are used to gain a student’s specific response. Reverse questions are used as
a response to student questions. allowing deeper thought by the student without
exposing an answer, and a relay question can divert a question back to the discussion
group instead of the individual, preventing the easy option of the coach “telling” the
group an answer.
Regardless of the type of question used, the reason for using a question is to enhance
discovery learning which is known to be more effective than lecturing
students. Important when using the guided discussion is the useful and skilled
employment of questions. The questions used should 1) have a specific purpose; 2) be
clear and understandable to the individual and group; 3) have a single idea in mind; 4)
be thought provoking; 5) have a definite answer; 6) relate to previous covered
information or mental models known by the students; and lastly 7) be within the realm
of knowledge of the coach unless expressed otherwise.
Planning for a guided discussion is similar to planning for a lecture; however, a coach
must be prepared for more contingencies and have the ability and skill to account for
whatever direction the discussion may go. To that end, the topics selected for
discussion should seek the desired learning outcomes and students should have enough
base knowledge to willfully exchange in the conversation on the topic. Through
discussion, students develop an understanding by collectively sharing knowledge,
experiences, and backgrounds with each other. The objective should be discussed and

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understood up front and any outcomes should stem from and be related to the objective.
It cannot be emphasized enough that a coach must be thoroughly familiar and
researched on the topic being discussed. Through preparation and deep knowledge
coaches can tailor a lesson based on the interactions between members of the
group. Pre-discussions and pre-assignments can lay the groundwork for more effective
interactions during guided discussions and shows an interest by the coach in the
student. Research conducted by the coach can be used as supporting documents if
understood and organized well for student use, as long as it pertains to the subject and
based on the fundamentals identified in the curriculum. Walton and Gallimore (2006)
identify passion and deep knowledge of the subject as a characteristic of what special
teachers have in common, and this includes not only the subject matter but also the
students themselves.
As with a lecture, a guided discussion should have an introduction, the experience
development, and a conclusion. In the guided discussion, it is important that the
introduction catches the attention of the student providing motivation to discuss and
engage in the topic. The coach gives information that enhances the discussion up front
but also gives an overarching reason for the questions to come, always providing the
learning objective as the guiding beacon that will be returned to. Likewise, the
sequence of the main points should build on previous topics to support the final
objective, using familiar questions and common phrases for understanding. Ultimately
the conclusion should be reached by the students through discussion which have been
reinforced consistently and confirmed by a final question from the coach to the students
seeking confirmation of the objective. In preparing questions for students, even on the
fly during the discussion, the coach must remember that the intent of questioning is to
foster a deeper dialog and conversation while seeking the answer. Learner-centered
questions allow this to happen by avoiding an answer that is more content based or even
a shorter categorical answer like “yes” or “no.” Learner-centered questions should
invoke deeper thought on topics and require the student to do some mental analysis
before presenting an answer. Content-centered questions do not allow for deeper
thinking only the requirement for rote memorization of the content. When facilitating
a guided discussion, it is important that an engaging discussion happens to invigorate
thinking and mental connections within every participant.
Q.3 What are teaching skills? Describe the components of presentation skills.

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Teaching skills are crucial when working as an educator. These skills are what help a
teacher keep their classroom engaged and interested in learning. Knowing the most
desirable teaching skills, as well as how you can highlight them can help you find a
teaching job that you enjoy. It can also be helpful to learn how to highlight your
teaching skills in your cover letter and resume, as well as during the interview.
Teaching skills are the hard and soft skills that help a teacher keep students engaged.
These skills can also help teachers position themselves as an educator, earning the
attention and respect of their students. Some teaching skills come naturally to some,
whereas others may require development with practice. Developing teaching skills is
only one part of becoming a good teacher. It can also be helpful to learn how to highlight
these skills on your resume and during your teaching interview.
Communication
Communication is important as a teacher, whether you are transferring information to
a student, or learning how you can better meet the needs of your students. Teachers will
often use both verbal and nonverbal communication skills to understand school
policies, as well as to communicate the progress of students to their parents. Teachers
may need to read body language to understand students who are struggling or when the
classroom is not understanding a lesson.
Project management
Teachers will often work on multiple projects at one time. This might include creating
lesson plans, working one-on-one with students, or grading assignments. Additionally,
teachers are often required to meet certain goals before the end of the school year.
Teachers will need good project management skills to stay organized and timely and to
meet these year-end goals.
Problem-solving
Problem-solving or conflict resolution skills can also be helpful in the educational
environment. Teachers may need to manage conflict between students, other teachers,
or even during parent-teacher meetings. Problem-solving skills allow teachers to come
up with unique solutions to conflict, identifying ways that meet the needs of everyone
involved.
Creativity
Different students learn differently, making creativity an important teaching skill. Some
lessons can also be more difficult to teach and creativity can help students maintain

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interest in the lesson. Teachers who are creative tend to hold the interest of their students
longer, allowing them to teach difficult topics and subjects.
Leadership
Leadership skills can also be helpful in the classroom. Teachers will need to lead their
classrooms, keeping their students engaged and interested. Leadership skills can help
with managing the classroom and highlighting the importance of upcoming due dates
or project goals.
Patience
Patience is crucial when working as a teacher. In addition to being a role model to teach
patience to students, being patient can help teachers meet their students where they’re
at academically. Students will gather information at different paces and being patient
can help create an environment of acceptance while also promoting learning.
Technical
In today’s technical times, having some comfort with using computers is important.
Many lessons are taught using computers or videos and having the ability to
troubleshoot and run these programs is useful. Younger students may also need
assistance with running or updating programs and will turn to the teacher for help doing
so. Some teachers may also choose to assign work or tests online.
Good teachers are continually improving upon their skills. You can improve your
teaching skills with the following steps:
1. First, recognize your strengths: It can be helpful to first know your strengths in
relation to your teaching skills. You may be able to use these strengths to help with
developing areas that you would like to improve.
2. Second, create a list of teacher skills needed you would like to improve: Now,
create a list of skills for teachers that you would like to further develop. These may
be skills that you have had less experience with or ones that you find the most
difficult to implement in the classroom.
3. Then, identify specific ways to improve these skills: For each teaching skill
listed, consider specific ways you can improve them. For example, if you want to
be more organized, you might try to improve your organization in other areas of
your life. If you want to be a better leader, then you might volunteer for a leadership
position in an after-school group.
4. Determine how you will measure the development of skills: Good goals are
SMART goals, which are goals that are specific, measurable, actionable, realistic,

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and timely. Determine how you will measure the development of each skill, as well
as a timeline of how long you can expect to realistically complete each one.
Improving skills takes time and practice. That is why it is so important to continue
monitoring your progress toward the development of certain skills.
You can improve your skills in the workplace with the following tips:
• Use SMART goals: Setting goals that are S.M.A.R.T. can help you track
progress toward the development of your skills.
• Continue working on your skills: Teaching skills can be continually
improved. Continue to track your progress toward these goals and find new
opportunities to improve as you meet your goals.
• Practice your teaching skills in your daily life: Certain skills, like
organization and patience, can be harder to develop. But, trying to be more
organized in your home life, or more patient in your personal relationships can
help you develop these skills.
• Get creative: Finding unique ways to develop your classroom skills can also
help with developing your creative skills. For example, you might try
mindfulness to improve patience. You might join an art class to find new ways
to express creativity in the classroom.
• Drop-in on other teachers’ classrooms: Sometimes, it can be helpful to
monitor how other teachers lead their classes. It can also be helpful to accept
and give feedback, allowing you and your coworkers to work in a collaborative
way to improve your skills.
• Developing your teaching skills may take some creativity. But, in doing so, you
can develop the skills that will help you in the classroom, while also improving
your creativity skills.
Presenting information clearly and effectively is a key skill in getting your message
across. Today, presentation skills are required in almost every field, and most of us are
required to give presentations on occasions. While some people take this in their stride,
others find it much more challenging.
Many people feel terrified when asked to talk in public, especially to bigger groups.
However, these fears can be reduced by good preparation, which will also lay the
groundwork for making an effective presentation.

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They do not, however, all require the same approach. You would not, for example, use
PowerPoint to thank a colleague who was leaving. It would be unusual (though it has
been done) to use it in a speech at a wedding. However, a conference audience would
be somewhat surprised NOT to see slides projected onto a screen.
It follows, therefore, that there is no single set of rules that apply to all presentations.
There are, however, some things that every presentation opportunity has in common.
These include:
• You will present better if you have prepared effectively. This does NOT
necessarily mean that you have written out your speech verbatim and rehearsed it
until you know it off by heart—although that might work for some people. It does,
however, mean that you have to be confident that you are saying the right thing, in
the right way, to the right people.
• You need to be clear about your audience and your message. Every presentation
will be better if you have clearly considered the message that you want or need to
convey, and how best to convey it to your audience. These two pieces of
information drive your style, structure, content, and use of visual aids.
• You must never overrun your allocated time. In other words, don’t outstay your
welcome. Almost every speech or presentation is better if it is shorter. Nobody
minds going for coffee early or finishing before they expected to do so. Everybody
minds being held up.
• Generally speaking, your audience starts on your side. As a rule, your audience
is there (more or less) voluntarily. They have chosen to listen to you, and they want
to enjoy your presentation. The occasion is yours to lose.
When you present, you are in charge of the room. The audience has effectively
handed you control and is sitting back waiting for you to do something. You may have
prepared a specific talk, but if you see that isn’t working, you can always change it.
You are, after all, the expert.
You can, for example:
• Skip through some slides to a section that they may find more interesting;
• Ask your audience whether there is particular information that they were
expecting that you are not providing;
• Suggest that everyone looks a bit sleepy, and maybe it would be better to start
questions early, or have a discussion; or

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• Ask the audience at the start of the presentation what they are expecting and
what they want you to cover. That way, you can tailor the presentation to fit
their expectations.
• Just as when you are facilitating, you want to help your audience get the most
out of your presentation. The best way to do that is to accept feedback—which
may include smiles, nods of interest, or people getting their phones out.
Q.4 Describe the purpose of teaching tools and how many types of teaching tools
are used in the classrooms?
Learning is more powerful and dynamic with tools that are already right in front of you
– and it’s up to educators to impress this on students in the classroom.
When you bring real things and authentic daily- life situations into the classroom,
listening becomes discovering, interest becomes wonder, and passive learning becomes
active exploration. Lessons come to life with touch, motion, and sound.
A teaching aid is a tool used by the teacher as a facilitator to the process of teaching
and learning inside the classroom. It is one of the means by which we, as teachers bring
life into the theoretical texts by bringing environment inside the classroom indirectly.
Also, it is a means of personification to the concrete texts in the students' books. The
final purpose remains as a means of relating teaching with the environment that students
live in and communicate with.
A teaching aid is a means of bringing environment into class to give life to theoretical
learning. It is a means to involve learners physically, mentally, emotionally and
environmentally.
A teaching aid can involve the learners physically through using his senses and acting,
mentally through using his mind and thinking, emotionally through his excitement and
environmentally through looking at pictures that express the daily life we live. Have
you wondered what a teacher is? He is an audio-visual aid of teaching.
1) Motivation
Teaching aids motivate the students so that they can learn better.
2) Clarification
Through teaching aids , the teacher clarify the subject matter more easily.
3) Discouragement of Cramming
Teaching aids can facilitate the proper understanding to the students which discourage
the act of cramming.

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4) Increase the Vocabulary

Teaching aids helps to increase the vocabulary of the students more effectively.
5) Saves Time and Money
Teaching through using aids takes a shorter time than traditional teaching that depends
on lecturing and more repetition from the side of the teacher.
There will be no need to re-explain the lesson once more, as the learners have learnt the
content through using all their senses and emotion. Here, money is saved.
6) Classroom Live and active
Teaching aids make the classroom live and active.
7) Avoids Dullness
Teaching aids make the lesson interesting and the learners more interested. Learners
see the set-book text pictures and photographs speaking and acting.
Active Teaching Aids:
In active learning, both the teacher and the learners can use
electronic learning programs like The Sage program,
The Hot Potatoes program, The lingoes program,
The Celestia program, Jing program, Free-Mid map
program , Chemistry crocodile program and the
electronic lesson plan for the teacher.
Kinds of active teaching aids:
. Visual Aids
. Audio Aids
. Audio - Visual Aids
1) Visual Aids
The aids which use sense of vision are called Visual aids.
For example :- actual objects, models, pictures, charts, maps, flash cards, flannel board,
bulletin board, chalkboard, overhead projector, slides etc. Out of these black board and
chalk are the commonest ones.
2) Audio Aids
The aids that involve the sense of hearing are called Audio aids. For example :- radio,
tape recorder, gramophone etc.
3) Audio - Visual Aids
The aids which involve the sense of vision as well as hearing are called Audio- Visual
aids. For example :- television, film projector, film strips,.

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Q.5 Write down the advantages and disadvantages of using multimedia.

According to Burton. These are sensory objectives and images which stimulate and
emphasis on learning process. Carter V. Good. It is a trainable (motivation,
classification and stimulation) process of learning.
Objectives of Teaching Aids
1. To enhance teachers skills which help to make teaching-learning process
effective
2. Make learners active in the classroom
3. Communicate them according to their capabilities
4. Develop lesson plan and build interest
5. To make students good observer
6. Develop easy and understandable learning material
7. Follow child cornered learning process
8. Involve intimation in objectives
9. To create interest in different groups
10. To make teaching process more effective
Types
It can be classified simply on the bases of sensory experience. Because human beings
derive their experiences mainly through direct sensory contact. Keeping this in view, it
can be classified in to three main groups:
1. Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone,
Audio cassette player, Language laboratory
2. Visual Aids examples are Chart, Black and while board, Maps, Pictures, Models,
Text-books, Slide projector, Transparency, Flash-cards, Print materials etc.
3. Audiovisual Aids examples are LCD project, Film projector, TV, Computer,
VCD player, Virtual Classroom, Multimedia etc.
Advantages
1. Its helps to make learning process more effective and conceptual.
2. Its helps to grab the attention of students
3. It builds interest and motivation teaching students learning process
4. It enhance the energy level of teaching and students
5. It is even better for over burden classrooms
6. It provides students a realistic approach and experience

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Disadvantages
1. Technical Problems
2. Students Distractions
3. Expensive
4. Time consuming
5. Need Space
6. Convenience
Characteristics
1. Relevancy
2. Useful and purposeful teaching
3. Accuracy
4. Interest
5. Minimize verbalism
6. Comprehensibility
7. Motivation
8. Realism
Who can take benefit from Visual Aids
Though every children can take benefit while using visual aids for learning. But it is
more helpful for those students:
▪ Having Language Disorder
▪ Autism Spectrum Disorder
▪ Down Syndrome
▪ Those who have Learning Disabilities
▪ Student who have English as a secondary Language
▪ Those having Oppositional Defiant Disorder
▪ Personality Development Delay
▪ Have the problem of Hearing Impairment
▪ Have the symptoms of Attention Deficit Hyperactivity Disorder ADHD

References:
1. Bloom B. S., Engelhart M. D., Furst E. J., Hill W. H., Krathwohl D. R. (1956).
Taxonomy of educational objectives: The classification of educational goals.
New York, NY: David McKay.

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2. Brown, A.H., & Green T.D., (2015). The essentials of instructional design:
Connecting fundamental principles with process and practice. Routledge.
3. McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A Knowledge-in-practice
approach to choosing instructional methods. Journal of Management Education
Vol 40 Issue 1.
4. Nilson, L. (2016). Teaching at its best: A research-based resource for college
instructors. Jossey-Bass.
5. Barnes, Louis B., C. Roland Christensen, Abby J. Hansen, Teaching and the
Case Method: Text, Cases, and Readings Boston: Harvard Business School
Press; 3rd edition, 1994

ASSIGNMENT No. 2
Q.1 Develop a lesson plan using combination of inductive and deductive methods.
Reasoning in artificial intelligence has two important forms, Inductive reasoning, and
Deductive reasoning. Both reasoning forms have premises and conclusions, but both
reasoning are contradictory to each other. Following is a list for comparison between
inductive and deductive reasoning:
o Deductive reasoning uses available facts, information, or knowledge to deduce
a valid conclusion, whereas inductive reasoning involves making a
generalization from specific facts, and observations.
o Deductive reasoning uses a top-down approach, whereas inductive reasoning
uses a bottom-up approach.
o Deductive reasoning moves from generalized statement to a valid conclusion,
whereas Inductive reasoning moves from specific observation to a
generalization.
o In deductive reasoning, the conclusions are certain, whereas, in Inductive
reasoning, the conclusions are probabilistic.
o Deductive arguments can be valid or invalid, which means if premises are true,
the conclusion must be true, whereas inductive argument can be strong or weak,
which means conclusion may be false even if premises are true.

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The differences between inductive and deductive can be explained using the below
diagram on the basis of arguments:

Name:
Roll No:
Time: 40 Minute
Subject: English
Patriotism

General Objectives:
Celebrate your patriotism with this action-filled lesson plan. Students will read a text
lesson explaining what patriotism is and ways to show it, then filter through stations to
create a patriotic classroom.
Specific Objective
After this lesson, students will be able to:
define 'patriotism'
explain how and why we show patriotism

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Length
1 - 1.5 hours
AV Aids
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
Key Vocabulary
Patriotism
Salute
Military
Previous Knowledge
Determine the main idea of a text; recount the key details and explain how they support
the main idea.
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in
a text relevant to a grade 3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:
Patriot Banner - construction paper cut into triangles like a banner, markers
Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft
sticks, glue

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Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section
'What Is Patriotism?' with students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and
practice saluting the flag, then ask them to turn and discuss with a partner:
How do you show patriotism?
Share as a whole group.
Homework:
Next read the section 'Patriotic Holidays' with students and allow them to share their
family traditions and experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.
Q.2 Give an account on individual projects.
Individual Project means each parcel of Land, medical office buildings and other
improvements now or in the future located on such particular parcel of Land and all
related facilities, amenities, fixtures, and personal property owned by an applicable
Borrower and used in connection therewith.
The Individual Project is a learning experience that enables you to carry out research
and bring together many of the concepts that you have learnt over the first two years of
the course as well as the knowledge and skills learnt during part III.
You will conduct your project through careful planning, research and execution of the
tasks whilst developing critical judgement, communication skills and competence in
your subject area. The work from this project will provide you with the opportunity to
produce information or results which can be of immediate value. Further details are
provided in the Individual Project Student Guidance, which is available on Blackboard.
This guidance may be updated from ime to time, and includes information generally on
how to plan the project, and on milestones, important dates, and deliverables.
The main goal of the course is for student to define, develop and defend their own OE
project. Projects may be selected from a variety of different contexts, such as economic

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development, human rights, teaching and learning, access to education. Project should
have an interdisciplinary character and should focus on a topic of concrete relevance
for a selected OE organization, NGO, company, government, or educational institution.
This may include OE strategy development, assessment or deployment, OE business
and organisational aspects, creation of a course. Students will have the opportunity to
participate in the existing project of the selected mentors. Research work will be
performed under the supervision of the selected mentor (regular meetings) and a
specialist from the company, if applicable for a given research project. Project topic
will be defined in such a way, that students can later upgrade and broaden it in the frame
of their master thesis. This will allow students to solve more complex problems related
to their project. Knowledge and skills obtained in this course will help student in the
master thesis preparation. Additionally, it can also serve as a relevant reference in their
further professional career.
Students will acquire the following competences:
-Select projects based on viability for a given timeframe: short, medium, or long-term;
-Develop specific expertise in OE areas relevant for concrete societal, organisational,
governmental or business needs;
-Develop skills specific to selected OE area as a result of project participation, such as
publishing, economic development, technology, teaching and learning;
-Know the complete process and procedures to implement and deploy OE and OL at
chosen level, i.e. international, national or organisational;
-Ability to explore novel methods and concepts and to be creative in developing
strategies, models and/or contents;
-Master management of OE projects,
-Master methodologies of the research work;
-Ability to solve real problems by using research approaches;
-Ability to present their project in a written form and orally, and to discuss about the
project and OE topics with international audience.
Q.3 Explain the structure of classroom discussion.
Whole-class discussions can encourage students to learn from one another and to
articulate course content in their own words. While generally not conducive to covering
large amounts of content, the interactive dynamic of discussion can help students learn
and motivate them to complete homework and to prepare for class. Leading discussions
in which students contribute meaningfully requires a great deal of instructor forethought

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and creativity. The suggestions below can help you to facilitate good class discussions
and improve your classroom climate, a piece of the Fearless Teaching Framework.

Devote a moment to communicating the value of discussion to your students. It may

help to convey your rationale for discussion, perhaps deepening not only their sense of
why they are expected to engage in active learning but also their engagement with the
course.
Before Class
• Learn students’ names.
• Review lesson-related material, even if you have already mastered
content. Extemporaneous recall can breed trouble.
• Plan. Write out more discussion questions than you think you will need before class
begins, but don’t treat your questions like a to do list. Your questions should be a
resource for you; they should not inhibit your students from taking the discussion in a
productive direction.
• If students were assigned reading prior to a class meeting, plan to use the text. You
may want to begin class with a short reading from the text and have discussion flow
from that reading.
During Discussion
• Every student should have an opportunity to speak.
• Encourage students to look and talk to each other rather than to just look and talk to
you. Too often “discussions” take the format of a dialogue between teacher and a series
of students.
• Before the discussion starts, ask your students to take several minutes to write down
everything they know about the topic of the discussion. This will prime them for the
discussion.
• If possible, make the class space more conducive to discussion. Arrange seats in a
circle or in a manner that enables students to see each other easily. Don’t let students
sit in seats that are outside this discussion space.
• After asking a question, wait at least eight to ten seconds before calling on someone
to answer it (measure the time by counting silently to yourself). Otherwise, you signal
they need only wait a few seconds for the “right” answer to discussion questions.
Posing discussion questions

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• Ask questions that encourage responses from several people (“What do the rest of
you think about that?”)
• Use phrasing that implies that the students are a learning community (“Are we in
agreement?” / “Do we have any differences of opinion?”)
• Ask a mix of questions, including questions that ask students to
o Recall specific information
o Describe topics and phenomena
o Apply abstract concepts to concrete situations
o Connect the general with the specific
o Combine topics or concepts to form new topics or concepts
o Evaluate information
• Avoid yes/no questions – Don’t phrase questions in a way that the students can answer
in one word (“Is X true?”). Open-ended questions elicit student thought (“In what way
has X impacted Y?”)
• Avoid asking, “Are there any questions?” This implies you have finished talking
about a topic. Sensing that you have said your piece, students may only ask questions
about minor points of clarification or will simply hope that rereading the textbook will
answer their questions. Consider asking instead, “Is there anything that is unclear or
needs further clarification?”
• Avoid dissertation questions. If you want your students to entertain broad
questions, break the question down into smaller queries that students are more able to
address.
Dignify your students
• Avoid a style of questioning that is designed to punish inattentive or lazy students.
• Refer to your students by name. This models the intellectual community.
• Treat your students like experts. If a student makes a good comment, refer back to that
comment in subsequent discussions (e.g., “Do you recall what Henry said last week?
How does this new information confirm or deny his conclusion?”).
• Allow a student to “pass” on a question, but come back to him or her later in class.
• Admit when you make a mistake in class. Similarly if a student asks you a question to
which you do not know the answer, promise to research the question after class or to
provide students with appropriate resources to find the answer him or herself.
• Keep the discussion focused.
• State the discussion topic at the beginning of the class.

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• Periodically summarize the main themes/points brought out in discussion. Consider

writing these main themes/points on the board.
End discussion smoothly
• Review the main points of the discussion or ask a student, notified previously, to
review the main points.
• At the end of the discussion, allow students to write down any conclusions or lingering
questions they have. Perhaps, ask them how the discussion affected their views on a
topic or their understanding of a concept. Ask several students to share these.
• Point out how the day’s discussion will tie in with the next discussion.
Specific Types of Large Group Discussions
Developmental Discussion is a technique in which a large group breaks down the
problem-solving process into stages that approximate the scientific method. In the first
part of class, students collectively identify a problem. Next, they suggest hypotheses
concerning the problem, muster relevant data, evaluate alternative interpretations of the
data, and assess the ability of the data to address the problem they identified at the
beginning of class.
When using Discussion Clusters, members of a class are divided into smaller groups
of four to six people, and the clusters are given one or two questions on a subject. One
member of the cluster is chosen to record and report the group’s ideas to the entire class.
This technique is particularly useful in larger classes and can encourage shy students to
participate.
In a Panel Discussion, a selected group of students act as a panel, and the remaining
class members act as the audience. The panel informally discusses selected questions.
A panel leader is chosen and he/she summarizes the panel discussion and opens
discussion to the audience.
Debate Discussion is a technique appropriate for discussing a controversial issue. The
class is divided into two sides of pro/con or either/or, and each side and each speaker
has a limited amount of time to speak. The object of the activity is to construct reasoned
arguments that address the material and consider the arguments of the other side.
Beware not to allow students to discredit fellow class members with ad
hominem attacks.
Role Playing is a technique used to develop clearer insights into stakeholder positions
and the forces that facilitate or hinder positive interactions or relations. Selected group
members assume assigned roles (e.g., lawyer, doctor, engineer, diplomat, etc.) and act

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out an instructor-created scenario (e.g., a town-hall meeting on the ethics of stem cell
research). The whole group then analyzes the roles and characteristics of the various
players.
Challenges to Discussions
Students who do not contribute: Be attentive to the sensibilities of shy and quiet
students; integrate them into the discussion with support. Nervous or inarticulate
students may be greatly aided by writing down some thoughts before contributing (even
before the class meeting). Encourage them to try that approach.
Students who contribute more than appropriate: Approach students who dominate
the discussion. You might suggest they develop some of their discussion points with
you via ELMS or email or during office hours or that their contributions are limiting
the ability of others to contribute to class discussion. Alternatively, you might resort to
restructuring the discussion a little. Make other students responsible for presenting
small group discussions, require students to raise their hands, or begin calling on
individual students.
Students who fail to respect the discussion and their peers: Make the group
responsible for controlling unproductive antagonists by structuring a group response,
i.e. articulate the student’s position (on the chalkboard, perhaps), and ask for a
response. Of course, students who violate University codes of conduct should be
referred to the Office of Student Conduct.
Students who are unprepared: Quizzes or reflections to stimulate out-of-class
reading may be effective. Make sure questions are structured to foster discussion based
on comprehension.
Q.4 Enlist some critical thinking objectives for the cooperative learning actyivity.
Students’ learning goals may be structured to promote cooperative, competitive, or
individualistic efforts. In every classroom, instructional activities are aimed at
accomplishing goals and are conducted under a goal structure. A learning goal is a
desired future state of demonstrating competence or mastery in the subject area being
studied. The goal structure specifies the ways in which students will interact with each
other and the teacher during the instructional session. Each goal structure has its place
(Johnson & Johnson, 1989, 1999). In the ideal classroom, all students would learn how
to work cooperatively with others, compete for fun and enjoyment, and work
autonomously on their own. The teacher decides which goal structure to implement

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within each lesson. The most important goal structure, and the one that should be used
the majority of the time in learning situations, is cooperation.
Cooperation is working together to accomplish shared goals. Within cooperative
situations, individuals seek outcomes that are beneficial to themselves and beneficial to
all other group members. Cooperative learning is the instructional use of small groups
so that students work together to maximize their own and each other’s learning. It may
be contrasted with competitive (students work against each other to achieve an
academic goal such as a grade of “A” that only one or a few students can attain)
andindividualistic (students work by themselves to accomplish learning goals unrelated
to those of the other students) learning. In cooperative and individualistic learning, you
evaluate student efforts on a criteria-referenced basis while in competitive learning you
grade students on a norm-referenced basis. While there are limitations on when and
where you may use competitive and individualistic learning appropriately, you may
structure any learning task in any subject area with any curriculum cooperatively.
Theorizing on social interdependence began in the early 1900s, when one of the
founders of the Gestalt School of Psychology, Kurt Koffka, proposed that groups were
dynamic wholes in which the interdependence among members could vary. One of his
colleagues, Kurt Lewin refined Koffka’s notions in the 1920s and 1930s while stating
that (a) the essence of a group is the interdependence among members (created by
common goals) which results in the group being a “dynamic whole” so that a change in
the state of any member or subgroup changes the state of any other member or
subgroup, and (b) an intrinsic state of tension within group members motivates
movement toward the accomplishment of the desired common goals. For
interdependence to exist, there must be more than one person or entity involved, and
the persons or entities must have impact on each other in that a change in the state of
one causes a change in the state of the others. From the work of Lewin’s students and
colleagues, such as Ovisankian, Lissner, Mahler, and Lewis, it may be concluded that
it is the drive for goal accomplishment that motivates cooperative and competitive
behavior.
In the late 1940s, one of Lewin’s graduate students, Morton Deutsch, extended Lewin’s
reasoning about social interdependence and formulated a theory of cooperation and
competition (Deutsch, 1949, 1962). Deutsch conceptualized three types of social
interdependence–positive, negative, and none. Deutsch’s basic premise was that the
type of interdependence structured in a situation determines how individuals interact

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with each other which, in turn, largely determines outcomes. Positive interdependence
tends to result in promotive interaction, negative interdependence tends to result in
oppositional or contrient interaction, and no interdependence results in an absence of
interaction. Depending on whether individuals promote or obstruct each other’s goal
accomplishments, there is substitutability, cathexis, and inducibility. The relationships
between the type of social interdependence and the interaction pattern it elicits is
assumed to be bidirectional. Each may cause the other. Deutsch’s theory has served
as a major conceptual structure for this area of inquiry since 1949.
Types Of Cooperative Learning
Formal Cooperative Learning
Formal cooperative learning consists of students working together, for one class period
to several weeks, to achieve shared learning goals and complete jointly specific tasks
and assignments (Johnson, Johnson, & Holubec, 2008). In formal cooperative learning
groups the teachers’ role includes (see Figure 4):
1. Making preinstructional decisions. Teachers (a) formulate both academic and social
skills objectives, (b) decide on the size of groups, (c) choose a method for assigning
students to groups, (d) decide which roles to assign group members, (e) arrange the
room, and (f) arrange the materials students need to complete the assignment. In these
preinstructional decisions, the social skills objectives specify the interpersonal and
small group skills students are to learn. By assigning students roles, role
interdependence is established. The way in which materials are distributed can create
resource interdependence. The arrangement of the room can create environmental
interdependence and provide the teacher with easy access to observe each group, which
increases individual accountability and provides data for group processing.
2. Explaining the instructional task and cooperative structure.Teachers (a) explain the
academic assignment to students, (b) explain the criteria for success, (c) structure
positive interdependence, (d) structure individual accountability, (e) explain the
behaviors (i.e., social skills) students are expected to use, and (f) emphasize intergroup
cooperation (this eliminates the possibility of competition among students and extends
positive goal interdependence to the class as a whole). Teachers may also teach the
concepts and strategies required to complete the assignment. By explaining the social
skills emphasized in the lesson, teachers operationalize (a) the social skill objectives of
the lesson and (b) the interaction patterns (such as oral rehearsal and jointly building
conceptual frameworks) teachers wish to create.

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3. Monitoring students’ learning and intervening to provide assistance in (a)

completing the task successfully or (b) using the targeted interpersonal and group skills
effectively.While conducting the lesson, teachers monitor each learning group and
intervene when needed to improve taskwork and teamwork. Monitoring the learning
groups creates individual accountability; whenever a teacher observes a group,
members tend to feel accountable to be constructive members. In addition, teachers
collect specific data on promotive interaction, the use of targeted social skills, and the
engagement in the desired interaction patterns. This data is used to intervene in groups
and to guide group processing.
4. Assessing students’ learning and helping students process how well their groups
functioned. Teachers (a) bring closure to the lesson, (b) assess and evaluate the quality
and quantity of student achievement, (c) ensure students carefully discuss how
effectively they worked together (i.e., process the effectiveness of their learning
groups), (d) have students make a plan for improvement, and (e) have students celebrate
the hard work of group members. The assessment of student achievement highlights
individual and group accountability (i.e., how well each student performed) and
indicates whether the group achieved its goals (i.e., focusing on positive goal
interdependence). The group celebration is a form of reward interdependence. The
feedback received during group processing is aimed at improving the use of social skills
and is a form of individual accountability. Discussing the processes the group used to
function, furthermore, emphasizes the continuous improvement of promotive
interaction and the patterns of interaction need to maximize student learning and
retention.
Informal Cooperative Learning
Informal cooperative learning consists of having students work together to achieve a
joint learning goal in temporary, ad-hoc groups that last from a few minutes to one class
period (Johnson, Johnson, & Holubec, 2008). During a lecture, demonstration, or film,
informal cooperative learning can be used to focus student attention on the material to
be learned, set a mood conducive to learning, help set expectations as to what will be
covered in a class session, ensure that students cognitively process and rehearse the
material being taught, summarize what was learned and precue the next session, and
provide closure to an instructional session. The teacher’s role for using informal
cooperative learning to keep students more actively engaged intellectually entails
having focused discussions before and after the lesson (i.e., bookends) and interspersing

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pair discussions throughout the lesson. Two important aspects of using informal
cooperative learning groups are to (a) make the task and the instructions explicit and
precise and (b) require the groups to produce a specific product (such as a written
answer). The procedure is as follows.
1. Introductory Focused Discussion: Teachers assign students to pairs or triads and
explain (a) the task of answering the questions in a four to five minute time period and
(b) the positive goal interdependence of reaching consensus. The discussion task is
aimed at promoting advance organizing of what the students know about the topic to
be presented and establishing expectations about what the lecture will cover. Individual
accountability is ensured by the small size of the group. A basic interaction pattern of
eliciting oral rehearsal, higher-level reasoning, and consensus building is required.
2. Intermittent Focused Discussions: Teachers divide the lecture into 10 to 15 minute
segments. This is about the length of time a motivated adult can concentrate on
information being presented. After each segment, students are asked to turn to the
person next to them and work cooperatively in answering a question (specific enough
so that students can answer it in about three minutes) that requires students to
cognitively process the material just presented. The procedure is:
a. Each student formulates his or her answer.
b. Students share their answer with their partner.
c. Students listen carefully to their partner’s answer.
d. The pairs create a new answer that is superior to each member’s initial formulation
by integrating the two answers, building on each other’s thoughts, and synthesizing.
The question may require students to:
a. Summarize the material just presented.
b. Give a reaction to the theory, concepts, or information presented.
c. Predict what is going to be presented next; hypothesize.
d. Solve a problem.
e. Relate material to past learning and integrate it into conceptual frameworks.
f. Resolve conceptual conflict created by presentation.
Teachers should ensure that students are seeking to reach an agreement on the answers
to the questions (i.e., ensure positive goal interdependence is established), not just share
their ideas with each other. Randomly choose two or three students to give 30 second
summaries of their discussions. Such individual accountabilityensures that the pairs
take the tasks seriously and check each other to ensure that both are prepared to

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answer. Periodically, the teacher should structure a discussion of how effectively the
pairs are working together (i.e., group processing). Group celebrations add reward
interdependence to the pairs.
3. Closure Focused Discussion: Teachers give students an ending discussion task
lasting four to five minutes. The task requires students to summarize what they have
learned from the lecture and integrate it into existing conceptual frameworks. The task
may also point students toward what the homework will cover or what will be presented
in the next class session. This provides closure to the lecture.
Informal cooperative learning ensures students are actively involved in understanding
what is being presented. It also provides time for teachers to move around the class
listening to what students are saying. Listening to student discussions can give
instructors direction and insight into how well students understand the concepts and
material being as well as increase the individual accountability of participating in the
discussions.
Cooperative Base Groups
Cooperative base groups are long-term, heterogeneous cooperative learning groups
with stable membership (Johnson, Johnson, & Holubec, 2008). Members’ primary
responsibilities are to (a) ensure all members are making good academic progress (i.e.,
positive goal interdependence) (b) hold each other accountable for striving to learn (i.e.,
individual accountability), and (c) provide each other with support, encouragement, and
assistance in completing assignments (i.e., promotive interaction). In order to ensure
the base groups function effectively, periodically teachers should teach needed social
skills and have the groups process how effectively they are functioning. Typically,
cooperative base groups are heterogeneous in membership (especially in terms of
achievement motivation and task orientation), meet regularly (for example, daily or
biweekly), and last for the duration of the class (a semester or year) or preferably for
several years. The agenda of the base group can include academic support tasks (such
as ensuring all members have completed their homework and understand it or editing
each other’s essays), personal support tasks (such as getting to know each other and
helping each other solve nonacademic problems), routine tasks (such as taking
attendance), and assessment tasks (such as checking each other’s understanding of the
answers to test questions when the test is first taken individually and then retaken in the
base group).

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The teacher’s role in using cooperative base groups is to (a) form heterogeneous groups
of four (or three), (b) schedule a time when they will regularly meet (such as beginning
and end of each class session or the beginning and end of each week), (c) create specific
agendas with concrete tasks that provide a routine for base groups to follow when they
meet, (d) ensure the five basic elements of effective cooperative groups are
implemented, and (e) have students periodically process the effectiveness of their base
groups.
The longer a cooperative group exists, the more caring their relationships will tend to
be, the greater the social support they will provide for each other, the more committed
they will be to each other’s success, and the more influence members will have over
each other. Permanent cooperative base groups provide the arena in which caring and
committed relationships can be created that provide the social support needed to
improve attendance, personalize the educational experience, increase achievement, and
improve the quality of school life.
Integrated Use Of All Three Types Of Cooperative Learning
These three types of cooperative learning may be used together (Johnson, Johnson, &
Holubec, 2008). A typical class session may begin with a base group meeting, which
is followed by a short lecture in which informal cooperative learning is used. The
lecture is followed by a formal cooperative learning lesson. Near the end of the class
session another short lecture may be delivered with the use of informal cooperative
learning. The class ends with a base group meeting.
Basic Elements of Cooperation
Not all groups are cooperative (Johnson & F. Johnson, 2009). Placing people in the
same room, seating them together, telling them they are a group, does not mean they
will cooperate effectively. To be cooperative, to reach the full potential of the group,
five essential elements need to be carefully structured into the situation: positive
interdependence, individual and group accountability, promotive interaction,
appropriate use of social skills, and group processing (Johnson & Johnson, 1989,
2005). Mastering the basic elements of cooperation allows teachers to:
1. Take existing lessons, curricula, and courses and structure them cooperatively.
2. Tailor cooperative learning lessons to unique instructional needs, circumstances,
curricula, subject areas, and students.
3. Diagnose the problems some students may have in working together and intervene
to increase the effectiveness of the student learning groups.

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The first and most important element is positive interdependence. Teachers must give
a clear task and a group goal so students believe they “sink or swim together.” Positive
interdependenceexists when group members perceive that they are linked with each
other in a way that one cannot succeed unless everyone succeeds. If one fails, all
fail. Group members realize, therefore, that each person’s efforts benefit not only him-
or herself, but all other group members as well. Positive interdependence creates a
commitment to other people’s success as well as one’s own and is the heart of
cooperative learning. If there is no positive interdependence, there is no cooperation.
The second essential element of cooperative learning is individual and group
accountability. The group must be accountable for achieving its goals. Each member
must be accountable for contributing his or her share of the work (which ensures that
no one “hitch-hikes” on the work of others). The group has to be clear about its goals
and be able to measure (a) its progress in achieving them and (b) the individual efforts
of each of its members. Individual accountability exists when the performance of each
individual student is assessed and the results are given back to the group and the
individual in order to ascertain who needs more assistance, support, and encouragement
in completing the assignment. The purpose of cooperative learning groups is to make
each member a stronger individual in his or her right. Students learn together so that
they can subsequently perform higher as individuals.
The third essential component of cooperative learning is promotive interaction,
preferably face-to-face. Promotive interactionoccurs when members share resources
and help, support, encourage, and praise each other’s efforts to learn. Cooperative
learning groups are both an academic support system (every student has someone who
is committed to helping him or her learn) and a personal support system (every student
has someone who is committed to him or her as a person). There are important
cognitive activities and interpersonal dynamics that can only occur when students
promote each other’s learning. This includes orally explaining how to solve problems,
discussing the nature of the concepts being learned, teaching one’s knowledge to
classmates, and connecting present with past learning. It is through promoting each
other’s learning face-to-face that members become personally committed to each other
as well as to their mutual goals.
The fourth essential element of cooperative learning is teaching students the required
interpersonal and small group skills. In cooperative learning groups students are
required to learn academic subject matter (taskwork) and also to learn the interpersonal

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and small group skills required to function as part of a group (teamwork). Cooperative
learning is inherently more complex than competitive or individualistic learning
because students have to engage simultaneously in taskwork and teamwork. Group
members must know how to provide effective leadership, decision-making, trust-
building, communication, and conflict-management, and be motivated to use the
prerequisite skills. Teachers have to teach teamwork skills just as purposefully and
precisely as teachers do academic skills. Since cooperation and conflict are inherently
related, the procedures and skills for managing conflicts constructively are especially
important for the long-term success of learning groups. Procedures and strategies for
teaching students social skills may be found in Johnson (2009) and Johnson and F.
Johnson (2009).
The fifth essential component of cooperative learning is group processing. Group
processing exists when group members discuss how well they are achieving their goals
and maintaining effective working relationships. Groups need to describe what
member actions are helpful and unhelpful and make decisions about what behaviors to
continue or change. Continuous improvement of the process of learning results from
the careful analysis of how members are working together.
These five elements are essential to all cooperative systems, no matter what their
size. When international agreements are made and when international efforts to achieve
mutual goals (such as environmental protection) occur, these five elements must be
carefully implemented and maintained.
Q.5 Write notes on the following:
a. Lesson presentation
An effective teacher is an excellent communicator and therefore thinks about improving
his or her presentation skills. One of the most important aspects of communicating is
shaping both content and style to fit your audience. In the classroom, if you cannot
communicate in a way that is both comprehensible and interesting to your students,
their learning will be greatly reduced.
To strengthen your presentation skills, focus on improving your skills in these three
areas:
Verbal and Non-Verbal Communication
Effective Use of the Chalkboard and Visual-Aids
Effective Design and Meaningful Organization of Content
Links and References to Improving Presentation Style

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• Find out all you can about the room in which you will be presenting. Visit
the room ahead of time to familiarize yourself with its size and layout, as well
as the type of chalkboards, chalk, erasers, and multimedia available. In addition,
obtain any necessary training on the multimedia.
• Use the classroom as a stage. Move around to engage and interact with your
audience. Do not stand in one spot the entire time. Move with purpose; do not
walk aimlessly.
• Prepare. Preparation is essential. All excellent teachers are well prepared for
each class. Practice in the room if you can, especially if you are new to teaching.
In addition, prepare yourself emotionally and psychologically by taking the time
to organize your thoughts and to look forward to teaching before every class.
• Speak loudly and clearly. Project your voice and face your audience when you
are speaking. Speak slightly louder than you do in a normal conversation. Use a
microphone in a medium to large classroom. The class may include students with
hearing problems. Moreover, a microphone will help ensure that students can
hear you even when you turn to the chalkboard momentarily.
• Modulate the tone, pitch, and speed of your speech. Do not speak in a
monotone. Vary the pitch and speed of your voice for emphasis and effect. Use
appropriate pauses. Rather than using filler words such as “uh,” for example,
simply pause before moving on to the next idea or point.
• Use gestures and facial expressions to help you explain, emphasize, and
communicate the material. However, be careful not to develop distracting
habits such as pacing or repeatedly adjusting your glasses or hair. To find out if
you are unconsciously doing anything that may be distracting to your audience,
have a colleague observe one of your classes or have your class videotaped. To
schedule a videotaping and teaching consultation, call The Teaching Center at
935-6810.
• Develop a teaching persona. Decide how you want to be perceived and what
mannerisms you want to have. For example, do you want to be quiet, humorous,
formal, or informal? Whatever persona is right for you, aim to convey
confidence and ease. Move with certainty and assuredness, and be careful not to
seem pompous or intimidating.

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• Show passion and enthusiasm for the topic. If you are not interested in the
subject, you cannot expect your students to be interested, either. Point out the
fascinating aspects of what they are learning.
• Do not read your notes or slides. Doing so will lower your energy level and
lead your audience to feel less engaged.
• Interact with and pay attention to your audience. Make eye contact with the
students, not with the wall or chalkboard. Build a rapport with the class. Make
sure the class is with you (following and understanding what you are discussing).
If they appear to be lost, take additional time to explain points and to ask and
answer questions.
• Do not take yourself too seriously. Be able to laugh at yourself and your
mistakes. Feel free to bring humor into the classroom, but direct it at yourself,
rather than at your students’ questions and ideas.
• Keep track of the time. Do not start early or end late. The students often do not
recall or listen to information presented after the class period is technically
finished.
b. Steps to prepare lesson for special needs
Lesson plans serve as detailed guides for teachers in preparing their curriculum.
Although the state requires certain concepts to be taught at each level, lesson plans help
a teacher develop a specific method of teaching the required material. Lesson plans also
serve as a road map for principals’ understanding of the direction their teachers intend
to take. This planning can also be beneficial in the event of a teacher’s unexpected
absence so a substitute can determine what material should be covered on any particular
day. For teachers working with special education students, special education lesson
plans should also include strategies to reach benchmarks set in students’ Individualized
Education Programs (IEPs). Preparing special education lesson plans enables teachers
to focus on the best way to combine state-mandated curriculum and the necessary
accommodations made to meet individual students’ needs. Taking the proper amount
of time specifically to create well-developed lessons that are both fun and educational
will prepare students to teach the information in a way that engages the students and
ultimately yields the best results in learning. Although different schools may have
different requirements for what specifically to include in lesson plans, the basic content
of a special education lesson plan should include the following components:

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• An objective that specifies what skill the teachers hopes the student will learn
from the lesson. When stating the objective, teachers should keep in mind what
prerequisite knowledge their students must have in order to understand the
lesson. In special education lesson plans, the objectives will likely vary from
student to student depending on their abilities and the benchmarks set in their
individual IEPs.
• The materials used in the lesson by both the teacher and the students. The
material should have a specific purpose. Special education teachers need to be
aware of all of their students’ abilities when planning what materials will be
used in a lesson.
• The procedures used in the presentation of the lesson itself. These procedures,
listed in a step-by-step order in the lesson plans, include:
o An introduction to the material
o An interactive discussion with the students about the information being
presented to make sure that they understand the background and purpose
of the new material
o A demonstration by the teacher of a certain skill or activity that he or
she plans for the students to learn to do
o A time when the students work cooperatively with the teacher, with
groups, and/or individually on the skills taught in the lesson
o A conclusion to review with students what they have learned.
• A method of evaluation of the students to determine if they learned the material
presented in the lesson. Special education lesson plans will also include
accommodations for students who cannot be evaluated in the same way as
mainstream students.
• A means of self-evaluation for teachers to critique their own teaching abilities.
Teachers should be prepared to ask themselves what went well and what aspects
of the lesson need to be improved for the next time in order to be more beneficial
for their students.

Assignment 1
Course code 8601

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Question:1
i. The personal and professional qualities of teachers.
Personal qualities
Following are the personal qualities of a school teacher
 powerful interactive and transmission skills
 a sincere interest in children and admiration for their individuality
 the capability to be aware of children's particular needs
 the skill to be innovative, artistic, understanding, organized and
practical
 the ability to establish rapport children and parents
 strong leadership and teamwork skills and a good sense of humour
 a high level of dedication to work which often impacts personal
lifestyle choices
 a clear, pleasant speaking voice and the ability to convey confidence
 positive conflict resolution skills and the ability to handle stress well.

Professional Qualities
The teacher’s professional characteristics are following:
Collaboration
The teacher works with others to achieve a common goal.
I. Interacts constructively with peers/colleagues, administrators,
supervisors, staff, mentor teachers, and parents
• Shows consideration and respect for thoughts and feelings of others
• Demonstrates effective verbal and non-verbal communication skills
• Demonstrates flexibility with others
• Solicits suggestions and feedback from others
• Maintains communication with colleagues, supervisors, and mentor
teachers when questions or concerns arise
• Recognizes a range of valid viewpoints
II. Functions as a contributing member of an instructional team to
achieve long-term curriculum goals, state content standards, and
district standards (term 4)
• Communicates effectively both verbally and non-verbally
• Shares ideas and materials
• Offers ideas and observations at IEP meetings

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Honesty and Integrity

The teacher demonstrates truthfulness, professional behavior, and
trustworthiness.
I. Displays honesty and integrity
• Maintains confidentiality
• Elicits trust and respect from both peers and supervisors
• In completing course and field experience assignments, produces
original work and credits sources when appropriate
Respect
The teacher honors, values, and demonstrates consideration and regard for
oneself and others.
a. Is respectful of cultural patterns and expectations within a
community context
• Presents self in a professional manner (e.g., dress, communication)
• Speaks and behaves in a manner that is sensitive to linguistic and
cultural differences and respects the dignity and worth of others
• Establishes good rapport with students and colleagues
• Seeks to address the varied learning needs of students in his/her
classroom, including lower-performing children and those with
disabilities
• Recognizes and respects identities informed by a group’s historical
context
Commitment to Learning
The teacher values learning for self and students.
a. Exhibits energy, drive, and determination to make one’s
school and classroom the best possible environment for
teaching and learning.
• Plans and delivers instruction that engages all students in his/her
classroom and addresses their learning needs
• Values ongoing assessment as essential to the instructional process
b. Demonstrates a commitment to students’ learning
▪ Implements research-based strategies
▪ Proposes ideas and solutions that address curriculum,
instruction, and classroom management

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▪ Locates and/or creates materials that bring about

student learning
▪ Assumes responsibilities, locates materials and
resources, and improves teaching
▪ Reflects upon and evaluates effectiveness as a teacher,
and seeks to improve skills
▪ Reflects on and offers ideas to address curricular,
instructional and classroom management matters
▪ Engages students in discovering how knowledge is
constructed
▪ Actively and consciously looks for stories, wisdom,
action, and creations of knowledge from diverse
perspectives
c. Reflects on performance and attitudes as a teacher
▪ Reflects upon and evaluates effectiveness as a teacher,
and seeks to improve skills
▪ Receives feedback in a positive manner and makes
necessary adjustments
▪ Regularly re-assesses his/her commitment to the
profession
▪ Evaluates instruction and student interactions and
modifies as needed
Emotional Maturity
The teacher demonstrates situation appropriate behavior.
a. Is self-confident and enthusiastic
▪ Displays enthusiasm for teaching and the subject matter
▪ Demonstrates self-confidence through body language,
voice tone, eye contact, preparedness
▪ Exhibits energy, drive, and determination to become a
professional educator
b. Is dependable, conscientious, and punctual
▪ Arrives early or on-time
▪ Completes assigned tasks in a timely manner
▪ Follows through with assignments and expectations
c. Models social skills, character traits and dispositions desired
in students.
▪ Establishes caring and mutually respectful
relationships with students

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▪ Explicitly teaches and models desired behaviors and

attitudes
Leadership and Responsibility
The teacher acts independently and demonstrates accountability,
reliability, and sound judgment.
a. Is aware of and acts according to school policies and practice.
▪ Has obtained and read school policy manual
▪ Adheres to class, school, and district rules and policies.
ii. What is a case method?
Case methods
Cases are narratives, situations, select data samplings, or statements that
present unresolved and provocative issues, situations, or questions. The
case method is a participatory, discussion-based way of learning where
students gain skills in critical thinking, communication, and group
dynamics. It is a type of problem-based learning. Often seen in the
professional schools of medicine, law, and business, the case method is
now used successfully in disciplines such as engineering, chemistry,
education, and journalism. Students can work through a case during class
as a whole or in small groups.
In addition to the definition above, the case method of teaching (or
learning):

• Is a partnership between students and teacher as well as among

students.
• Promotes more effective contextual learning and long-term
retention.
• Involves trust that students will find the answers.
• Answers questions not only of “how” but “why.”
• Provides students the opportunity to “walk around the problem” and
to see varied perspectives.

iii. Define and compare active learning and cooperative

learning.

Active learning
Active learning is an approach to instruction that involves actively
engaging students with the course material through discussions,
problem solving, case studies, role plays and other methods. Active

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learning approaches place a greater degree of responsibility on the

learner than passive approaches such as lectures, but instructor guidance
is still crucial in the active learning classroom. Active learning activities
may range in length from a couple of minutes to whole class sessions
or may take place over multiple class sessions.

Cooperative learning:
Cooperative Learning is an instructional method in which students work in
small groups to accomplish a common learning goal under the guidance
of the teacher. Cooperative learning strategies offer students the possibility
to learn by applying knowledge in an environment more similar to the one
they will encounter in their future work life. Teachers get the chance to
work on core competencies and on students’ communication and soft
skills, which are valuable for students’ success in life and work, integrating
them in school curricula. Cooperative learning strategies are content-free
structures that can be reused in different school contexts and we are going
to learn how to use some of them. Strategies can be used both in pairs and
groups and are designed to fulfill all the so-called PIES principles:
Positive interdependence, Individual accountability, Equal participation
and Simultaneous interaction

Comparison between cooperative and active learning

Active learning is anything in which students do anything in the classroom
but watch me and listen to me—if I am the lecturer. They’re talking to each
other. They’r e writing things, reflecting, trying to solve problems. they
may be doing it individually, and they may be doing it together.
Cooperative learning is a much more formal kind of activity.
I use that for exercises—usually homework, or projects—where students
are working in teams that stay together for extended periods of time

iv. What is lesson planning? Write down the five merits of

lesson planning for the teachers.

Lesson planning
A lesson plan is a teacher’s guide for facilitating a lesson. It typically
includes the goal (what students need to learn), how the goal will be
achieved (the method of delivery and procedure) and a way to measure
how well the goal was reached (usually via homework assignments or
testing). This plan is a teacher’s objectives for what students should
accomplish and how they will learn the material.

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A lesson plan refers to a teacher’s plan for a particular lesson. Here, a

teacher must plan what they want to teach students, why a topic is being
covered and decide how to deliver a lecture. Learning objectives, learning
activities and assessments are all included in a lesson planning.

1. Inspiration
A thorough lesson plan inspired the teacher to improve the lesson plan
further. You can make it better for the purpose of achieving the lesson plan
in a better way.

2. Evaluation
A lesson plan helps the teacher to evaluate his teaching and to compare it
with set objectives. This evaluation will help you in achieving the set
targets in a better way

3. Self-confidence
These lesson plans develops self-confidence in the teacher and make them
to work towards definite goal.

4. Previous Knowledge of the Students

A teacher can take a proper care by considering the level and previous
knowledge of the students in your class.

5. Organized Matter
A teacher will be able to finish a particular lesson in a limited time frame.
This will help him or her to make the students learn a better and precise
manner.

Question:2
Explain the factors of effective teaching.
Answer:
The three factors affecting teaching are as:

• Learners Psychological /Individual Characteristic

• Teachers and Classroom supports
• Environment and other surrounding factors

Factors affecting teaching

Teacher

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Teachers are the pillars for their students. They play the most important
role in their students’ life by providing support, boosting their confidence,
guiding them in the right direction, and of course teaching them. They are
the facilitator of learning in the learning-teaching process. The best teacher
is one who is able to apply the best teaching method to teach students and
guide them towards a quality learning process.

The quality of a teacher derives from the various factors such as:

1. Educational Qualification

Educational qualification of a teacher decides their knowledge. By getting

a higher degree in the teaching, a teacher will be able to impart knowledge
to the students in depth and of quality. On comparing the teachers who
have M.ED or PhD degrees with others who do not have, you will be able
to differentiate the different ways of their thinking and the ways of
imparting knowledge to students.

2. Skills

Skills matter a lot. Sometimes a teacher with a lower degree of teaching

has better skills of teaching than a teacher with a higher degree of teaching.
It is not sure that teachers with higher degrees have the right instincts and
can teach in a better way than teachers with lower degrees. Teaching skills
are decided on how teachers connect to students, what teaching methods
apply on students, how they explain the concepts to students, and what their
attitude towards students.

• Their communication skills should be effective and engaging.

• Selection of suitable teaching method
• Applying the right teaching aids.
• Their approach towards teaching students
• How they guide and monitor students.

3. Experience

Graduating in a degree of teaching is not that much tough as getting

mastery in experience. Experience holds an important place when you are
teaching students. Some aspirants acquire high qualifications which can
make them qualified for teaching but lacking in experience hamper their
progress.

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With high qualifications, teachers can get a better understanding of the

different topics or complex formulas but experience helps teachers to deal
with the students and prepare them for how to teach students.

4. Subject matter

There comes a time when teachers who do not have knowledge of a

particular subject are assigned to teach that subject. In such a situation,
passion and motivation to research about the topic and teach students help
them. Subject matter does really matter. However, the chances of assigning
subjects which are not the forte of a teacher are very rare.

The syllabus of the subject is formed by educationists and psychologists

keeping the mental and physical capabilities of students in mind. The
important subject matter related factors which influence teaching are the
difficulty of the task, length of the task, meaningfulness of the task,
similarity of the task, organised material, and life learning.

Learner

Physiological and psychological factors of learners are the factors

affecting teaching. Every individual studying in a class possess different
qualities and require different teaching methods. It is necessary to take note
of the intelligence of students, ethnic groups of students, race, belief and
socioeconomic status of the learners when teaching in the classroom.

The interest of each student in the class is also different which depends on
aptitude, attitude, motivation, mental health and aspiration towards the
goals of their life.

The maturity, age, motivation, previous learning, intelligence, mental

health, physical need, diet and nutrition, attention and interest, goal-setting
and level of aspiration are the factors affecting teaching related to learners.

Environment

The factors affecting the environment of the teaching are as follows.

1. Support materials

Teachers have their support system which consists of tools that helps them
to improve their capacity of teaching. The different teaching aids help to
analyze the area in which students are not taking interest or under

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performing. This also helps them to adopt effective strategies that teach
students. Support materials in teaching are effective tools for:

• Assessments and scores of students

• Teaching Strategies and lesson plans
• Standards and benchmark
• Effective use of traditional and modern tools

2. Instructional facilities

With the available teaching aids, teachers can cover a wide area of learning.
It has many benefits such as differentiating instruction, relieving anxiety,
helping learners to improve reading comprehension skills, illustrating or
reinforcing a skill, presenting information in an effective way.

3. Learning environment

Learning environment is where a student learns and a teacher teaches. The

classroom environment is the learning environment for students which
plays an important role in the learning process. Both students and teachers
get affected by the classroom environment. The environment for the
learning is well maintained by active participation in education,
concentration of students, teachers’ focus on behavior of students etc. The
environment of learning must be positive.

4. Socio-economic factor

The socio-economic background of students and teachers affect the

learning process in an indirect way. It shows differences in the thinking
level of students and teachers towards others. The economic factor of
students sometimes gets dominated by teachers and its impact on the
teaching quality of the teachers.

5. Expectations

Expectation is a very common factor affecting teaching. It affects learners

and teachers as well. Every parent has some sort of expectation with their
children as they want their children to get quality education and they learn
maximum when they go to schools.

This puts a psychological impact on students and sometimes it results in

stress and impairments.

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So, the parents should involve the students in the process of learning in
such a way that they ease their process instead of putting a burden on them.
Also, teachers should not be put under pressure of expectations.

The National Council of Educational Research and Training published the

Core Teaching Skills in 1982 which laid stress on the following teaching
skills.

• Writing instructional objectives

• Organizing the content
• Creating set for introducing the lesson
• Introducing a lesson
• Structuring classroom questions
• Question delivery and its distribution
• Response management
• Explaining
• Illustrating with examples
• Using teaching aids
• Stimulus variation
• The pacing of the lesson
• Promoting pupil participation
• Use of blackboard
• Achieving closure of the lesson
• Giving assignments
• Evaluating the pupil’s progress
• Diagnosing pupil learning difficulties and taking remedial measures
• Management of the class

Micro Teaching

Micro-teaching implies micro-element which simplifies the complexities

of the teaching process. It concentrates on using specific teaching methods
and offers opportunities for practicing teaching under controlled
conditions.

Question:3

What is Gagne's frame work for instructional development?

Answer

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1. Gaining attention
No educator on Earth can teach a subject without first getting the student’s
attention. This is easier said than done, but failing in this first task sets all
subsequent tasks up for failure, too. Students enter class with their minds
on other things, and it’s the teacher’s job to get them primed, focused, and
ready to learn the topic at hand.
A few tricks to set the mood include:
▪ Asking a question they don’t expect
▪ Bringing up an interesting point of trivia
▪ Challenging them with a problem
▪ Using a loud and unexpected tone or other audio stimuli
▪ An eye-catching visual stimulus
▪ Establishing a student-to-student exercise
There is no shortage of tactics to get student attention. The point of this
step is to make sure it’s done so they can transition into the proper state of
mind.

2. Informing the learner of the objective

When giving speeches, we’re often told to “tell them what we’re going to
tell them.” That idea holds true here, as well. Once we have their attention,
we want to quickly educate the student about what they should expect to
learn during the lesson. This further primes them and gets them ready to
receive information and predict what they’ll need to comprehend and
deliver at the end.
The best way to accomplish this step is to outline the concrete learning
objectives and outcomes simply. This can be done any number of ways,
including:
▪ Providing measurable criteria they must meet at the end of the lesson
▪ Explaining a task they’ll be asked to perform
▪ Drawing a clear connection between prior-stated objectives and later
assessments
▪ Involving the students themselves by asking for their input in
determining ways to test knowledge and understanding

3. Stimulating recall of prior learning

After you’ve gotten their attention and explained the lesson’s objectives,
it’s time to prime them even further and draw out their prior-learned
knowledge of the given topic. Having students remember what they know
provides a refresher, so they’re ready to add to that foundation via
scaffolding techniques.

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This step also has several ways it can be completed. For example:
▪ Doing a quick summary or review of past lessons
▪ Prompting students to answer questions about things they learned
before related to the subject
▪ Asking the students to explain what they recall
▪ Using engaging audiovisual presentations of material
▪ Incorporating elements of prior-learned information into the new
lessons, as a bridge from one to the other

4. Presenting the content

Now that you’ve told the students what you’re going to tell them and gotten
them pre-engaged with the subject matter, it’s time to present the lesson
material and scaffold upon that prior knowledge base.
Ideally, this presentation stage should be carefully planned out, but with
enough flexibility to allow for spontaneous discourse. Teachers should
strive to offer material using various delivery methods, such as audiovisual
media, lectures, physical demonstrations when applicable, and hands-on
practice whenever possible.
It’s also encouraged to incorporate technology when feasible, as most
modern learners have grown up using devices and the Internet and are thus
quite tech-savvy. Learning management system platforms are a great way
to stay organized and keep track of work while enabling simple peer
collaboration from a distance.

5. Providing learning guidance

Before and during the content presentation, it’s beneficial to provide

students with examples of suitable outcomes. This way, there is no
confusion about what will be considered acceptable versus what falls
outside that range.
For instance, if you ask them to write an essay, it’s handy to offer them a
sample of what a perfect essay would look like for the purpose of the
lesson. Giving an example of what not to do is an excellent way to offer
contrast, so they can avoid making mistakes.
Other aspects of this step include providing anything that helps the learner
achieve their goal of understanding the lesson. Graphs, stories, role-
playing, mnemonic memory tricks, or stimuli that facilitate memory by
attributing value to the lesson concepts are all potentially useful.
The point here is to help the information be understood in the present and
stored deep enough so as not to be forgotten the moment they walk out the

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door. In other words, they must remember what is taught because that will
be the foundation for the next lesson and the new round of scaffolding.
6. Eliciting the performance (practice)

As the educator, you have just completed four critical steps in Gagne’s
Nine Events of Instruction. Now it’s time for the students to do their part!
They must either practice or demonstrate their newfound knowledge in a
manner you can assess. This is known as eliciting the performance, i.e.,
giving them the chance to show you that they did their job and learned what
you taught. It’s a critical step because it allows educators to gauge their
success and lets the student practice and thereby reinforce knowledge.
Repetition always helps with memorization as well as confidence-building.
A few ways to elicit performance include tests, quizzes, classroom
presentations, essays, group projects, and application-oriented lab
exercises.
7. Providing feedback

Instructor real-time feedback is crucial to completing the teaching-learning

cycle. Generally-speaking, feedback should be personalized, constructive,
positive, and immediate. There are a few unique types of feedback with
specific purposes:
▪ Confirmatory feedback informs the student whether or not they are
complying with guidance on how to complete an assignment,
without exploring how well they did or what they might need to
work on.
▪ Evaluative feedback lets the student know your current appraisal of
their assignment’s quality without getting into details about how
they might do better.
▪ Remedial feedback is a type of feedback designed to adjust a
student’s line of thinking or course of action so they can come to
find an answer on their own, without telling them that answer
directly.
▪ Descriptive or analytic feedback is explicitly designed to boost
student performance by offering additional assistance, including tips
or exact action steps to take.
Peer-evaluation helps students recognize differences between their work
and that of peers to close the gap. Self-evaluation teaches ways students
can spot areas for improvement on their own.
8. Assessing the performance
After the student demonstrates their level of understanding and has been
given feedback, the teacher can do a comprehensive assessment to gauge
the extent they met objectives. Keep in mind one performance cannot

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provide enough data to measure overall knowledge and abilities. Still, it

will give enough insights to measure how well they learned and stored the
information provided during a particular lesson.
Assessment techniques include giving oral quizzes or offering pre- and
post-lesson quizzes to measure learning efficacy. No matter which methods
are used, they should be objective, logical, and based on pre-established
criteria outlined in rubrics when practical.
9. Enhancing retention and transfer
Once teachers have assessed the above steps’ effectiveness, it is time to
build upon them to increase retention and transfer. Here, retention implies
the student’s ability to internalize then remember what they learned,
whereas transfer describes their capacity to apply the knowledge and skills
in the real world.
Both are readily enhanced through an abundance of practice, though to the
greatest extent possible such practice should be creative and not merely
rote repetition, which tends to bore learners. Another potential problem
educators can run into with this step is time itself, for it’s often difficult to
squeeze in meaningful practice at the end of lessons.
▪ A few practical tips for enhancement include adding questions about
previously-taught content into future exams to keep students on their
toes
▪ Finding ways to link concepts together versus isolating them
▪ Giving creative assignments that require students to think about the
lesson in dynamic new ways
▪ Being transparent about goals and learning outcomes, so students
can see exactly what they’re supposed to learn for each lesson as
well as by the end of all lessons
Question:4

How are objectives stated in behavioral terms?

Answer:
behavioral objective is a learning outcome stated in measurable terms,
which gives direction to the learner’s experience and becomes the basis for
student evaluation.

Objectives may vary in several respects. They may be general or specific,

concrete or abstract, cognitive, affective, or psychomotor. Cognitive
objectives emphasize intellectual outcomes, such as knowledge,
understanding, and thinking skills. Affective objectives emphasize feeling
and emotion, such as interests, values, attitudes, appreciation, and methods
of adjustment. Psychomotor objectives emphasize motor skills, such as
physical assessment skills and administration of chemotherapy.

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Points in writing behavioral objectives:

1. Begin each behavioral objective with a verb. The critical aspect of

any behavioral objective is the verb selected to indicate expected
behavior from learning activities.
2. State each objective in terms of learner performance. A behavioral
objective is one that is considered to be observable and measurable.
Behavior is generally construed to be an action of an individual that
can be seen, felt, or heard by another person.
3. State each objective so that it includes only one general learning
outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning

objectives will be general, abstract, and cognitive or affective. Examples
of appropriate objectives for graduate students are as follows:

• Cognitive: Create an assessment tool based on a nursing theory for

patients experiencing pain.
• Cognitive: Evaluate the usefulness of nursing research in clinical
practice.
• Affective: Accept professional responsibility for change in problem
clinical situations.
Question:5
What are the different factors that influence student
motivation.
Solution:

1. Class and Curriculum Structure

Children thrive when there is structure and struggle when there is chaos.
When students sense or see that classes follow a structure, and the
curriculum and class materials have been prepared beforehand, it provides
them with a greater sense of security.

The feeling of security is one of our basic needs. When that’s provided in
a learning environment, it allows students to fully focus on the learning
material.

To help students feel more secure, educators need to plan classes and
curriculums. All materials that will be used in class should be prepared in
advance. Educators can also state the objectives of a course or class at the
beginning of a semester or a class.

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2. Teacher Behavior and Personality

If a student has a negative emotion such as fear or disliking towards their
teacher, that can negatively affect their attitude toward the subject as a
whole. If a teacher shows a preference towards certain students or uses
derogatory and humiliating language, that can lower their motivation in
education.

On the other hand, kindness, optimism, positive feedback, and

encouragement can positively affect students’ motivation to learn.

3. Teaching Methods
Students are more likely to retain their motivation in education if educators
use different teaching methods. That creates diversity and prevents
students from getting bored. Giving room for certain choices such as which
partner they’d like to work with can be beneficial too.

Students in a single class are likely to have different styles of learning.

Thus, a teacher is more likely to meet these needs by applying different
teaching methods.

Another important aspect, especially when it comes to girls in STEM

subjects, is ensuring that the knowledge or skills learned can be practically
applied in real life.

In some cases, enrolment in extracurricular activities or support from a

tutor can help address students’ needs that are not met at school.

4. Parental Habits and Involvement

Quite a few parental habits can indirectly affect the motivation of children,
intrinsic motivation in particular. These include:

▪ showing interest in the child’s learning material,

▪ inquiring about their day,
▪ actively listening,
▪ helping with specific tasks or skills taught at school,
▪ attending parent meetings,
▪ encouraging children t complete homework or study for a test.
▪ Another habit that’s been proven to improve motivation, is reading.
Reading to and with small children helps them develop literacy
faster than talking does. However, reading comprehension level can
determine students’ success in later school years.

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5. Family Issues and Instability

Same as the lack of security in the classroom, the lack of security at home
can negatively impact motivation in education.

Children who live with both parents, on average get better grades than
children who don’t. Family conflicts and disruption can result in poorer
academic performance. Some examples include:

divorce,
loss of one or both parents,
not living with the biological father or mother,
not having contact with the biological father or mother,
frequently moving from one home to another,
being or having been involved with Child Protective Services.
As a result, in certain instances, additional support may be needed from
schools to help students with their issues.

6. Peer Relationships
As children grow older, the influence peers have upon them increases as
well. Therefore, problems and conflicts with peers can make students feel
less secure about their social status among peers, increase their stress
levels, and lower motivation in education.

Keeping an eye on any conflicts, bullying, and other peer issues can
prevent serious problems.

7. Learning Environment
School environment or school climate is another factor that affects
motivation in education. School environment refers to different norms and
regulations that determine the overall climate in the school.

Positive school environment makes students feel safe and secure, meets
their basic needs such as daily meals, and provides an optimal environment
for them to build healthy social relationships.

Too many classes and learning environment that’s too serious can also
lower motivation in education. Adding a fun element to classes can help to
ease the atmosphere and improve motivation and results. Allowing enough
time for play and rest can also have a positive effect.

8. Assessment

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While standardized assessment increases the standards of attainment, it can

negatively influence students’ motivation in education, especially at a
younger age. The opposite can be seen in countries like Finland where
primary school children do not get any tests. Despite the lack of
assessment, Finnish children display higher academic achievements.

It is also common for students to lose motivation if tests are continuously

too challenging. This does not provide a sense of achievement and lowers
motivation in education over time. Thus, it’s important for educators to
experiment with and apply different testing methods which would be able
to address the different learning needs of students.

Assignment 1
Course code 8601
Question:1
v. The personal and professional qualities of teachers.
Personal qualities
Following are the personal qualities of a school teacher
 powerful interactive and transmission skills
 a sincere interest in children and admiration for their individuality
 the capability to be aware of children's particular needs
 the skill to be innovative, artistic, understanding, organized and
practical
 the ability to establish rapport children and parents
 strong leadership and teamwork skills and a good sense of humour
 a high level of dedication to work which often impacts personal
lifestyle choices
 a clear, pleasant speaking voice and the ability to convey confidence
 positive conflict resolution skills and the ability to handle stress well.

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Professional Qualities
The teacher’s professional characteristics are following:
Collaboration
The teacher works with others to achieve a common goal.
III. Interacts constructively with peers/colleagues, administrators,
supervisors, staff, mentor teachers, and parents
• Shows consideration and respect for thoughts and feelings of others
• Demonstrates effective verbal and non-verbal communication skills
• Demonstrates flexibility with others
• Solicits suggestions and feedback from others
• Maintains communication with colleagues, supervisors, and mentor
teachers when questions or concerns arise
• Recognizes a range of valid viewpoints
IV. Functions as a contributing member of an instructional team to
achieve long-term curriculum goals, state content standards, and
district standards (term 4)
• Communicates effectively both verbally and non-verbally
• Shares ideas and materials
• Offers ideas and observations at IEP meetings
Honesty and Integrity
The teacher demonstrates truthfulness, professional behavior, and
trustworthiness.
II. Displays honesty and integrity
• Maintains confidentiality
• Elicits trust and respect from both peers and supervisors
• In completing course and field experience assignments, produces
original work and credits sources when appropriate
Respect
The teacher honors, values, and demonstrates consideration and regard for
oneself and others.
b. Is respectful of cultural patterns and expectations within a
community context
• Presents self in a professional manner (e.g., dress, communication)

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• Speaks and behaves in a manner that is sensitive to linguistic and

cultural differences and respects the dignity and worth of others
• Establishes good rapport with students and colleagues
• Seeks to address the varied learning needs of students in his/her
classroom, including lower-performing children and those with
disabilities
• Recognizes and respects identities informed by a group’s historical
context
Commitment to Learning
The teacher values learning for self and students.
d. Exhibits energy, drive, and determination to make one’s
school and classroom the best possible environment for
teaching and learning.
• Plans and delivers instruction that engages all students in his/her
classroom and addresses their learning needs
• Values ongoing assessment as essential to the instructional process
e. Demonstrates a commitment to students’ learning
▪ Implements research-based strategies
▪ Proposes ideas and solutions that address curriculum,
instruction, and classroom management
▪ Locates and/or creates materials that bring about
student learning
▪ Assumes responsibilities, locates materials and
resources, and improves teaching
▪ Reflects upon and evaluates effectiveness as a teacher,
and seeks to improve skills
▪ Reflects on and offers ideas to address curricular,
instructional and classroom management matters
▪ Engages students in discovering how knowledge is
constructed
▪ Actively and consciously looks for stories, wisdom,
action, and creations of knowledge from diverse
perspectives
f. Reflects on performance and attitudes as a teacher
▪ Reflects upon and evaluates effectiveness as a teacher,
and seeks to improve skills
▪ Receives feedback in a positive manner and makes
necessary adjustments

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▪ Regularly re-assesses his/her commitment to the

profession
▪ Evaluates instruction and student interactions and
modifies as needed
Emotional Maturity
The teacher demonstrates situation appropriate behavior.
d. Is self-confident and enthusiastic
▪ Displays enthusiasm for teaching and the subject matter
▪ Demonstrates self-confidence through body language,
voice tone, eye contact, preparedness
▪ Exhibits energy, drive, and determination to become a
professional educator
e. Is dependable, conscientious, and punctual
▪ Arrives early or on-time
▪ Completes assigned tasks in a timely manner
▪ Follows through with assignments and expectations
f. Models social skills, character traits and dispositions desired
in students.
▪ Establishes caring and mutually respectful
relationships with students
▪ Explicitly teaches and models desired behaviors and
attitudes
Leadership and Responsibility
The teacher acts independently and demonstrates accountability,
reliability, and sound judgment.
b. Is aware of and acts according to school policies and practice.
▪ Has obtained and read school policy manual
▪ Adheres to class, school, and district rules and policies.
vi. What is a case method?
Case methods
Cases are narratives, situations, select data samplings, or statements that
present unresolved and provocative issues, situations, or questions. The
case method is a participatory, discussion-based way of learning where
students gain skills in critical thinking, communication, and group
dynamics. It is a type of problem-based learning. Often seen in the
professional schools of medicine, law, and business, the case method is

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now used successfully in disciplines such as engineering, chemistry,

education, and journalism. Students can work through a case during class
as a whole or in small groups.
In addition to the definition above, the case method of teaching (or
learning):

• Is a partnership between students and teacher as well as among

students.
• Promotes more effective contextual learning and long-term
retention.
• Involves trust that students will find the answers.
• Answers questions not only of “how” but “why.”
• Provides students the opportunity to “walk around the problem” and
to see varied perspectives.

vii. Define and compare active learning and cooperative

learning.

Active learning
Active learning is an approach to instruction that involves actively
engaging students with the course material through discussions,
problem solving, case studies, role plays and other methods. Active
learning approaches place a greater degree of responsibility on the
learner than passive approaches such as lectures, but instructor guidance
is still crucial in the active learning classroom. Active learning activities
may range in length from a couple of minutes to whole class sessions
or may take place over multiple class sessions.

Cooperative learning:
Cooperative Learning is an instructional method in which students work in
small groups to accomplish a common learning goal under the guidance
of the teacher. Cooperative learning strategies offer students the possibility
to learn by applying knowledge in an environment more similar to the one
they will encounter in their future work life. Teachers get the chance to
work on core competencies and on students’ communication and soft
skills, which are valuable for students’ success in life and work, integrating
them in school curricula. Cooperative learning strategies are content-free
structures that can be reused in different school contexts and we are going
to learn how to use some of them. Strategies can be used both in pairs and
groups and are designed to fulfill all the so-called PIES principles:

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Positive interdependence, Individual accountability, Equal participation

and Simultaneous interaction

Comparison between cooperative and active learning

Active learning is anything in which students do anything in the classroom
but watch me and listen to me—if I am the lecturer. They’re talking to each
other. They’r e writing things, reflecting, trying to solve problems. they
may be doing it individually, and they may be doing it together.
Cooperative learning is a much more formal kind of activity.
I use that for exercises—usually homework, or projects—where students
are working in teams that stay together for extended periods of time

viii. What is lesson planning? Write down the five merits of

lesson planning for the teachers.

Lesson planning
A lesson plan is a teacher’s guide for facilitating a lesson. It typically
includes the goal (what students need to learn), how the goal will be
achieved (the method of delivery and procedure) and a way to measure
how well the goal was reached (usually via homework assignments or
testing). This plan is a teacher’s objectives for what students should
accomplish and how they will learn the material.

A lesson plan refers to a teacher’s plan for a particular lesson. Here, a

teacher must plan what they want to teach students, why a topic is being
covered and decide how to deliver a lecture. Learning objectives, learning
activities and assessments are all included in a lesson planning.

1. Inspiration
A thorough lesson plan inspired the teacher to improve the lesson plan
further. You can make it better for the purpose of achieving the lesson plan
in a better way.

2. Evaluation
A lesson plan helps the teacher to evaluate his teaching and to compare it
with set objectives. This evaluation will help you in achieving the set
targets in a better way

3. Self-confidence
These lesson plans develops self-confidence in the teacher and make them
to work towards definite goal.

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4. Previous Knowledge of the Students

A teacher can take a proper care by considering the level and previous
knowledge of the students in your class.

5. Organized Matter
A teacher will be able to finish a particular lesson in a limited time frame.
This will help him or her to make the students learn a better and precise
manner.

Question:2
Explain the factors of effective teaching.
Answer:
The three factors affecting teaching are as:

• Learners Psychological /Individual Characteristic

• Teachers and Classroom supports
• Environment and other surrounding factors

Factors affecting teaching

Teacher

Teachers are the pillars for their students. They play the most important
role in their students’ life by providing support, boosting their confidence,
guiding them in the right direction, and of course teaching them. They are
the facilitator of learning in the learning-teaching process. The best teacher
is one who is able to apply the best teaching method to teach students and
guide them towards a quality learning process.

The quality of a teacher derives from the various factors such as:

2. Educational Qualification

Educational qualification of a teacher decides their knowledge. By getting

a higher degree in the teaching, a teacher will be able to impart knowledge
to the students in depth and of quality. On comparing the teachers who
have M.ED or PhD degrees with others who do not have, you will be able
to differentiate the different ways of their thinking and the ways of
imparting knowledge to students.

2. Skills

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Skills matter a lot. Sometimes a teacher with a lower degree of teaching

has better skills of teaching than a teacher with a higher degree of teaching.
It is not sure that teachers with higher degrees have the right instincts and
can teach in a better way than teachers with lower degrees. Teaching skills
are decided on how teachers connect to students, what teaching methods
apply on students, how they explain the concepts to students, and what their
attitude towards students.

• Their communication skills should be effective and engaging.

• Selection of suitable teaching method
• Applying the right teaching aids.
• Their approach towards teaching students
• How they guide and monitor students.

3. Experience

Graduating in a degree of teaching is not that much tough as getting

mastery in experience. Experience holds an important place when you are
teaching students. Some aspirants acquire high qualifications which can
make them qualified for teaching but lacking in experience hamper their
progress.

With high qualifications, teachers can get a better understanding of the

different topics or complex formulas but experience helps teachers to deal
with the students and prepare them for how to teach students.

4. Subject matter

There comes a time when teachers who do not have knowledge of a

particular subject are assigned to teach that subject. In such a situation,
passion and motivation to research about the topic and teach students help
them. Subject matter does really matter. However, the chances of assigning
subjects which are not the forte of a teacher are very rare.

The syllabus of the subject is formed by educationists and psychologists

keeping the mental and physical capabilities of students in mind. The
important subject matter related factors which influence teaching are the
difficulty of the task, length of the task, meaningfulness of the task,
similarity of the task, organised material, and life learning.

Learner

Physiological and psychological factors of learners are the factors

affecting teaching. Every individual studying in a class possess different

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qualities and require different teaching methods. It is necessary to take note

of the intelligence of students, ethnic groups of students, race, belief and
socioeconomic status of the learners when teaching in the classroom.

The interest of each student in the class is also different which depends on
aptitude, attitude, motivation, mental health and aspiration towards the
goals of their life.

The maturity, age, motivation, previous learning, intelligence, mental

health, physical need, diet and nutrition, attention and interest, goal-setting
and level of aspiration are the factors affecting teaching related to learners.

Environment

The factors affecting the environment of the teaching are as follows.

8. Support materials

Teachers have their support system which consists of tools that helps them
to improve their capacity of teaching. The different teaching aids help to
analyze the area in which students are not taking interest or under
performing. This also helps them to adopt effective strategies that teach
students. Support materials in teaching are effective tools for:

• Assessments and scores of students

• Teaching Strategies and lesson plans
• Standards and benchmark
• Effective use of traditional and modern tools

2. Instructional facilities

With the available teaching aids, teachers can cover a wide area of learning.
It has many benefits such as differentiating instruction, relieving anxiety,
helping learners to improve reading comprehension skills, illustrating or
reinforcing a skill, presenting information in an effective way.

3. Learning environment

Learning environment is where a student learns and a teacher teaches. The

classroom environment is the learning environment for students which
plays an important role in the learning process. Both students and teachers
get affected by the classroom environment. The environment for the
learning is well maintained by active participation in education,

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concentration of students, teachers’ focus on behavior of students etc. The

environment of learning must be positive.

4. Socio-economic factor

The socio-economic background of students and teachers affect the

learning process in an indirect way. It shows differences in the thinking
level of students and teachers towards others. The economic factor of
students sometimes gets dominated by teachers and its impact on the
teaching quality of the teachers.

5. Expectations

Expectation is a very common factor affecting teaching. It affects learners

and teachers as well. Every parent has some sort of expectation with their
children as they want their children to get quality education and they learn
maximum when they go to schools.

This puts a psychological impact on students and sometimes it results in

stress and impairments.

So, the parents should involve the students in the process of learning in
such a way that they ease their process instead of putting a burden on them.
Also, teachers should not be put under pressure of expectations.

The National Council of Educational Research and Training published the

Core Teaching Skills in 1982 which laid stress on the following teaching
skills.

• Writing instructional objectives

• Organizing the content
• Creating set for introducing the lesson
• Introducing a lesson
• Structuring classroom questions
• Question delivery and its distribution
• Response management
• Explaining
• Illustrating with examples
• Using teaching aids
• Stimulus variation
• The pacing of the lesson
• Promoting pupil participation
• Use of blackboard
• Achieving closure of the lesson

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• Giving assignments
• Evaluating the pupil’s progress
• Diagnosing pupil learning difficulties and taking remedial measures
• Management of the class

Micro Teaching

Micro-teaching implies micro-element which simplifies the complexities

of the teaching process. It concentrates on using specific teaching methods
and offers opportunities for practicing teaching under controlled
conditions.

Question:3

What is Gagne's frame work for instructional development?

Answer

1. Gaining attention
No educator on Earth can teach a subject without first getting the student’s
attention. This is easier said than done, but failing in this first task sets all
subsequent tasks up for failure, too. Students enter class with their minds
on other things, and it’s the teacher’s job to get them primed, focused, and
ready to learn the topic at hand.
A few tricks to set the mood include:
▪ Asking a question they don’t expect
▪ Bringing up an interesting point of trivia
▪ Challenging them with a problem
▪ Using a loud and unexpected tone or other audio stimuli
▪ An eye-catching visual stimulus
▪ Establishing a student-to-student exercise
There is no shortage of tactics to get student attention. The point of this
step is to make sure it’s done so they can transition into the proper state of
mind.

9. Informing the learner of the objective

When giving speeches, we’re often told to “tell them what we’re going to
tell them.” That idea holds true here, as well. Once we have their attention,
we want to quickly educate the student about what they should expect to

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learn during the lesson. This further primes them and gets them ready to
receive information and predict what they’ll need to comprehend and
deliver at the end.
The best way to accomplish this step is to outline the concrete learning
objectives and outcomes simply. This can be done any number of ways,
including:
▪ Providing measurable criteria they must meet at the end of the lesson
▪ Explaining a task they’ll be asked to perform
▪ Drawing a clear connection between prior-stated objectives and later
assessments
▪ Involving the students themselves by asking for their input in
determining ways to test knowledge and understanding

10. Stimulating recall of prior learning

After you’ve gotten their attention and explained the lesson’s objectives,
it’s time to prime them even further and draw out their prior-learned
knowledge of the given topic. Having students remember what they know
provides a refresher, so they’re ready to add to that foundation via
scaffolding techniques.
This step also has several ways it can be completed. For example:
▪ Doing a quick summary or review of past lessons
▪ Prompting students to answer questions about things they learned
before related to the subject
▪ Asking the students to explain what they recall
▪ Using engaging audiovisual presentations of material
▪ Incorporating elements of prior-learned information into the new
lessons, as a bridge from one to the other

11. Presenting the content

Now that you’ve told the students what you’re going to tell them and gotten
them pre-engaged with the subject matter, it’s time to present the lesson
material and scaffold upon that prior knowledge base.
Ideally, this presentation stage should be carefully planned out, but with
enough flexibility to allow for spontaneous discourse. Teachers should
strive to offer material using various delivery methods, such as audiovisual
media, lectures, physical demonstrations when applicable, and hands-on
practice whenever possible.
It’s also encouraged to incorporate technology when feasible, as most
modern learners have grown up using devices and the Internet and are thus
quite tech-savvy. Learning management system platforms are a great way

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to stay organized and keep track of work while enabling simple peer
collaboration from a distance.

12. Providing learning guidance

Before and during the content presentation, it’s beneficial to provide

students with examples of suitable outcomes. This way, there is no
confusion about what will be considered acceptable versus what falls
outside that range.
For instance, if you ask them to write an essay, it’s handy to offer them a
sample of what a perfect essay would look like for the purpose of the
lesson. Giving an example of what not to do is an excellent way to offer
contrast, so they can avoid making mistakes.
Other aspects of this step include providing anything that helps the learner
achieve their goal of understanding the lesson. Graphs, stories, role-
playing, mnemonic memory tricks, or stimuli that facilitate memory by
attributing value to the lesson concepts are all potentially useful.
The point here is to help the information be understood in the present and
stored deep enough so as not to be forgotten the moment they walk out the
door. In other words, they must remember what is taught because that will
be the foundation for the next lesson and the new round of scaffolding.
13. Eliciting the performance (practice)

As the educator, you have just completed four critical steps in Gagne’s
Nine Events of Instruction. Now it’s time for the students to do their part!
They must either practice or demonstrate their newfound knowledge in a
manner you can assess. This is known as eliciting the performance, i.e.,
giving them the chance to show you that they did their job and learned what
you taught. It’s a critical step because it allows educators to gauge their
success and lets the student practice and thereby reinforce knowledge.
Repetition always helps with memorization as well as confidence-building.
A few ways to elicit performance include tests, quizzes, classroom
presentations, essays, group projects, and application-oriented lab
exercises.
14. Providing feedback

Instructor real-time feedback is crucial to completing the teaching-learning

cycle. Generally-speaking, feedback should be personalized, constructive,
positive, and immediate. There are a few unique types of feedback with
specific purposes:
▪ Confirmatory feedback informs the student whether or not they are
complying with guidance on how to complete an assignment,

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without exploring how well they did or what they might need to
work on.
▪ Evaluative feedback lets the student know your current appraisal of
their assignment’s quality without getting into details about how
they might do better.
▪ Remedial feedback is a type of feedback designed to adjust a
student’s line of thinking or course of action so they can come to
find an answer on their own, without telling them that answer
directly.
▪ Descriptive or analytic feedback is explicitly designed to boost
student performance by offering additional assistance, including tips
or exact action steps to take.
Peer-evaluation helps students recognize differences between their work
and that of peers to close the gap. Self-evaluation teaches ways students
can spot areas for improvement on their own.
8. Assessing the performance
After the student demonstrates their level of understanding and has been
given feedback, the teacher can do a comprehensive assessment to gauge
the extent they met objectives. Keep in mind one performance cannot
provide enough data to measure overall knowledge and abilities. Still, it
will give enough insights to measure how well they learned and stored the
information provided during a particular lesson.
Assessment techniques include giving oral quizzes or offering pre- and
post-lesson quizzes to measure learning efficacy. No matter which methods
are used, they should be objective, logical, and based on pre-established
criteria outlined in rubrics when practical.
9. Enhancing retention and transfer
Once teachers have assessed the above steps’ effectiveness, it is time to
build upon them to increase retention and transfer. Here, retention implies
the student’s ability to internalize then remember what they learned,
whereas transfer describes their capacity to apply the knowledge and skills
in the real world.
Both are readily enhanced through an abundance of practice, though to the
greatest extent possible such practice should be creative and not merely
rote repetition, which tends to bore learners. Another potential problem
educators can run into with this step is time itself, for it’s often difficult to
squeeze in meaningful practice at the end of lessons.
▪ A few practical tips for enhancement include adding questions about
previously-taught content into future exams to keep students on their
toes
▪ Finding ways to link concepts together versus isolating them
▪ Giving creative assignments that require students to think about the
lesson in dynamic new ways

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▪ Being transparent about goals and learning outcomes, so students

can see exactly what they’re supposed to learn for each lesson as
well as by the end of all lessons
Question:4

How are objectives stated in behavioral terms?

Answer:
behavioral objective is a learning outcome stated in measurable terms,
which gives direction to the learner’s experience and becomes the basis for
student evaluation.

Objectives may vary in several respects. They may be general or specific,

concrete or abstract, cognitive, affective, or psychomotor. Cognitive
objectives emphasize intellectual outcomes, such as knowledge,
understanding, and thinking skills. Affective objectives emphasize feeling
and emotion, such as interests, values, attitudes, appreciation, and methods
of adjustment. Psychomotor objectives emphasize motor skills, such as
physical assessment skills and administration of chemotherapy.

Points in writing behavioral objectives:

4. Begin each behavioral objective with a verb. The critical aspect of

any behavioral objective is the verb selected to indicate expected
behavior from learning activities.
5. State each objective in terms of learner performance. A behavioral
objective is one that is considered to be observable and measurable.
Behavior is generally construed to be an action of an individual that
can be seen, felt, or heard by another person.
6. State each objective so that it includes only one general learning
outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning

objectives will be general, abstract, and cognitive or affective. Examples
of appropriate objectives for graduate students are as follows:

• Cognitive: Create an assessment tool based on a nursing theory for

patients experiencing pain.
• Cognitive: Evaluate the usefulness of nursing research in clinical
practice.

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• Affective: Accept professional responsibility for change in problem

clinical situations.
Question:5
What are the different factors that influence student
motivation.
Solution:

1. Class and Curriculum Structure

Children thrive when there is structure and struggle when there is chaos.
When students sense or see that classes follow a structure, and the
curriculum and class materials have been prepared beforehand, it provides
them with a greater sense of security.

The feeling of security is one of our basic needs. When that’s provided in
a learning environment, it allows students to fully focus on the learning
material.

To help students feel more secure, educators need to plan classes and
curriculums. All materials that will be used in class should be prepared in
advance. Educators can also state the objectives of a course or class at the
beginning of a semester or a class.

2. Teacher Behavior and Personality

If a student has a negative emotion such as fear or disliking towards their
teacher, that can negatively affect their attitude toward the subject as a
whole. If a teacher shows a preference towards certain students or uses
derogatory and humiliating language, that can lower their motivation in
education.

On the other hand, kindness, optimism, positive feedback, and

encouragement can positively affect students’ motivation to learn.

3. Teaching Methods
Students are more likely to retain their motivation in education if educators
use different teaching methods. That creates diversity and prevents
students from getting bored. Giving room for certain choices such as which
partner they’d like to work with can be beneficial too.

Students in a single class are likely to have different styles of learning.

Thus, a teacher is more likely to meet these needs by applying different
teaching methods.

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Another important aspect, especially when it comes to girls in STEM

subjects, is ensuring that the knowledge or skills learned can be practically
applied in real life.

In some cases, enrolment in extracurricular activities or support from a

tutor can help address students’ needs that are not met at school.

4. Parental Habits and Involvement

Quite a few parental habits can indirectly affect the motivation of children,
intrinsic motivation in particular. These include:

▪ showing interest in the child’s learning material,

▪ inquiring about their day,
▪ actively listening,
▪ helping with specific tasks or skills taught at school,
▪ attending parent meetings,
▪ encouraging children t complete homework or study for a test.
▪ Another habit that’s been proven to improve motivation, is reading.
Reading to and with small children helps them develop literacy
faster than talking does. However, reading comprehension level can
determine students’ success in later school years.

5. Family Issues and Instability

Same as the lack of security in the classroom, the lack of security at home
can negatively impact motivation in education.

Children who live with both parents, on average get better grades than
children who don’t. Family conflicts and disruption can result in poorer
academic performance. Some examples include:

divorce,
loss of one or both parents,
not living with the biological father or mother,
not having contact with the biological father or mother,
frequently moving from one home to another,
being or having been involved with Child Protective Services.
As a result, in certain instances, additional support may be needed from
schools to help students with their issues.

6. Peer Relationships
As children grow older, the influence peers have upon them increases as
well. Therefore, problems and conflicts with peers can make students feel

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less secure about their social status among peers, increase their stress
levels, and lower motivation in education.

Keeping an eye on any conflicts, bullying, and other peer issues can
prevent serious problems.

7. Learning Environment
School environment or school climate is another factor that affects
motivation in education. School environment refers to different norms and
regulations that determine the overall climate in the school.

Positive school environment makes students feel safe and secure, meets
their basic needs such as daily meals, and provides an optimal environment
for them to build healthy social relationships.

Too many classes and learning environment that’s too serious can also
lower motivation in education. Adding a fun element to classes can help to
ease the atmosphere and improve motivation and results. Allowing enough
time for play and rest can also have a positive effect.

8. Assessment
While standardized assessment increases the standards of attainment, it can
negatively influence students’ motivation in education, especially at a
younger age. The opposite can be seen in countries like Finland where
primary school children do not get any tests. Despite the lack of
assessment, Finnish children display higher academic achievements.

It is also common for students to lose motivation if tests are continuously

too challenging. This does not provide a sense of achievement and lowers
motivation in education over time. Thus, it’s important for educators to
experiment with and apply different testing methods which would be able
to address the different learning needs of students.

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Assignment 2
Course code: 8601
Q.1 What is a scientific method? Specify the role of teacher
in this method.
Many researchers have defined scientific method with slight difference but
the main theme is the rigorous approach adopted to resolve the science and
social science problems.
According to Keyes (2010) definitions of the scientific method can be
found in textbooks in both the social and natural sciences and, while some
variations exist, all have certain common features. Students collected a
number of definitions of scientific method from textbooks in the natural
(“hard”) sciences and then were asked to compare these to the one provided
in their sociology textbook.
Consider the following definitions in the light of different disciplines.
In their geology book, Wicander & Monroe as cited in Keyes (2010)
defined scientific method – a logical, orderly approach that involves
gathering data, formulating and testing hypotheses, and proposing theories.
McMurry & Fay, (2008) in their chemistry book defined it as “Scientific
method – Scientific questions must be asked, and experiments must be
carried out to find their answers”. In the context of biology “The classic
vision of the scientific method is that observations lead to hypotheses that
in turn make experimentally testable predictions” (Raven, Losos, Mason,
Singer, & Johnson, 2008). In the psychological point of view “The
scientific method refers to a set of assumptions,

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and procedures that guide researchers in creating questions to investigate,

in generating evidence, and drawing conclusions” (Hockenbury &
Hockenbury, 2000). Whereas in the context of sociology “The scientific
method is an approach to data collection that relies on two assumptions:
(1) Knowledge about the world is acquired through observation, and (2)
the truth of the knowledge is confirmed by verification--that is, by others
making the same observations” (Ferrante, 2008).
From the above definitions of the scientific method we can conclude that:
The procedure adopted by the scientists to find out the facts and scientific
truths is called Scientific Method. The following are the compulsory steps
involved in the scientific method. The elaboration of these steps as:
1. Realizing the problem
2. Defining the problem
3. Analyzing the problem
4. Collecting data / information
5. Analyzing the information
6. Framing hypothesis
7. Verifying the hypothesis
8. Finding the solution
9. Applying the solutions in the life situations.

Role of the Teacher

The scientific method can be used by the learner to understand the objects,
activities and acquire the skills decision making and problem solving. The
solutions or results derived

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through this method can be applied to the living environment. In order to

apply the solutions in life solutions the teacher should:
• Arrange a necessary environment to understand the problem.
• Guide the learner to collect the data or information.
• Help in classification and arrangement of data or information in a
desired order.
• Formulate the hypothesis and test the same.
• Help to prepare a report on tested hypothesis.
• Give a life situation and enable the student to utilize the solution to
find the result.
Question:2
What is a guided discussion method. Explain the structure of
guard discussion method.
Answer
Guided discussion is an active learning technique that encourages
students to reflect on their own experiences,
explore alternative ways of thinking, connect to a topic, and improve
analytical skills.
As students participate, they demonstrate their knowledge and
understanding of the course topics, promoting a deeper comprehension of
the material. You can use guiding questions to help students create
content together, allowing you to become a facilitator of information
rather than the lecturer.
While much of the class discourse takes place in the Discuss It! forums,
small teams of students working in Group Think increases students'
interactivity with each other as they construct, rather than acquire,
knowledge. Students can reflect on the course content and communicate
privately with you in My Journal.

students can expand their basic knowledge through conversation.

There are different types of questions in guided discussion method:
1. Overhead/How/Why: This category of questions is directed to the
whole group.
2. Rhetorical: Rhetorical questions prompt group thought and thinking.
3. Direct: direct questions are asked of a particular student.
4. Reverse: In response to a question, another question is asked.
5. Relay: Relay the question to the group if asked by a student.

An effective question is that which is suitable for the subject, contains an

objective, organizes main and subordinate points logically, and guides
students in their preparation. Guided discussion is effective when it is

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planned and followed by a logical sequence. Below is the structure of

guided discussion:
• Objectives: Before starting guided discussion, the instructor should
have clear objectives.
• Introduction: The instructor should introduce the discussion simply
by posing a question or telling of a story to help get the discussion
off the ground.
• Discussion: The instructor should try to keep students focused on
topic. It demands attention from the instructor and continual
evaluation of students’ knowledge.
• Summary: Before moving to the next section, the instructor should
summarize previous section.
• Conclusion: Review and recap is indispensable in guided discussion
to have an idea what was covered in the discussion. This will help
the student grasp the “larger picture.” The instructor should clarify
any questions (Kinne, 2000).

It indicates that the guided discussion method has a clear meaning and is
designed for specific purpose to stimulate thought of students by relating
new information with previous knowledge.
Question:3
What are teaching skills? Describe the componetns of
presentation skills.
teaching skills are the hard and soft skills that help a teacher keep students
engaged. These skills can also help teachers position themselves as an
educator, earning the attention and respect of their students. Some teaching
skills come naturally to some, whereas others may require development
with practice. Developing teaching skills is only one part of becoming a
good teacher. It can also be helpful to learn how to highlight these skills on
your resume and during your teaching interview.
1. Have an agenda.
A good way to begin your presentation is to start with an overview so your
audience knows there’s a focused agenda and a purpose to what they’re
listening to. Once you’ve provided that outline, you’ll want to engage your
audience and hold their attention by explaining “what is” (what is the
problem, idea, process, etc.) that you want to explain or change. Then you
can discuss “what could be”.

2. Keep it simple.
Keep your audience in mind – long, over-complicated sentences, too many
statistics and numbers or even never-ending stories can all serve to
overwhelm your audience.

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A good way to keep it simple: use and stick to a 3-part list with the main
points outlined in your introduction. Reiterate the points at the beginning
and end, and there’s a better chance your audience will have a strong
takeaway of the key information.

3. Use visuals.
Help your audience visualize what you are saying by using imagery.
Images help the audience remain engaged, whether you include pictures,
graphs, charts, or animations. These visuals will only help enhance and
reinforce the main points of your presentation.

4. Be honest and conversational.

Many of the most powerful speakers and speeches capture the attention of
their audiences because they are passionate, firm and educated on their
topic. And trust us, the audience can tell. Prior to giving a presentation, you
should, of course, feel knowledgeable and confident about the topic you
are discussing, and if possible, you should feel passionate about your topic
of discussion. This can only help your audience connect more with your
presentation. Use stories, real-life examples and ask and answer questions
to help fuel this engagement.

5. For in-person presentations, master non-verbal behavior.

If you are presenting at an event, in front of a client, or even for an internal
company project, mastering and utilizing non-verbal behavior can help you
engage with your audience. Using calm hand gestures, smiling and
changing up your vocals here and there can help you retain attention and
enhance your speaking. Managing nervous non-verbal behavior can also
help you seem more confident; try not to cross your arms, wring your hands
or put your hands in your pockets.

6. Rehearse and don’t be afraid to ask for help!

Practice, practice, practice. Nothing becomes great without first trying,
sometimes failing (or failing often) and trying again. The best way to find
mistakes and fix any potential issues with your presentation is by doing a
dry-run in front of a practice audience. You’ll be able to get real feedback
and it can help soothe nerves and inspire confidence (and even excitement)
for your presentation. Ask for advice from peers, coworkers, family,
friends, etc. Go to someone you view as an expert. Keep working on it and
push yourself until you feel comfortable going into the event.

Although, there’s no one way to properly give a presentation or overcome

public speaking anxiety, breaking down the key pieces of speaking can be

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a good place to start. When prepping, take things one step at a time and
you'll become even better with every presentation you make.

Question:4
Describe the purpose of teaching tools and how many types of
teaching tools are used in the classrooms?
Learning is more powerful and dynamic with tools that are already right in
front of you – and it’s up to educators to impress this on students in the
classroom. When you bring real things and authentic daily- life situations
into the classroom, listening becomes discovering, interest becomes
wonder, and passive learning becomes active exploration. Lessons come to
life with touch, motion, and sound. Teacher resources, insights from fellow
educators, and personalized support help you teach every subject, from
reading to coding, in ways that kids really get. All of which makes those
magical, a-ha moments happen much more often. For everyone. The most
powerful tools for learning are the ones students love to use.

Teaching Tools include:

1-Teaching Aids.

They include:
(Cards, Charts, grids, Pictures, Drawing, photos, magazines, worksheets,
mind mapping. Technology, Video, digital material, data show, CDs,
Electronic program, Dictionary, Websites, The computer, the internet, E-
Book, Intelligent board, Blackboard, Realia, actual fields, Real situations,
Online Dictionaries, Graphic Organizers, virtual tours of their latest
exhibits, The real daily environmental things......)

2-Teaching resources / Material:

They include:
A-The actual daily- life sites and environmental realia.
B-Concrete teaching Material. (Book, classroom supplies for teachers,
Realia, CD, Video tape, tablet, iPad, Mac, and Apple TV ..)
C-Theoretical teaching material. e.g. (Workshops, Training units)

3-Online Teacher's Tools / Resources:

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1. Google DOC's.
2. WordPress.
3. Google forms.
4. Logo maker.
5. Internet readings.
6. Kahoot.
7. The Web Resources.
8. Voice of America Learning English.

4-Electronic teaching and learning programs:

(Word program, Excel program, Power-point program, Access program,

MS picture management program, Movie-maker program, Free-mind
program, Lingoes program, Celestia program, Yinka program, Anki
program, Jing program, Hot potatoes program, MS Mathematics program,
the Sage program, Chemistry crocodile program, Physics Crocodile
program and a lot of other electronic programs. Electronic teaching enables
the teacher to do an electronic lesson plan and give an electronic lesson
presentation.)

5-Teaching methods.

They include:
(Active learning method, Projects, Inquiry-based teaching method,
discovery method, Acting the scenes, Pointing, Role-playing, Elicitation,
CLT Method, Internet-based teaching method, Brainstorming method,
Electronic programs teaching, Classroom Network, observation, imitation,
repetition, Music, Songs, Games, Storytelling, Puzzles, Riddles, Story
theatre, Solving problems, Playing roles, Changing roles, pair work,
Dialoguing, Group work, Co-Curriculum activities, Involvement,
Engagement, Debating, Interviewing, Practical learning, analysis, Practice
and research, Synthesis, Evaluation, Imagination.......).
Question:5

Write down the advantages and disadvantages of using multimedia

Advantages of Multimedia

- It is very user-friendly. It doesn’t take much energy out of the user, in

the sense that you can sit and watch the presentation, you can read the
text and hear the audio.

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- It is multi sensorial. It uses a lot of the user’s senses while making use of
multimedia, for example hearing, seeing and talking.

- It is integrated and interactive. All the different mediums are integrated

through the digitization process. Interactivity is heightened by the
possibility of easy feedback.
- It is flexible. Being digital, this media can easily be changed to fit
different situations and audiences.
- It can be used for a wide variety of audiences, ranging from one person
to a whole group.

Disadvantages of Multimedia

- Information overload. Because it is so easy to use, it can contain too

much information at once.
- It takes time to compile. Even though it is flexible, it takes time to put
the original draft together.
- It can be expensive. As mentioned in one of my previous posts,
multimedia makes use of a wide range of resources, which can cost you
a large amount of money.
- Too much makes it unpractical. Large files like video and audio has an
effect of the time it takes for your presentation to load. Adding too much
can mean that you have to use a larger computer to store the files.

Assignment 2
Course code: 8601
Q.1 What is a scientific method? Specify the role of teacher
in this method.
Many researchers have defined scientific method with slight difference but
the main theme is the rigorous approach adopted to resolve the science and
social science problems.
According to Keyes (2010) definitions of the scientific method can be
found in textbooks in both the social and natural sciences and, while some
variations exist, all have certain common features. Students collected a
number of definitions of scientific method from textbooks in the natural

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(“hard”) sciences and then were asked to compare these to the one provided
in their sociology textbook.
Consider the following definitions in the light of different disciplines.
In their geology book, Wicander & Monroe as cited in Keyes (2010)
defined scientific method – a logical, orderly approach that involves
gathering data, formulating and testing hypotheses, and proposing theories.
McMurry & Fay, (2008) in their chemistry book defined it as “Scientific
method – Scientific questions must be asked, and experiments must be
carried out to find their answers”. In the context of biology “The classic
vision of the scientific method is that observations lead to hypotheses that
in turn make experimentally testable predictions” (Raven, Losos, Mason,
Singer, & Johnson, 2008). In the psychological point of view “The
scientific method refers to a set of assumptions,

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and procedures that guide researchers in creating questions to investigate,

in generating evidence, and drawing conclusions” (Hockenbury &
Hockenbury, 2000). Whereas in the context of sociology “The scientific
method is an approach to data collection that relies on two assumptions:
(1) Knowledge about the world is acquired through observation, and (2)
the truth of the knowledge is confirmed by verification--that is, by others
making the same observations” (Ferrante, 2008).
From the above definitions of the scientific method we can conclude that:
The procedure adopted by the scientists to find out the facts and scientific
truths is called Scientific Method. The following are the compulsory steps
involved in the scientific method. The elaboration of these steps as:
1. Realizing the problem
2. Defining the problem
3. Analyzing the problem
4. Collecting data / information
5. Analyzing the information
6. Framing hypothesis
7. Verifying the hypothesis
8. Finding the solution
9. Applying the solutions in the life situations.

Role of the Teacher

The scientific method can be used by the learner to understand the objects,
activities and acquire the skills decision making and problem solving. The
solutions or results derived

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through this method can be applied to the living environment. In order to

apply the solutions in life solutions the teacher should:
• Arrange a necessary environment to understand the problem.
• Guide the learner to collect the data or information.
• Help in classification and arrangement of data or information in a
desired order.
• Formulate the hypothesis and test the same.
• Help to prepare a report on tested hypothesis.
• Give a life situation and enable the student to utilize the solution to
find the result.
Question:2
What is a guided discussion method. Explain the structure of
guard discussion method.
Answer
Guided discussion is an active learning technique that encourages
students to reflect on their own experiences,
explore alternative ways of thinking, connect to a topic, and improve
analytical skills.
As students participate, they demonstrate their knowledge and
understanding of the course topics, promoting a deeper comprehension of
the material. You can use guiding questions to help students create
content together, allowing you to become a facilitator of information
rather than the lecturer.
While much of the class discourse takes place in the Discuss It! forums,
small teams of students working in Group Think increases students'
interactivity with each other as they construct, rather than acquire,
knowledge. Students can reflect on the course content and communicate
privately with you in My Journal.

students can expand their basic knowledge through conversation.

There are different types of questions in guided discussion method:
1. Overhead/How/Why: This category of questions is directed to the
whole group.
2. Rhetorical: Rhetorical questions prompt group thought and thinking.
3. Direct: direct questions are asked of a particular student.
4. Reverse: In response to a question, another question is asked.
5. Relay: Relay the question to the group if asked by a student.

An effective question is that which is suitable for the subject, contains an

objective, organizes main and subordinate points logically, and guides
students in their preparation. Guided discussion is effective when it is

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planned and followed by a logical sequence. Below is the structure of

guided discussion:
• Objectives: Before starting guided discussion, the instructor should
have clear objectives.
• Introduction: The instructor should introduce the discussion simply
by posing a question or telling of a story to help get the discussion
off the ground.
• Discussion: The instructor should try to keep students focused on
topic. It demands attention from the instructor and continual
evaluation of students’ knowledge.
• Summary: Before moving to the next section, the instructor should
summarize previous section.
• Conclusion: Review and recap is indispensable in guided discussion
to have an idea what was covered in the discussion. This will help
the student grasp the “larger picture.” The instructor should clarify
any questions (Kinne, 2000).

It indicates that the guided discussion method has a clear meaning and is
designed for specific purpose to stimulate thought of students by relating
new information with previous knowledge.
Question:3
What are teaching skills? Describe the componetns of
presentation skills.
teaching skills are the hard and soft skills that help a teacher keep students
engaged. These skills can also help teachers position themselves as an
educator, earning the attention and respect of their students. Some teaching
skills come naturally to some, whereas others may require development
with practice. Developing teaching skills is only one part of becoming a
good teacher. It can also be helpful to learn how to highlight these skills on
your resume and during your teaching interview.
1. Have an agenda.
A good way to begin your presentation is to start with an overview so your
audience knows there’s a focused agenda and a purpose to what they’re
listening to. Once you’ve provided that outline, you’ll want to engage your
audience and hold their attention by explaining “what is” (what is the
problem, idea, process, etc.) that you want to explain or change. Then you
can discuss “what could be”.

2. Keep it simple.
Keep your audience in mind – long, over-complicated sentences, too many
statistics and numbers or even never-ending stories can all serve to
overwhelm your audience.

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A good way to keep it simple: use and stick to a 3-part list with the main
points outlined in your introduction. Reiterate the points at the beginning
and end, and there’s a better chance your audience will have a strong
takeaway of the key information.

3. Use visuals.
Help your audience visualize what you are saying by using imagery.
Images help the audience remain engaged, whether you include pictures,
graphs, charts, or animations. These visuals will only help enhance and
reinforce the main points of your presentation.

4. Be honest and conversational.

Many of the most powerful speakers and speeches capture the attention of
their audiences because they are passionate, firm and educated on their
topic. And trust us, the audience can tell. Prior to giving a presentation, you
should, of course, feel knowledgeable and confident about the topic you
are discussing, and if possible, you should feel passionate about your topic
of discussion. This can only help your audience connect more with your
presentation. Use stories, real-life examples and ask and answer questions
to help fuel this engagement.

5. For in-person presentations, master non-verbal behavior.

If you are presenting at an event, in front of a client, or even for an internal
company project, mastering and utilizing non-verbal behavior can help you
engage with your audience. Using calm hand gestures, smiling and
changing up your vocals here and there can help you retain attention and
enhance your speaking. Managing nervous non-verbal behavior can also
help you seem more confident; try not to cross your arms, wring your hands
or put your hands in your pockets.

6. Rehearse and don’t be afraid to ask for help!

Practice, practice, practice. Nothing becomes great without first trying,
sometimes failing (or failing often) and trying again. The best way to find
mistakes and fix any potential issues with your presentation is by doing a
dry-run in front of a practice audience. You’ll be able to get real feedback
and it can help soothe nerves and inspire confidence (and even excitement)
for your presentation. Ask for advice from peers, coworkers, family,
friends, etc. Go to someone you view as an expert. Keep working on it and
push yourself until you feel comfortable going into the event.

Although, there’s no one way to properly give a presentation or overcome

public speaking anxiety, breaking down the key pieces of speaking can be

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a good place to start. When prepping, take things one step at a time and
you'll become even better with every presentation you make.

Question:4
Describe the purpose of teaching tools and how many types of
teaching tools are used in the classrooms?
Learning is more powerful and dynamic with tools that are already right in
front of you – and it’s up to educators to impress this on students in the
classroom. When you bring real things and authentic daily- life situations
into the classroom, listening becomes discovering, interest becomes
wonder, and passive learning becomes active exploration. Lessons come to
life with touch, motion, and sound. Teacher resources, insights from fellow
educators, and personalized support help you teach every subject, from
reading to coding, in ways that kids really get. All of which makes those
magical, a-ha moments happen much more often. For everyone. The most
powerful tools for learning are the ones students love to use.

Teaching Tools include:

1-Teaching Aids.

They include:
(Cards, Charts, grids, Pictures, Drawing, photos, magazines, worksheets,
mind mapping. Technology, Video, digital material, data show, CDs,
Electronic program, Dictionary, Websites, The computer, the internet, E-
Book, Intelligent board, Blackboard, Realia, actual fields, Real situations,
Online Dictionaries, Graphic Organizers, virtual tours of their latest
exhibits, The real daily environmental things......)

2-Teaching resources / Material:

They include:
A-The actual daily- life sites and environmental realia.
B-Concrete teaching Material. (Book, classroom supplies for teachers,
Realia, CD, Video tape, tablet, iPad, Mac, and Apple TV ..)
C-Theoretical teaching material. e.g. (Workshops, Training units)

3-Online Teacher's Tools / Resources:

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9. Google DOC's.
10.WordPress.
11.Google forms.
12.Logo maker.
13.Internet readings.
14.Kahoot.
15.The Web Resources.
16.Voice of America Learning English.

4-Electronic teaching and learning programs:

(Word program, Excel program, Power-point program, Access program,

MS picture management program, Movie-maker program, Free-mind
program, Lingoes program, Celestia program, Yinka program, Anki
program, Jing program, Hot potatoes program, MS Mathematics program,
the Sage program, Chemistry crocodile program, Physics Crocodile
program and a lot of other electronic programs. Electronic teaching enables
the teacher to do an electronic lesson plan and give an electronic lesson
presentation.)

5-Teaching methods.

They include:
(Active learning method, Projects, Inquiry-based teaching method,
discovery method, Acting the scenes, Pointing, Role-playing, Elicitation,
CLT Method, Internet-based teaching method, Brainstorming method,
Electronic programs teaching, Classroom Network, observation, imitation,
repetition, Music, Songs, Games, Storytelling, Puzzles, Riddles, Story
theatre, Solving problems, Playing roles, Changing roles, pair work,
Dialoguing, Group work, Co-Curriculum activities, Involvement,
Engagement, Debating, Interviewing, Practical learning, analysis, Practice
and research, Synthesis, Evaluation, Imagination.......).
Question:5

Write down the advantages and disadvantages of using multimedia

Advantages of Multimedia

- It is very user-friendly. It doesn’t take much energy out of the user, in

the sense that you can sit and watch the presentation, you can read the
text and hear the audio.

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- It is multi sensorial. It uses a lot of the user’s senses while making use of
multimedia, for example hearing, seeing and talking.

- It is integrated and interactive. All the different mediums are integrated

through the digitization process. Interactivity is heightened by the
possibility of easy feedback.
- It is flexible. Being digital, this media can easily be changed to fit
different situations and audiences.
- It can be used for a wide variety of audiences, ranging from one person
to a whole group.

Disadvantages of Multimedia

- Information overload. Because it is so easy to use, it can contain too

much information at once.
- It takes time to compile. Even though it is flexible, it takes time to put
the original draft together.
- It can be expensive. As mentioned in one of my previous posts,
multimedia makes use of a wide range of resources, which can cost you
a large amount of money.
- Too much makes it unpractical. Large files like video and audio has an
effect of the time it takes for your presentation to load. Adding too much
can mean that you have to use a larger computer to store the files.

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