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8601 SOLVED ASSIGNMENT YEAR 2023-2024

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General methods of teaching, student name noman ahmed, student id 0000341172, course code 8601, assignment no 01, semester autumn-.

Q. 1 A teacher's personality traits are important to create and maintain a classroom/learning

environment. Why?

“a Teaching professional who is meant to help the students to gain knowledge, competence, and virtue.”

Skills in communication, listening, collaboration, adaptability, empathy, and patience are among the qualities of a good teacher. An engaging classroom presence, a belief in the value of real-world learning, the sharing of best practices, and a lifelong enthusiasm for learning are additional characteristics of effective teaching.

A confirmed interest in children and respect for their uniqueness.
The capacity to recognize the individual requirements of children.
The capacity to think outside the box, be creative, be patient, be enthusiastic, be well-organized, and clever.
The capacity to establish compatibility between children and parents.
Excellent sense of humor as well as solid management and cooperation skills.
A greater level of dedication to one's job, which frequently has an impact on individual choices regarding one's way of life.
A wonderful, unmistakable speaking voice, the ability to convey certainty, positive compromise skills, and the capacity to handle pressure effectively. They might like the process of sorting and organizing other people's work as well as discovering new approaches to problems and data. To be a successful teacher, one needs to be enthusiastic, patient, affable, legitimate, creative, and knowledgeable about the subject matter they are teaching. It is necessary to have genuine enthusiasm for the calling and the children; An educator should anticipate their work every day and strive to impart to students all the knowledge and skills necessary for a happy and healthy life today. To maintain that enthusiasm and longing for teaching, persistence is expected. A generally pleasant personality is required to interact most effectively with students and other instructors.

"discovering them accomplishing something wrong," educators "find understudies doing things right," assuming they have a positive outlook. The students frequently reflect on the praise and appreciation they received from their teachers at school, highlighting the certainty and direction that frequently shaped their lives. 4. Our students have frequently referred to their primary educators' readiness skills and knowledge of the content area being taught. Understudies mentioned in an investigation that conduct issues were less prevalent in study halls where teachers were fully prepared. The fully prepared instructor is more hesitant to miss the beginning points of potentially problematic movement and is more likely to have the option to take time during examples to see and address conduct issues. Educators, on the other hand, will typically be so focused on what they are doing that they will miss the early signs of bad behavior if they have not put in enough effort to prepare and prepare. As a result, students become dissatisfied, important educational time is wasted, and there are repeated disturbances. 5. Individual Touch Instructors who actually have a relationship with their students; Call them by name, smile often, learn a little bit about their thoughts and feelings, and give them credit for who they are as individuals. In addition, teachers who share stories from their own lives that relate to the material being taught can help students earn money and maintain relationships with them. Understudies have been intrigued by educators who show interest in them. 6. The funny bone This is a very important teaching resource if an educator can use humor to make difficult situations easier to handle. Understudies, according to McDermott and Rothenberg (2000), remember teachers who made learning enjoyable and appreciate instructors with a humorous bent. Sometimes, great teachers engage in laughter with their students. 7. Imagination Understudies typically enjoy the bizarre and novel approaches taken by their teachers. The creation of models or objects made from waste, like plastic containers, provides a space where students can work alone and privately on academic activities like wordfinding and riddles. Instructor-organized fun activities in the homeroom help students learn. Innovative approaches can be used by teachers to motivate their students. The instructor can reward the class for accomplishing a particular academic objective. For instance, a teacher might creatively demonstrate additional evidence of the understudies' work. 8. Willingness to Admit Errors Teachers, like everyone else, may make mistakes. Understudies might occasionally be aware of mistakes made by teachers. Tragically, a few

instructors try to cover up mistakes quickly or hide them from everyone. educators who sincerely and charmingly acknowledge their mistakes and offer their apologies. This teacher's example serves as a great example for the students, and they might be regarded as a good teacher.

Excuses Effective teachers demonstrate a willingness to forgive students for misconduct. For instance, if a student repeatedly asks irrelevant questions and excludes other students from the example. The teacher can basically say that the question is not important and tell the student to read more.
Respect The instructors want their students to respect them. They are always respectful of teachers who care about their students. Competent educators can train their students to be aware in a variety of ways, such as by concealing individual grades on papers or addressing students privately after misconduct rather than in front of others. Great teachers are sensitive

Q Describe the process of course design and planning?

COURSE DESIGN:

“The process and method of creating high-quality learning environments and experiences for students is known as course design”. Students are able to access information, acquire skills, and practice higher levels of thinking through deliberate and structured exposure to instructional materials, participation in learning activities, and interaction.

LESSON PLAN DESIGNING:

I. Planning an Illustration Plan, most educators use three primary components for an illustration plan. These components are diverse. Because some plans may extend north of at least two classes, these may not be used in all classes. The following are the components: a) Presentation The acquaintance is a way to introduce students to the class, ease them into it, and set the stage for what they will learn. Any of the following will help you get off to a good start: b) Provide a blueprint for what the class will accomplish. Giving the students a structure makes it easier for them to organize and coordinate their innovative ideas. c) Summarize the previous illustration, assuming that the concepts are similar to this class. d) The understudies are also able to relate new ideas when they review previous information. Present a subject-matter-related issue and ask students to compile a list of questions. The students will be able to relate the topic to their own lives if the illustration is connected to these questions, providing them with an image of their experiences. This shows that what you're teaching is important and gets their attention. e) Improvement Advancement, or "informative strategies, such as addresses, conversations, labs, cooperative learning, and so on," is an important part of teaching. Try to connect with understudies as much as you can in the growing experience. One strategy for attracting understudies is dynamic learning. It not only keeps students' attention but also helps them develop higher-level reasoning skills. f) Three essential elements are addressed and integrated in a successful lesson plan: ✓ Learning Intentions. ✓ Learning exercises. ✓ Assessment to determine whether students have understood.

g) A lesson plan, which is by no means extensive, gives you a rough description of your teaching goals, learning objectives, and ways to achieve them. A successful class is one in which both the instructor and the students gain knowledge from one another rather than one in which everything goes according to plan. You can use a three-hour lesson plan example as a guide here,

In a class, try to include a variety of showing strategies. It's possible that not all understudies will benefit from a single method.

The various methods keep their attention and enhance learning.

Give students a chance to put their demonstrated skills to use by using the ideas. This will assist them in learning and provide the educator with an opportunity to casually evaluate. This evaluation will explain what was learned and whether or not additional training is required.

At the end, figuring out how to integrate everything for the students is also important. Indeed, explain to them that they would realize and why it is significant to them. Consider the following in general:

iv) Make inquiries: The last few minutes of class provide a wonderful opportunity for students to independently discuss and raise questions.

v) Summarize the most important points and explain how they relate to the class: Understudies may not always comprehend how everything connects. The instructor links the exercises in one class to those in the larger course. An educator can best assist students in developing a calculated comprehension in this way.

vi) The following example: Once more, this demonstrates relevance to the connected examples and aids students in developing calculated comprehension.

vii) Recap in capital letters or spend a minute explaining the educated example: Request understudies to take a piece of paper and, without putting their name on it, write what they believe was the main idea

Levels of Deliberation Benjamin Blossom developed a scientific method for classifying levels of reasoning in the 1950s. The scientific classification provides a useful structure for sorting learning outcomes and, consequently, evaluation questions.

While licensed and guaranteed courses are expected to produce more mind-boggling outcomes at higher levels of deliberation, early courses and some interest courses may hope for results at lower levels of reflection. Since its inception, the framework has been extensively used in a variety of educational settings. In order to make the scientific classification more relevant to the twenty-first century, Anderson and Krathwohl (2001) updated it in the 1990s. The request for a revised scientific categorization that includes the first classes includes the table that goes along with it. Evaluation should be chosen early on as a necessary component of the plan and not added later. Evaluation ought to be linked to the anticipated learning outcomes for those who are responsible for setting evaluation procedures. Evaluation measures should be justifiable so students can see how the task relates to the course's main points. You could address the following issues:

Can the learning outcomes be evaluated? What kind of task would be best for evaluating the learning outcomes? Does the evaluation capture my course's primary components? Arranging Content Following the selection of formal or informal evaluation methods and the presentation of results, the following questions should be considered: "How could my material be coordinated and introduced to arrive at my proposed learning results?" What do I want to think about in relation to the kind of students I work with? In what ways do adult learning styles influence how I present material? What kinds of showing techniques are generally acceptable for adults' students?

How would I include the students as much as possible? Significant Focuses Course outline: Could you possibly provide the students with a brief overview of the material that will be covered throughout the course? Blocks of understanding: How much information can a class cover? Materials sequencing: How might the materials be arranged in a request that is coherent and judicious? Lack of depth in the content—at what level is the course intended? How much information do you require? Procedures: Which approach is most appropriate for a particular situation? Is a mix of philosophical perspectives organized? When and how frequently should the bunch function be used when gathering works? Worksheets and notes: What kind of supporting materials should be made? Could the use of issues or contextual analyses contribute to a better overall comprehension of the material?

Which books, tapes, and other materials might be useful for students outside of class or for use in the classroom?

Field trips:

Are there any exercises that could be connected to the course, such as visits to galleries or associations, that could put the learning in a context that is applicable to real-world situations?

Steps in Illustration Arranging:

The plans for daily study hall activities make education possible. When putting together an illustration, the instructors go through numerous steps. The educators will be guided through the creation of their most memorable illustration plans by the following six stages. A number of concerns arise at each step:

Establish learning objectives The example objectives are helpfully stated in terms of what students will accomplish by the end of the illustration. The first thing you need to do as a teacher is decide what you think understudies should learn and be able to do at the end of class. Answer the following questions to help you determine your understudy learning objectives:
What is the example's subject matter? I. What do I think understudies ought to know? ii. What do I insist they should know and be able to do at the conclusion of class? What do I think they should get out of this particular example? Prioritize the importance of each of the learning objectives for the class meeting. You will be prepared to oversee class time and complete the learning objectives after this step. Consider the following inquiries: What are the most important concepts, ideas, or skills, in my opinion, that understudies should be able to learn and

❖ Before an organic entity can handle optional drives, the essential requirements must be met. Types of Inspiration The following categories of inspiration can be found: Characteristic and extracurricular inspiration: Positive Inspiration This results in a positive reaction to the activity that one must engage in in order to achieve these goals. Pessimistic Inspiration Having tasks and goals accomplished is accompanied by dread, tension, and such gloomy feelings. Compulsion, desire, and dread are examples of negative and positive persuasive powers. Depending on how they are defined, they could be either negative or positive powers that act as actuators. For instance, a fear of significant harm might motivate the use of security hardware (positive power), which is a negative power. Extraneous Inspiration is concerned about the factors that either animate or inhibit the desire to engage in behavior. External inspiration is used by educators to motivate students to learn or act in a particular way. It might be one of the most impressive ideas. It can be used when a person is moved by something outside of or connected to the movement in which they are locked in some way. Overall, "Extraneous inspiration" refers to rewards that come from the activity rather than the action itself. "(Morris &Miasto, 2002) Understudy Inspiration Make It Real In order to cultivate character inspiration, make an effort to create learning activities based on topics that are relevant to the lives of your students. Systems include using local models, teaching with news events, using mainstream technology (iPods, cell phones, YouTube videos) to teach, or connecting the subject to your students' lives, outside interests, or public events. Give Decisions Understudies can experience increased inspiration when they have a sense of

independence in the growing experience; however, understudies' inspiration decreases when they do not have a voice in the structure of the class. Giving your students choices can be as simple as giving them the option of choosing their lab partners or elective tasks, or as complicated as "contract teaching," in which students choose their own grading scale, due dates, and tasks. Balance the Test Students perform best when the difficulty level is slightly higher than their usual level. The assumption that the task is overly straightforward leads to weariness and may convey a message of low expectations or the impression that the instructor accepts that the student is not prepared to perform at a higher level. A task that is too difficult may be perceived as out of reach, may undermine one's own viability, and may cause anxiety. Platform is one educational method in which students are prepared to perform more challenging tasks as the test level rises. Look for good examples Students may be more likely to understand the significance of the subject if they can relate to good examples.

❖ According to Wein’s et al. (2003), female understudies were almost certainly to cite a positive interaction with an educator as a factor in becoming inspired by science. You can sometimes set a good example, but it is unlikely that you will get along with everyone in the class on that level due to differences in orientation, age, and friendship groups. However, there may be numerous sources of excellent examples, such as invited guest speakers, individual students, or various companions. Utilize Companion Models Students can advance by observing a friend succeed at an activity. In this particular instance, the term "companion" does not refer to any other understudy but rather to someone with whom the understudy has a character.

❖ Friends may be selected from groups based on orientation, identity, friends' groups, interests, level of accomplishment, dress, or age. Establish a sense of belonging People have a fundamental need to feel connected to other people. Understudies who believe they "have a place" in academia have a higher level of natural inspiration and academic certainty, according to research. Take on a Strong Style A consistent teaching style that takes into account the independence of the understudy can encourage increased interest, delight, commitment, and execution in the understudy, as indicated by the understudies. Tuning in, providing clues and support, being open to questions from students, and showing empathy for them are all examples of good teacher behavior. Examples of consistent instructor behavior include Listening attentively and completely to the student's speech, as evidenced by verbal or nonverbal indicators of dynamic, contingent, and responsive data handling.

❖ Inquiring about the requirements of understudies, such as "which issue would you like to begin with?" allowing understudies to work there. "Could we attempt the 3D square, since it is the least demanding one?" is one example of a logical explanation for why a particular gameplan may be useful.

attempt to investigate the information, deal with the situation, or solve the problem, they develop a need for facts, rules, procedures, and core values. As a result, they either receive the necessary information or are assisted in finding it on their own.

The inductive thinking method goes beyond being general. We will have a better understanding of inductive thinking thanks to these models. Consider the following statement: "Past automobile crashes of this kind were caused by brakes disappointment, and consequently, this mishap was likewise caused by brakes disappointment." In contrast, when students engage in science-related activities, they employ the acceptance technique, which states that "as previous inquiry was settled by adding the numbers, accordingly, this question may likewise be addressed by same strategy," and this statement frequently comes to pass. The following is a list of some important aspects of the inductive showing method.

SPECIFIC OBSERVATION

RECOGNITION

Existing Theory

Formulate Theory

Analyze Data

Collect Data

It provides new information, which the student should include during the time spent developing the information.

It is a method of revelation in which students discover the truth through their own contributions.

It is an instructional method; This was used by teachers by starting with known facts and using different methods of questioning to find the secret ones.

Through real perception, a child acquires firsthand information and data.

The interaction is sluggish due to the interdependence of all of the means and the students' inability to advance without the prior method's dominance.

It prepares the mind and gives students confidence and drive. After being exposed to the inductive method, students have a more positive outlook on taking risks in their exams.

It is full of action—many exercises lead to the age of new information. It is a vertical course of thought that prompts standards, and the students understand the logic behind that idea.

INDUCTIVE AND RATIONAL

Strategies for Showing instructive foundations are interested in developing showing techniques further, and a number of scientists believe that showing techniques can be either inductive, insightful, or a combination of the two. In the previous section, we looked at the rational and inductive methods. Now, we'll talk about how to use a combination of the two for education. According to Marwaha (2009), the most common method of learning a point consists of two significant components: foundation of the recipe or standards, as well as their application. Acceptance is used to create the previous option, and derivation is used to create the final one. As a result, people "consistently comprehend inductively and apply insightfully," and a good and successful educator is the one who discovers this slight harmony between the two. In the following way: His education ought to begin and end with acceptance." It could be hypothesized that logical technique comes from inductive strategy. Derivation is a good interaction for a final assertion, and enrollment is usually good for looking into new fields. In derivation, likelihood is brought up to assurance. The reasonable combination of the two is usually appropriate and appealing.

Q Summarize the main points bearing on the role of research project.

Business Exploration Tasks - Deals Task - Award Venture - Business Venture - Financing Venture - Promoting Exploration Venture.

b) Essential Steps in the Exam Interaction Determination of the Issue A specialist may be concerned about conditions or connections that exist, rehearses that win, convictions, perspectives or mentalities that are held, processes that are going on - Impacts that are being Articulation of the issue in the case of various types of examination, the analyst should clearly express the issue.

c) The Assertion should recognize the factors involved in the review. It should be clear whether the review will focus solely on determining these factors' current status or whether it will also investigate connections between them.

Information identification the analyst's next step is to list the information that needs to be gathered for the review after describing and expressing the problem. He must decide whether the data will be gathered as counts, test scores, responses to surveys, interviews, etc., and whether the data will be subjective or quantitative. The analyst has a better idea of the information that needs to be gathered when selecting the appropriate review instruments. The analyst must develop his own instruments if the ready-made instruments are unavailable. Most of the time, spellbinding examination tools include polls, interviews, mental tests, rating scales, timetables, and perspectives scales. If the researcher uses pre-made instruments, he or she should verify their dependability, legitimacy, and suitability for the test chosen for the review. If the scientist develops his own devices, he should test them with a small group to evaluate them and make any necessary adjustments. Determination of the Example Using the appropriate inspection techniques, the scientist should select the example for which he wishes to search for data. The chosen example ought to adequately address the general public. Using the appropriate tools, the analyst should use the information from the example chosen for the review to determine the sensible timetable for the social event. Examining and understanding the data counts, test scores, survey responses, and other metrics are used to assess the data. Proper parametric or non-parametric measurable tests are used to examine and decipher these. writing the exploration report since this is the final stage of the examination, the expert must exercise extreme caution when summarizing the results and identifying them in accordance with all of the review's constraints. The college-supported configuration, followed by the APA style, will be used to write the research report. Take a piece of paper and, without putting their name on it, write down what they think was the main idea of the class and one question they have about the content of the illustration.

School and Unit

A group of people working together to successfully complete a research project is called a scientific research team. The research team members collaborate closely and have clearly defined roles when it is run well. Every member of the team ought to be aware of their role and how it relates to the project as a whole. In the end, the project's entirety rests with the principal investigator.

We will go over the roles and responsibilities of a research team as well as the typical structure of a scientific research team in this article. This information can assist you in ensuring efficient operations and effective teamwork whether you are forming a research team or already a member of one.

Team Member

A group of people working toward a common objective: That is the purpose of a research team. The successful research, data analysis, publication, and dissemination of meaningful findings is the team's shared objective in this instance. Prior to beginning the project, key roles must be defined, and the Principal Investigator, also known as the "CEO" of the team, must provide all the resources and training necessary for the team to successfully complete its mission.

The structure of each research team is different. However, each scientific research team has five essential roles.

PI: The Principal Investigator

This individual is ultimately accountable for the project as a whole and the research. Their job is to make sure that everyone on the team has the right information, tools, and training to do the research. They also make the final decision on any project-related issues. Co-Principal Investigators are the designated individuals for projects with multiple PIs.

In most cases, proposals and grant requests are also written by PIs, as is team selection. They report to their employer, the organization that provides the funding, and other important stakeholders, as well as to all academic and legal regulations. The article is the research's final product, and the principal investigator is in charge of writing and publishing the articles to spread the findings.

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ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Special Education)

Course: General Methods of Teaching (8601) Semester : Spring, 2022

Level: B.Ed (1.5 Year/ 2.5 Year)

Assignment No. 1

Note: Attempt all questions. Please avoid reproducing form books, your own analysis and synthesis will be welcome.

Q. 1 Specify the personal and professional characteristics of good teachers.

Ans: Knowledge and skills are taught and learned at school. School is a little community in itself where teachers and students interact with each other. During this interaction teachers influence their learner’s behavior and learners influence their teacher’s behavior. The nature of this interaction is an important factor in determining the learner's perceptions of school and his/her attitudes toward school-related persons and activities. This factor involves the relationship between the personality of the teacher and that of the learner. A teacher’s personality traits are important as Callahan, (1966) says that the teacher whose personality helps create and maintain a classroom or learning environment in which students feel comfortable and in which they are motivated to learn is said to have a desirable teaching personality. Research says that teachers are cognitively oriented toward pupils while pupils are affectively oriented toward teachers. Teacher’s personality is, therefore, directly and indirectly related to learning and teaching in the affective domain as well as to that in cognitive and psychomotor domains, (LEW, 1977).

Personal qualities

Elementary school teachers need the following characteristics:

• strong interpersonal and communication skills

• a genuine interest in children and respect for their individuality

• the ability to sense children's individual needs

• the ability to be creative, imaginative, patient, energetic, organized and resourceful

• 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.

1) Fairness

Fairness is one of the characteristics of the students’ favorite teachers. All humans possess an inbuilt sense of fair play. Whenever a person violates, the other person in this situation is prone to react negatively.

Any impression of favoritism, or lack of fairness, leaves scars on the life of persons that lasts forever. The students report in great detail, the unfair actions of their teachers when they had negative experience of competition between classmates, even after many years have passed.

2) Positive Attitude

Another characteristic that students’ like most is the positive attitude and approach of their teachers they use into the classroom. Scholars suggest that effective teachers are those who use meaningful verbal praise to get and keep students actively participating in the learning process. The effective teachers are generally positive minded individuals who believe in the success of their students as well as their own ability to help student’s achievements.

3) Preparedness

Competence and knowledge of the content area being taught is something that our college students have always mentioned about their favorite teachers. In a research the students pointed out that in classrooms where teachers were well prepared, behavior problems were less prevalent.

4) Personal Touch

Teachers who are connected personally with their students; call them by name, smile often, ask about students’ feelings and opinions, and accept students for who they are. As well as the teachers who tell stories of their own lives events which relate to subject matter currently being taught, motivate student’s interest and endorse bonding with the students. Teachers who show interest in their students have interested students.

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

Leadership and Responsibility

The teacher acts independently and demonstrates accountability, reliability, and sound judgment.

i) Is aware of and acts according to school policies and practices

• Has obtained and read school policy manual

• Adheres to class, school, and district rules and policies.

ii) Advises students in formal and informal settings

• Shows concern for all aspects of a student’s well-being, is alert to signs of academic and behavioral difficulty, and responds appropriately

• Actively listens to and advises students, making referrals as appropriate

Q.2 Define effective teaching. Discuss the factors contributing towards effective teaching.

THE CONCEPT OF EFFECTIVE TEACHING

It is universally recognized that the teacher is the key person in an education system and whole system of education revolves around him/her.

Educational practice and researches are continuously working in the area of “improvement of learning”. The concept of effective teaching has emerged out as one of the component that contributes a large in improving learning. Interaction in classroom is often dominated by the teacher. According to Ilukena, A. (1998) teachers are the persons who can bring a difference in educational practices. Quality of their teaching is an important factor in promoting effective learning in schools.

Effective teaching involves talking to the learners about their learning and listening to them. St. Augustine quoted in Fisher, (1992) says I learned not from those who taught me but from those who talked with me. Being important persons of the teaching and learning process, the effective teachers must be highly competent in planning and organizing instruction as well as in managing in classroom environment, if they want their students to be academically successful (Dilworth, 1991). Cruickshank, Jenkins & Metcalf (2003) define effective teaching: Most people would agree that good teachers are caring, supportive, concerned about the welfare of students, knowledgeable about their subject matter, able to get along with parents…and genuinely excited about the work that they do….Effective teachers are able to help students learn (p. 329).

Effective Teaching Measures

Effective teaching involves effectively managing a classroom, starting each class with a clear objective, engaging students with questioning strategies, strengthening the lesson at the end of a period, and diagnosing common student errors and correcting them. MET project (2010) enlisted the following seven measures:

1 multiple measures of effectiveness

2 accurate teacher evaluation

3 more meaningful tenure

4 differentiated pay based on effectiveness

5 strategic placement of teachers

6 more effective teachers

7 better student outcomes

The aims and desired learning outcomes of effective teaching bring positive changes in the following areas:

i) Knowledge

§ Discipline/profession-specific knowledge.

§ General knowledge: fundamental concepts that an educated person/university graduate should have, regardless of area of specialisation.

§ Awareness/familiarity across knowledge domains (i.e. ‘rounded’ education).

ii) Abilities

§ Ability to identify what information is needed and where to find it.

§ Evaluation of information and discrimination of what is valid and useful from what is not.

§ Application/adaptation of knowledge to problem solving and making of informed judgements.

§ Self-directedness in learning and the ability to sustain lifelong learning.

§ Capacity for independent research and knowledge.

iii) Mindset

§ Questioning habit of mind with readiness to seek evidence/support for ideas/concepts presented, and to investigate/challenge established and controversial views including those which are generally taken as ‘knowledge’.

§ Awareness of the complexity and dynamic nature of human knowledge and the need for evaluation and re-evaluation of knowledge.

§ Enjoyment of learning.

§ Learning as a lifelong habit

The Four Aces of Effective Teaching

According to Walls (1999) student learning is better, faster, and/or more long-lasting when teachers play the following four principles:

1: Outcomes

The outcomes enable students to focus their attention on clear learning goals. These outcomes inform students of where they are going and how they will get there. Outcomes also provide the teacher a framework for designing and delivering the course content. Outcomes enable teachers to assess student learning as a measure of their own instructional effectiveness.

The effective teachers provide explanations and give details of the course concepts and content. If students DO NOT LEARN, it means the methods of delivery may lack the required degree of clarity. So the teacher should make the message clear from alternate perspectives to alternate senses, the effective instructional practice of the teacher should afford students the opportunity to make connections between the new material and the concepts that they have already been learned.

3: Engagement

This principle suggests that students learn by doing. Teachers must create an educational environment that offers students the opportunity to practice every concept that they are learning. The effective teachers use those instructional strategies that engage students throughout the lesson.

Approaches to teaching effectiveness

Tharp, and Gallimore, (1991) viewed teaching effectiveness from three perspectives; the ‘style’ view (how teachers teach), The ‘outcomes’ approach (student result), and The ‘inquiry’ approach (style and outcomes within a framework).

Q.3 Highlight the steps of planning "development of instruction".

Planning Backwards Begin with the end in mind - Steven Covey When planning a course, the best place to start is at the end. Determine what students might reasonably be expected to achieve from a course and then plan how material can be organised and delivered to reach this end. Overarching Goals Overarching goals describe the most important understandings that students should develop during an entire course. Ask yourself: When my students leave my class at the end of this course, what are the essential understandings that I want them to take away? Where possible, students should have a role in determining the goals of a programme. However, in instances where goals are determined by an outside body, e.g. stage agency or funding body, it is important to ensure consultation and collaboration between all the stakeholders. Learning Outcomes Once the overarching goal is determined, the next step is to break this into identifiable and manageable units of achievement, i.e. learning outcomes. Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. Students may ask, what will I learn from this course? What will I be able to do when the course is over? Sometimes the course description alone does not provide sufficient detail.

The 5 E's Lesson Planning Model is most often associated with constructivist learning design. It involves following 5 E’s:

• Engage - students come across the material, define their questions, do the basic work for their class work, make connections between new and known ideas, identify the relevant practices from their daily life.

• Explore - students directly involved with material, go through the learning process to solve the problems. They work in a team to share the knowledge.

• Explain – the student gets an opportunity to explain the learned concepts such as discoveries, processes, and ideas by written/ verbal assignments or through creative writing/ projects. The teacher supplies material, books/ resources, gives feedback, enhances vocabulary, and clarifies misconceptions/wrong points if any.

• Elaborate – the teachers can enhance students’ knowledge with the help of other examples and expand their knowledge by explaining similar concepts, and asking them to apply it to other situations. The learning of the new concepts also raises questions relating to other concepts (lead to new inquiry).

• Evaluate – evaluation of learning is an on-going (continuous) process. Both teacher and learner check the understanding of the concepts. Different evaluation techniques can be used such as rubrics, checklists, teacher interviews, portfolios, problem-based learning outputs, and assessments results. Results are used to evaluate the students’ progress and to modify instructional needs in future.

Q.4 a) Describe difference between instrinsic and extrinsic motivation.

Different psychological perspectives explain motivation in four different ways. Let us explore four of these perspectives; behavioural, humanistic, cognitive and social.

The Behavioural

Perspective According to the behaviourist view of learning, when children are rewarded with praise and a gold star for doing their job correctly, they will look forward to the next mathematics lesson, anticipating another rewards. At some time in the past, they must have been rewarded for similar achievements and this experience acts as a motivator for future learning of a similar type.

For behaviourists, motivation is simply a product of effective contingent reinforcement. So, they emphasize the use of extrinsic reinforcement to stimulate students’ task engagement. The reinforcement can take the form of praise, a smile, an early mark or loss of privileges such as missing out on sport. “Almost all teachers use extrinsic reinforcement in some form to motivate students, although they may not realize they are doing so and may not always use such reinforcement effectively.” (Brody, 1992 in Krause, et. al, 2003) The Humanistic Perspective

The humanist theory of motivation is interesting because it is not only linked to achievement and education, but also has implications for students’ welfare and wellbeing through its concern with basic needs. It stresses on students’ capacity for personal growth, freedom to choose their destiny and positive qualities. There are two theories of motivation from humanistic perspective:

(a) Maslow’s Hierarchy of Needs Maslow (1954 ) perceived motivation in terms of a hierarchy of needs that can also conceiveas ‘motives’. According to Maslow’s model, once basic physiological needs have been satisfied, efforts are directed toward achieving needs associated with safety, love and belonging, and self-esteem.

b) Roger’s motivation theory Carl Roger’s ideas are also influential in discussing the nature of motivation and its impact to human lives. Rogers argued that:

Behaviour was influenced by the individual’s perception of both personal and environmental factors. People should listen to their ‘inner voices’ or innate capacity to judge what was good for themselves, rather than relying on feedback from external sources. The Cognitive Perspective “According to Santrock (2006) the cognitive perspective on motivation focuses on students’ thought guide their motivation. It focuses on students’ internal motivation to achieve, their attribution (perception about the causes of success or failure) and their beliefs that they can effectively control their environment. It also stresses on the importance of goal setting, planning and monitoring progress toward a goal.”

b) Define the term inquiry approach and enlist the methods that come under the umbrella of this approach.

There is a certain consensus and also some evidence that inquiry as a pedagogical approach is a motivating, meaningful and pedagogically rich scenario for the learning. It brings authenticity to the traditional classroom by involving students in reasoning and investigative tasks. In addition, inquiry as a teaching and learning approach is related often with constructivist ideas, thus involving student-centered learning, students’ active involvement and crucial teacher guidance. The following are the major advantages of the inquiry approach.

• Be interested and enthusiastic

• Get students talking to each other and learning from the peers

• Promote the use of accurate current information resources as students research their learning issues

• Establish a good learning environment for the group Students develop skills in:

• Critical and creative thinking

• Communication

• Self-directed learning

• Team-work

• Project management

• Problem-solving and

• Students get to know one another better and make friends

The problem lies with the assessment of inquiry instruction and major problem with inquiry programs is that valid acceptable measures of the outcomes of inquiry based learning are hard to find or difficult to interpret. Inquiry learning is also difficult to quickly access and analyze through testing. Multiple-choice questions, the preferred mode for standardized testing, are not readily adapted to measuring the process skills needed for critical thinking. Structured short-answer questions have the ability to measure problem-solving abilities as well as knowledge recall, but are more time consuming to develop and score. Time spent in study outside of class is a factor of concern to both instructors and students alike, it is too much time consuming. The scope of the inquiry method is limited in terms of contents also the effective applications of this approach requires motivated and mature students. The teachers also need to be well competent in planning, designing, conducting and monitoring the inquiry based learning.

Q.5 What is an activity? Discuss the importance of activity method. Name the different types of activities you would use in English.

It is said that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. According to Confucius:

– What I hear, I forget

– What I see, I remember

– What I do, I know

This saying advocates the activity based learning of the students. Through which schools have to reshape as activity schools which emphasize the creative aspect of experience. Now a days it is considered that directed activities focus on reality of learning. For this purpose all available resources are being used for making the teaching effective. Activates are meant to provide varied experience to the student to facilitate the acquisition of knowledge, experience, skills and attitudes. Through these activities, students are prepared to know well, to do well and to behave well. Overall this method allows the student working individually or in small groups and develop real-life problem, simply in this method student’ work independently and with the division of tasks clearly defined.

What is Activity Method? Before explaining the activity method, it seems better to answer this question, what is an activity? Anything which is carried out with a purpose in a social environment involving physical and mental action. Such activities help in the establishment of stimulating environment for creative expression.

Types of Activities:

Activities can be of three types:

1. Exploratory – Knowledge getting

2. Constructive – Experience getting

3. Expressional – Presentation Activities will vary according to the age group of the students. At elementary level of education pupils may involve in different activities such as listening observing, planning, collecting, talking, singing, dramatizing, experimenting and constructing. The variety of activities grows as children progress in elementary programme. This may include, painting, drawing, designing, wood carving, writing, composing, interviewing, acting, reading, map-making and graph making, field trips, gardening and camping. It is not always necessary that activity should only be motor or manipulative. It can also be mental. Knowledge-getting activities occupy a prominent place. a) Knowledge – Getting Activities.