Subject Code : 1.2.3 2nd Half
Study Materials
BSAEU
Group
A
Mention two advantages of
Computer Assisted Instruction.
Computer
Assisted Instruction (CAI) is a form of education that uses computers and other
digital technologies to deliver instructional content and provide feedback to
students. It has many advantages, such as:
Immediate
feedback: CAI provides immediate feedback to students, allowing them to quickly
identify and correct their mistakes. This helps them to understand the material
more effectively and to improve their learning outcomes.
Individualized
instruction: CAI allows for individualized instruction, as the computer can
assess the student’s understanding of the material and adjust the instruction
accordingly. It can also provide different levels of difficulty, pacing, and
support for each student, depending on their needs and preferences
Mention two advantages of
Programmed Instruction.
Some
advantages of Programmed Instruction are:
·
It
provides immediate feedback and reinforcement to the learners, which increases
their motivation and confidence.
·
It
allows learners to proceed at their own pace and according to their individual
needs and abilities.
Mention two conditions of
effective teaching.
There
are many conditions that can contribute to effective teaching, but here are two
that are commonly cited by researchers and educators:
Clear and specific learning
objectives:
Effective teachers have a clear idea of what they want their students to learn
and how they will assess their learning. They communicate these objectives to
their students and explain why they are important.
Knowledge of students and their
needs: Effective
teachers know their students well, including their prior knowledge, interests,
strengths, weaknesses, and learning preferences. They use this information to
adapt their instruction to suit the diverse needs of their students and to
anticipate any misconceptions or difficulties they might encounter.
'Proceed from whole to
part - Explain.
‘Proceed
from whole to part’ is a principle or a maxim of teaching that suggests that
the teacher should introduce the student to the whole lesson or concept first
and then move on to the details or parts of it1. This way, the student can get
a general overview of what they are going to learn and how it is related to the
main idea or objective. The teacher can then explain the parts in a logical and
sequential order, showing how they contribute to the whole. This method helps
the student to grasp the big picture and avoid getting lost in the details.
Some
examples of applying this principle are:
In mathematics, the teacher can
show the students a formula or an equation first and then explain how it is
derived from simpler concepts or rules.
In language, the teacher can
present the students with a text or a passage first and then teach them the
vocabulary, grammar, or comprehension skills needed to understand it.
In science, the teacher can
demonstrate an experiment or a phenomenon first and then teach them the facts,
principles, or theories behind it.
State
any two factors which influence Teaching.
There
are many factors that can influence teaching, but here are two that I found
from my web search:
Teacher’s
personality: The teacher as an individual personality is an important element
in the learning environment or situation. The teacher’s personal traits, such
as enthusiasm, warmth, humor, friendliness, confidence, and sincerity, can
affect the students’ motivation, interest, and attitude towards learning. A
teacher who is passionate, caring, and respectful can inspire and engage the
students more effectively than a teacher who is dull, indifferent, or hostile.
Learning
environment: The physical and social conditions of the learning environment can
also affect the teaching process. The physical conditions include factors such
as lighting, ventilation, temperature, noise, seating arrangement, and
availability of resources and facilities. The social conditions include factors
such as classroom climate, teacher-student relationship, peer interaction, and
discipline. A conducive learning environment is one that is comfortable, safe,
supportive, and stimulating for both the teacher and the students.
What
do you mean by interactive stage of Teaching?
The
interactive stage of teaching is the phase where the teacher implements the
plan that he or she prepared in the pre-active phase. It is the actual
classroom interaction between the teacher and the students, where the teacher
delivers the instructional content and provides feedback to the students. It is
also the phase where the students engage in learning activities and demonstrate
their understanding of the material.
The
interactive stage of teaching involves the following operations:
Perception:
The teacher and the students need to have appropriate perceptions of the
classroom climate, such as the level of interest, motivation, participation,
and discipline. The teacher should also be aware of the students’ prior
knowledge, needs, and preferences.
Diagnosis:
The teacher should be able to diagnose the abilities and behaviors of the
students, such as their strengths, weaknesses, misconceptions, difficulties,
and progress. The teacher should also be able to identify the gaps between the
expected and actual learning outcomes.
Reaction:
The teacher should be able to react to the students’ responses and feedback,
such as by providing praise, encouragement, correction, clarification,
explanation, elaboration, or reinforcement. The teacher should also be able to
adjust the instruction according to the students’ needs and interests
What
is CAI?
CAI
is an acronym that can have different meanings depending on the context. One
possible meaning is Computer Assisted Instruction, which is an interactive
instructional technique whereby a computer is used to present the instructional
material and monitor the learning that takes place. CAI uses a combination of
text, graphics, sound and video in enhancing the learning process. CAI can be
used to enhance the quality of instruction and facilitate it.
What
is effective teaching?
Effective
teaching is a term that can have different meanings depending on the context,
but generally it refers to the knowledge, strategies, processes and behaviors
that lead to good student outcomes. Effective teachers have a positive impact
on their students and use their expertise to improve learning. They also align
their instruction with the learning objectives, assessments and instructional
activities that are most appropriate for the content and the student.
Some
of the characteristics of effective teaching are:
·
Having
a deep knowledge of the subject matter and how to teach it.
·
Providing
clear and specific feedback to students and using it to adjust instruction.
·
Creating
a positive and respectful learning environment that motivates and engages
students.
·
Using
a variety of teaching methods that suit the diverse needs and preferences of
students.
·
Building
relationships with students and knowing their prior knowledge, interests,
strengths and weaknesses.
·
Planning,
implementing and evaluating instruction in a systematic and coherent way.
What
is the difference between concept formation and concept attainment?
Concept
formation and concept attainment are two related but distinct strategies of
teaching and learning. They both involve the process of identifying and
organizing the attributes of a category or a class of objects, actions, or
processes. However, they differ in the following ways:
Concept formation is a bottom-up
approach, where the learner discovers or creates the concept by observing and
analyzing various examples and non-examples of the category. Concept attainment
is a top-down approach, where the teacher presents the concept to the learner
by providing examples and non-examples of the category.
Concept formation is a creative and
exploratory process, where the learner generates and tests hypotheses about the
concept based on their own prior knowledge and experience. Concept attainment
is a receptive and confirmatory process, where the learner matches and verifies
hypotheses about the concept based on the teacher’s guidance and feedback.
Concept formation is a
student-centered strategy, where the learner has more autonomy and control over
the learning process. Concept attainment is a teacher-centered strategy, where
the teacher has more authority and direction over the learning process
Why
a teacher needs to undergo training?
A
teacher needs to undergo training for various reasons, such as:
·
To
improve their knowledge and skills in the subject matter and pedagogy. Training
programs can help teachers learn new and effective ways of teaching, using
various methods, strategies, tools, and resources. This can enhance the quality
of instruction and facilitate student learning.
·
To
update themselves with the latest trends and developments in education.
Training programs can help teachers keep abreast of the changes and challenges
in the educational sector, such as curriculum reforms, policy guidelines,
technological innovations, and student diversity. This can help them adapt to
the changing needs and expectations of students, parents, and society.
·
To
boost their confidence and motivation. Training programs can help teachers feel
more competent and comfortable in their profession. They can also provide
opportunities for feedback, recognition, and collaboration with other teachers.
This can increase their self-esteem and enthusiasm for teaching.
·
To
enhance their professional growth and development. Training programs can help
teachers advance their career prospects and opportunities. They can also
provide certifications, accreditations, or qualifications that can increase
their credibility and marketability. This can benefit them personally and professionally.
Write
down two advantages of 'Inquiry Training Model'.
Two
advantages of ‘Inquiry Training Model’ are:
It
can foster curiosity and a love of learning in students, as they are encouraged
to explore and discover new things through their own questions and
investigations. This can also help them develop critical thinking, creativity,
and problem-solving skills.
It
can teach students how to conduct formal and informal research, as they learn
how to collect, analyze, and verify data from various sources. They also learn
how to formulate and test hypotheses, draw conclusions, and communicate their
findings.
Write
down two disadvantages of Games' as a way of teaching.
Using
games as a way of teaching can be highly effective in many cases, but there are
also some disadvantages to consider. Two of the main disadvantages are:
Limited
Transferability:
While
games can help learners acquire specific skills or knowledge within the context
of the game, it's not always easy to transfer those skills or knowledge to
real-world situations.
Potential
for Distraction:
Games,
especially video games, can be highly engaging and entertaining. However, this
very quality can also be a disadvantage when it comes to teaching.
Write the components of
re-inforcement skill.
The
components of re-inforcement skill are the different types of behaviors that a
teacher can use to influence the students’ responses or actions in a positive
or negative way. According to some sources, the components of re-inforcement
skill can be classified into two categories: desirable behaviors and
undesirable behaviors.
Desirable behaviors are those that
bring positive reinforcement, which means they increase the chances of the
students to respond correctly or participate actively in the learning process.
They include:
Use of positive verbal reinforcers:
These are words or phrases that praise, encourage, or acknowledge the students’
answers or efforts, such as “good”, “well done”, “excellent”, “right”, etc.
Use of positive non-verbal reinforcers:
These are gestures or expressions that show approval, appreciation, or interest
in the students’ responses or actions, such as smiling, nodding, clapping, eye
contact, etc.
Use of extra verbal reinforcers:
These are sounds or noises that indicate agreement, confirmation, or attention
to the students’ answers or behaviors, such as “hm-hm”, “uh-huh”, “aha”, etc.
Write
two advantages of 'Games' as a way of teaching.
Games
can be an effective teaching tool for various reasons. Here are two advantages
of using games as a way of teaching:
Increased
motivation: Games add a change of pace to the lesson, making it more
interesting and engaging for students. Since games are fun, they can keep
students highly motivated and attentive throughout the learning process.
Enhanced
learning experience: Incorporating games into the teaching-learning process can
create a meaningful context for the usage of language. Games enable learners to
practice various skills such as listening, speaking, reading, and writing. They
also improve attention span, memory, concentration, reading skills, and
listening skills.
Write
two demerits of CAM.
Computer-Aided
Manufacturing (CAM) has several disadvantages that should be considered. Here
are two demerits of CAM:
Cost: Implementing and supporting
computer technology used in CAM can be expensive. The cost is further compounded
by the constant introduction of new hardware devices and software programs,
which require compatibility updates. Additionally, training staff members to
use the technology adds to the overall cost.
Technology Failure: Computers and
related equipment used in CAM may break down, leading to production slowdowns
or even cessation1. This is especially problematic for companies that rely on
an assembly-line structure, as a failure can disrupt production at multiple
points.
Explain
'Intervening variable' of Teaching Task.
An
intervening variable is a hypothetical construct that explains the relationship
between two other variables in a causal relationship. It is a variable that
comes between the independent variable (cause) and the dependent variable
(effect) and helps to explain how the independent variable influences the
dependent variable. In other words, an intervening variable is a variable that
exists between the independent variable and the dependent variable, and it
helps to explain how the independent variable affects the dependent variable.
In
the context of teaching, an intervening variable can be used to understand how
different teaching methods affect student learning1. For example, if
researchers want to understand how a particular teaching method improves
student performance, they may measure the intervening variables, such as
motivation or engagement, and their effect on academic performance.
There
are two main types of intervening variables: mediating variables and moderating
variables. A mediating variable is an intervening variable that explains the
relationship between an independent variable and a dependent variable.
Mention
two importances of Maxims of Teaching?
Maxims
of teaching are techniques used by teachers to create and sustain interest and
attention among students, making the teaching-learning process effective,
fruitful, inspirational, and meaningful. Here are two importances of maxims of
teaching:
Motivating
learners: Maxims of teaching motivate learners by adding a change of pace to
the lesson, making it more interesting and engaging1. By incorporating maxims
into their teaching methods, teachers can keep students highly motivated and
attentive throughout the learning process.
Creating
a meaningful learning experience: Maxims of teaching help create a meaningful
context for the usage of language. They enable learners to practice various
skills such as listening, speaking, reading, and writing. Additionally, they
improve attention span, memory, concentration, reading skills, and listening
skills.
What
is 'syntax' of any model of Teaching ?
The
syntax of a teaching model refers to the sequence of steps involved in the
organization of the complete program of teaching12. It describes the framework
and structure of the model in action, including the order and flow of its
phases13. Each teaching model has its own distinct syntax, which outlines the
systematic sequence of activities that make up the model12.
For example, when using a specific
teaching model, such as the inquiry-based learning model, the syntax would
include the following phases:
Encounter with the problem: The
teacher presents a pre-planned discrepant event and explains the inquiry
procedures4.
Data gathering - Verification:
Students inquire about the nature and identity of objects, events, properties,
and conditions related to the problem4.
Data gathering - Experimentation:
Students organize the data they have gathered and provide the most appropriate
explanation that fits the data4.
What
is Diagnostic function of teaching ?
The
diagnostic function of teaching is the process of discovering individual
student abilities, needs, and objectives and prescribing requisite learning
assessments. It involves monitoring students’ understanding and performance
before, during, and after teaching a lesson. The goal of diagnostic teaching is
to detect, understand, and correct misconceptions in students’ work.
Diagnostic
teaching is an extensive teaching method in which a student’s ability to grasp
the information is keenly observed. Teachers identify the students’ positive
and negative points, their skills and objectives, and any deviation, then
suggest them with required suggestions. The diagnostic function of teaching
helps teachers to identify the areas where students need more attention and
support. It also helps teachers to evaluate their own teaching effectiveness by
analyzing the results of diagnostic assessments.
Group
B
Briefly discuss the
'Syntax' of Concept Attainment Model.
The
Concept Attainment Model is an inductive teaching method developed by Jerome
Bruner that helps learners identify the attributes in a data set and then
define the category they belong to and its characteristics1. The model consists
of four phases:
Presenting data: The teacher
presents a set of examples and non-examples to the students1.
Speculation: Students speculate
about the concept based on the presented data2.
Signify: Students analyze their
strategies for attaining concepts2.
Generalization: Students apply
their understanding of the concept to new examples2.
The
syntax of the Concept Attainment Model is a structured sequence of activities
that make up the model1. The syntax includes presenting data, speculation,
signify, and generalization phases in that order1. The model is designed to
promote student learning through a process of structured inquiry.
The
first phase involves presenting data to the learner. Each unit of data is a
separate example or non-example of the concept. The units are presented in
pairs. The data may be events, people, objects, stories, pictures, or any other
discriminable units3. In the second phase, students speculate about the concept
based on the presented data. They try to identify common attributes among
examples and differences between examples and non-examples3. In the third
phase, students analyze their strategies for attaining concepts. They reflect
on their thought processes and identify what helped them attain the concept3.
In the final phase, students apply their understanding of the concept to new
examples. They use their knowledge to identify new examples that fit into the
category they have defined3.
Describe in brief the
inter-active stage of Teaching.
Introduction: The
interactive stage of teaching is the classroom interaction between the teacher
and students. It is the most important stage of teaching, as it is where the
teacher delivers the lesson and students engage in learning activities. The
interactive stage is where the teacher puts into action the plans made during
the pre-active phase of teaching.
Objective: During
the interactive stage, teachers use a variety of instructional techniques to
provide students with a learning experience. These techniques may include
lectures, discussions, group work, and hands-on activities. The teacher
provides verbal and non-verbal stimuli to students, makes explanations, asks
questions, listens to students’ responses, and provides guidance.
Function: The
interactive stage is where students have the opportunity to apply what they
have learned during the pre-active phase of teaching. They can ask questions,
clarify doubts, and participate in discussions with their peers and teachers.
The interactive stage is also where teachers can assess student learning
through formative assessments such as quizzes, tests, and assignments.
Conclusion:
the interactive stage of teaching is where teachers deliver lessons and
students engage in learning activities. It is a crucial stage of teaching that
allows students to apply what they have learned during the pre-active phase.
Teachers use a variety of instructional techniques to provide students with a
meaningful learning experience. During this stage, teachers can assess student
learning through formative assessments
Describe pre-active stage
of Teaching.
Introduction: The pre-active stage of teaching
is the first phase of the teaching process, which involves planning and
preparation for the lesson. It is the stage where teachers plan and organize
their lessons to ensure that they are effective, meaningful, and engaging. The
pre-active stage is essential for ensuring that the teacher has a clear understanding
of the objectives, content, and methods of instruction.
Objective: During the pre-active stage,
teachers identify the learning objectives, select appropriate teaching
strategies, and develop lesson plans. They also consider the needs and
abilities of their students and plan activities that are appropriate for their
level of understanding4. Additionally, teachers may use various resources such
as textbooks, multimedia materials, and other instructional aids to support
their teaching.
Function: The pre-active stage is crucial
for ensuring that the teacher is well-prepared for the lesson and can deliver
it effectively. It helps to ensure that the lesson is well-structured and
organized, which can help to keep students engaged and motivated throughout the
learning process. By planning ahead, teachers can anticipate potential problems
and make adjustments to their lesson plans as needed.
Conclusion: the pre-active stage of teaching
is the first phase of the teaching process. It involves planning and
preparation for the lesson, including identifying learning objectives,
selecting appropriate teaching strategies, developing lesson plans, considering
student needs and abilities, and using instructional aids. The pre-active stage
is crucial for ensuring that teachers are well-prepared for their lessons and
can deliver them effectively
Describe
the post-active phase of teaching.
The
post-active phase of teaching is the final stage of the teaching process, which
occurs after the classroom session has ended. It involves evaluating the
teaching-learning process and reflecting on its effectiveness. The post-active
phase is crucial for teachers to assess student learning, identify areas for
improvement, and make necessary adjustments to their teaching strategies.
During
the post-active phase, teachers engage in various evaluation activities to
measure student performance and understanding. These activities may include
quizzes, assessments, instructional situations, and observing students’
reactions. By evaluating student outcomes, teachers can identify specific areas
that need improvement and provide targeted support to individual students or
the entire class.
Additionally,
the post-active phase allows teachers to reflect on their own teaching
practices and make adjustments as needed. They can analyze the effectiveness of
their lesson plans, teaching methods, and instructional materials. This reflection
helps teachers identify what worked well and what needs improvement for future
lessons.
The
post-active phase is also an opportunity for teachers to provide feedback to
students on their performance and progress. This feedback can help students
understand their strengths and weaknesses and guide them in setting goals for
further improvement.
In
summary, the post-active phase of teaching involves evaluating student learning
outcomes, reflecting on teaching practices, providing feedback to students, and
making necessary adjustments to improve future lessons. It is a critical stage
that ensures continuous improvement in the teaching-learning process.
Discuss any two Maxims of
Teaching.
Teaching maxims are
fundamental principles or guidelines that educators often follow to enhance the
effectiveness of their teaching. Two widely recognized maxims of teaching are:
- Maxim of Interest:
- The Maxim of Interest emphasizes the
importance of capturing and maintaining the interest of students. It
recognizes that students are more likely to learn and retain information
when they are engaged and interested in the subject matter. Teachers can
enhance interest by making lessons relevant to students' lives,
incorporating real-world examples, and using diverse and interactive
teaching methods. By stimulating curiosity and making learning enjoyable,
educators can create a positive learning environment that fosters active
participation and deeper understanding.
- Maxim of Participation:
- The Maxim of Participation
underscores the significance of involving students actively in the
learning process. This maxim recognizes that passive learning, where
students are merely recipients of information, is often less effective
than active engagement. Teachers can promote participation by encouraging
questions, discussions, group activities, and hands-on learning
experiences. When students are actively involved in the learning process,
they are more likely to comprehend and retain information, develop
critical thinking skills, and feel a sense of ownership over their
learning. This maxim aligns with the idea that learning is not a passive
transmission of knowledge but an interactive and dynamic process.
These maxims are
foundational principles that guide effective teaching practices. They highlight
the importance of considering students' engagement and involvement as essential
elements in the learning process. By incorporating these maxims into their
teaching strategies, educators can create a more vibrant and effective learning
environment for their students.
two maxims of teaching:
From Known to Unknown:
This maxim emphasizes the importance of building on students’ previous
knowledge and acquired knowledge. By acknowledging what students already know,
teachers can introduce new concepts through familiar concepts. For example, if
students are familiar with the concept of breathing and eating, teachers can
use these known concepts to introduce more complex concepts such as respiratory
functions and digestive functions. This approach helps make teaching more
effective by connecting new information to existing knowledge.
Simple to Complex:
This maxim suggests that teachers should start with simple concepts and
gradually progress to more complex topics. By laying a foundation with simple
concepts, teachers can help students understand and grasp more complicated
concepts. This principle applies to all grades and subjects. For instance, when
teaching mathematics, teachers often begin with basic arithmetic operations
before moving on to more advanced topics like algebra or calculus.
Discuss
microteaching cycle.
Microteaching is a training
technique that allows teachers to develop and elevate their teaching skills by
focusing on strengthening one skill at a time1. A microteaching cycle is a
controlled process that involves teaching a small unit of content to a small
group of students in a short period of time. The cycle typically consists of several
steps, including planning, teaching, feedback, re-planning, re-teaching, and
re-feedback.
During the microteaching cycle,
teachers have the opportunity to identify deficiencies and inadequacies in
their teaching and improve upon them. By focusing on one skill at a time,
teachers can fully develop that skill before moving on to the next. This
approach allows teaching skills to become definable, observable, and measurable.
The microteaching cycle helps
teachers develop various skills over time. Some of the skills that can be
developed through microteaching include introduction skills, explanation
skills, probing question skills, demonstration skills, and reinforcement skills.
Each skill is developed individually, allowing trainee teachers to master one
skill before moving on to improving others.
By employing the concept of
microteaching, teachers can enhance their teaching abilities and create a more
effective learning environment for their students. The cycle provides a
structured framework for teacher development and helps ensure continuous
improvement in teaching practices.
Discuss
role of teacher and learners in reflective level of teaching.
The
reflective level of teaching is the highest level of teaching, where teachers
engage in thoughtful and deliberate approaches. It aims to provide learners
with high-quality educational experiences that promote the full utilization and
improvement of their cognitive abilities. The role of the teacher in this level
of teaching is democratic. The teacher does not force knowledge on the students
but develops their talents and capabilities. The teacher encourages and
stimulates students to think about and reflect on the content and concepts they
have learned. The classroom environment is open and independent, and students
are self-motivated to adopt this new level of learning. The teacher’s role is
to facilitate learning by providing guidance, feedback, and support.
The
role of the learner in reflective teaching is not passive. Learners are encouraged
to challenge their assumptions, ask innovative questions, and try to make sense
of their experiences. Instead of being passive receivers of external expert
knowledge, learners become active creators (and co-creators) of their own
knowledge. Learners construct and clarify meaning in terms of their own
understanding and cognition, supporting changes in conceptual perspective. They
ponder upon, contemplate, and pay serious thoughtful consideration to the
presented contents.
In
summary, reflective teaching is a process where teachers look back at their
teaching practices and find ways to improve or change them for better learning
outcomes for students. The role of the teacher in reflective teaching is
democratic, while the role of the learner is active. Learners are encouraged to
challenge their assumptions, ask innovative questions, and try to make sense of
their experiences. By engaging in reflective teaching practices, teachers can
create a more effective learning environment that supports student understanding
and growth.
Discuss
the role of teacher and learners in reflective level of teaching.
The
reflective level of teaching is the highest level of teaching, where teachers
engage in thoughtful and deliberate approaches. It aims to provide learners
with high-quality educational experiences that promote the full utilization and
improvement of their cognitive abilities. The role of the teacher in this level
of teaching is democratic. The teacher does not force knowledge on the students
but develops their talents and capabilities. The teacher encourages and
stimulates students to think about and reflect on the content and concepts they
have learned. The classroom environment is open and independent, and students
are self-motivated to adopt this new level of learning. The teacher’s role is
to facilitate learning by providing guidance, feedback, and support.
The
role of the learner in reflective teaching is not passive. Learners are
encouraged to challenge their assumptions, ask innovative questions, and try to
make sense of their experiences. Instead of being passive receivers of external
expert knowledge, learners become active creators (and co-creators) of their
own knowledge6. Learners construct and clarify meaning in terms of their own
understanding and cognition, supporting changes in conceptual perspective. They
ponder upon, contemplate, and pay serious thoughtful consideration to the
presented contents.
In
summary, reflective teaching is a process where teachers look back at their
teaching practices and find ways how their teaching methods can be improved or
changed for the better learning of students. The role of the teacher in
reflective teaching is democratic. He does not force knowledge on the students
but develops their talents and capabilities. The classroom environment is open
and independent. The role of the learner in reflective teaching is active.
Learners are encouraged to challenge their assumptions, ask innovative
questions, and try to make sense of their experiences. By engaging in
reflective teaching practices, teachers can create a more effective learning
environment that supports student understanding and growth.
How
can introducing the lesson skill be applied in classroom situation? Discuss
with examples.
The
skill of introducing a lesson is an essential part of teaching that helps to
create a positive and effective learning environment. It involves the use of
verbal and non-verbal behaviors, teaching aids, and appropriate devices to make
students realize the need for studying the lesson. Here are some ways in which
the skill of introducing a lesson can be applied in a classroom situation:
Use
of appropriate devices: A teacher should acquire the ability to use appropriate
devices or techniques for introducing a lesson. The various devices used for
this purpose include questioning, narration, description or lecturing,
story-telling, using audio-visual aids, demonstration or experimentation,
dramatization or role-playing, visits or excursions, and use of examples,
analogies, and similarities. For example, when introducing a new topic in
science class, a teacher can use a video clip to demonstrate the concept.
Utilization
of previous experiences: A teacher has to acquire the art of utilizing previous
knowledge and experiences of students. This includes knowledge of the subject
acquired by students in previous classes or days of the present session, general
awareness of students with their physical and social environment, techniques of
exploring previous knowledge, techniques of establishing links between previous
and new knowledge, and creating situations in class for the utilization of
previous experiences. For instance, when introducing a new topic in history
class, a teacher can ask students about their knowledge of historical events.
Relevancy
of verbal or non-verbal behavior: A teacher should try to observe relevancy in
his behavior. What is to be stated, asked, demonstrated, dramatized, or
illustrated should contribute maximum towards the introduction of the lesson in
some ways such as testing previous knowledge, utilization of past experiences,
establishing cognitive and affective rapport with students, making students
feel the need for studying the lesson, pinpointing the aims of the lesson. For
example, when introducing a new topic in English class, a teacher can ask
students about their favorite books.
In
summary, introducing a lesson skill is an important part of teaching that helps
create an effective learning environment. Teachers can use appropriate devices
such as audio-visual aids to introduce new topics. They can also utilize
previous experiences and establish relevancy in their behavior to make students
realize the need for studying the lesson.
What
are the practical applications of Advance Organizer Model (AOM)?
The
Advance Organizer Model (AOM) is a teaching strategy that helps students to
organize and retain new information by providing a framework for learning. Here
are some practical applications of AOM:
Preparation
for new topics:
AOM can be used to prepare students for new topics by providing an overview of
the key concepts and vocabulary. This helps students to understand the
structure of the topic and how the different parts fit together.
Reviewing
previous lessons:
AOM can be used to review previous lessons by providing a summary of the key
concepts and vocabulary. This helps students to remember what they have learned
and how it relates to the current topic.
Connecting
new information to prior knowledge:
AOM can be used to connect new information to prior knowledge by providing a
framework for understanding how the new information relates to what students
already know. This helps students to make connections between different
concepts and apply their knowledge in new situations.
Improving
critical thinking skills:
AOM can be used to improve critical thinking skills by encouraging students to
analyze and evaluate information4. By providing a framework for understanding,
AOM helps students to think more deeply about the information they are learning
and develop their critical thinking skills.
AOM
is a teaching strategy that provides a framework for learning. It can be used
to prepare students for new topics, review previous lessons, connect new
information to prior knowledge, and improve critical thinking skills.
Write
down the role of learners in memory level of teaching and understanding level
of teaching.
Role
of Learners in Memory Level of Teaching:
In
the memory level of teaching, learners play a crucial role in encoding,
storing, and retrieving information. This level of teaching primarily involves
the acquisition and retention of facts, concepts, and basic information. Here
are key roles that learners play in the memory level:
- Attention
and Focus:
- Learners
need to actively engage their attention and focus on the information
being presented. The process of attending to relevant stimuli helps in
the initial encoding of information into memory.
- Repetition
and Practice:
- Repetition
is a powerful tool for memory enhancement. Learners play a role in
reinforcing information through regular review and practice. By
intentionally revisiting key concepts, learners strengthen the neural
pathways associated with memory recall.
- Organization
and Structure:
- Organizing
information in a meaningful way aids memory. Learners can create mental
frameworks, outlines, or summaries to structure knowledge. This
organizational effort enhances the ability to remember and retrieve
information efficiently.
- Use
of Mnemonics:
- Mnemonics,
memory aids, and memory techniques can be employed by learners to
facilitate the retention of information. Creating acronyms, rhymes, or
associations can make it easier to recall details.
Role
of Learners in Understanding Level of Teaching:
Moving
beyond mere memorization, the understanding level of teaching involves
comprehension, analysis, and synthesis of information. Learners play distinct
roles at this level to deepen their understanding:
- Critical
Thinking:
- Learners
engage in critical thinking by questioning, analyzing, and evaluating
information. They need to go beyond rote memorization and instead explore
the underlying concepts and relationships between different pieces of
information.
- Application
of Knowledge:
- Understanding
involves the ability to apply knowledge in various contexts. Learners are
responsible for taking what they've learned and applying it to solve
problems, make decisions, or draw connections to real-world situations.
- Active
Participation in Discussions:
- Learners
contribute to the understanding level by actively participating in class
discussions. Expressing thoughts, asking questions, and engaging in
dialogue with peers and instructors help clarify concepts and deepen comprehension.
- Synthesis
of Information:
- At
the understanding level, learners synthesize information from different
sources. They connect new knowledge with existing knowledge, forming a
more integrated and holistic understanding of the subject matter.
In
both the memory and understanding levels of teaching, learners are active
participants. Their engagement, strategies for memorization, and efforts toward
comprehension significantly influence the depth and sustainability of their
learning experience.
Analyse
the steps of reflective level of teaching.
The
reflective level of teaching goes beyond memorization and understanding; it
involves critical thinking, self-awareness, and the ability to apply knowledge
in a thoughtful manner. Here are the key steps in the reflective level of
teaching:
- Critical
Analysis:
- At
the reflective level, learners engage in critical analysis of
information. This involves evaluating the validity, reliability, and
relevance of information. Learners question assumptions, identify biases,
and assess the quality of evidence supporting a particular idea.
- Metacognition:
- Metacognition
refers to thinking about one's own thinking processes. In the reflective
level of teaching, learners engage in metacognition by considering how
they approach problem-solving, their learning strategies, and the
effectiveness of their thinking processes. This self-awareness is crucial
for continuous improvement.
- Application
to Real-World Contexts:
- Reflective
teaching encourages learners to apply their knowledge and skills to
real-world situations. This step involves considering how theoretical concepts
learned in the classroom can be translated into practical solutions or
applications in various contexts.
- Problem-Solving:
- Reflective
learners are adept at problem-solving. They don't just memorize
solutions; they analyze problems, consider alternative approaches, and
make informed decisions. This step emphasizes the practical application
of knowledge to address real or hypothetical issues.
- Self-Assessment:
- Learners
engage in self-assessment, evaluating their own performance and
understanding. This involves identifying strengths and areas for
improvement. Through reflection, learners develop a sense of agency and
responsibility for their own learning journey.
- Continuous
Learning and Adaptation:
- Reflective
teaching emphasizes the idea that learning is an ongoing process.
Learners are encouraged to adapt to new information, changing
circumstances, and evolving perspectives. This step involves being open
to new ideas and modifying one's understanding in light of new evidence
or experiences.
- Communication
Skills:
- Reflective
learners develop effective communication skills. They can articulate
their thoughts, insights, and conclusions in a clear and coherent manner.
Effective communication is essential for sharing ideas, engaging in
discussions, and collaborating with others.
- Ethical
Considerations:
- Reflective
teaching involves considering the ethical implications of knowledge and
actions. Learners explore the ethical dimensions of decisions and
actions, fostering a sense of responsibility and ethical awareness.
- Integration
of Multiple Perspectives:
- Reflective
learners integrate multiple perspectives and viewpoints. They consider
diverse opinions, cultural influences, and interdisciplinary connections,
recognizing the complexity of issues and avoiding narrow, one-dimensional
thinking.
Briefly
discuss the relationship of Teaching with Insturction and Training.
Teaching,
instruction, and training are closely related concepts in the field of
education, but they have distinct characteristics and purposes.
Teaching
is a broader term that encompasses the process of imparting knowledge, skills,
and values to learners1. It involves the use of various strategies, methods,
and techniques to facilitate learning. Teaching is often associated with formal
education settings such as schools, colleges, and universities. Teachers play a
central role in teaching by planning and delivering lessons, assessing student
progress, and providing guidance and support.
Instruction
refers to the specific actions and techniques used by teachers to facilitate
learning. It focuses on the systematic delivery of information and guidance to
learners. Instructional methods can vary depending on the subject matter,
learner needs, and desired learning outcomes. Instruction may involve lectures,
demonstrations, discussions, hands-on activities, or a combination of these
approaches. The goal of instruction is to provide learners with the necessary
knowledge and skills to achieve specific learning objectives.
Training
is a more specialized form of instruction that focuses on developing specific
skills or competencies required for a particular job or task. Training is often
associated with vocational or professional settings where individuals acquire
practical skills for employment3. It typically involves hands-on practice,
simulations, role-playing, and other experiential learning activities. The goal
of training is to enhance performance and proficiency in a specific area of
expertise.
Relationships:
- Overlap: There is a significant
overlap between teaching and instruction. Effective teaching often
involves well-designed instruction, incorporating various methods to
facilitate learning. Instruction is a means through which teaching is
executed.
- Integration: Training can be integrated
into both teaching and instruction. In professional or vocational
settings, teaching might involve training individuals to acquire specific
job-related skills. Instructional strategies can also incorporate training
elements to enhance practical application.
In
summary, teaching is the overarching process of facilitating learning,
instruction is the specific set of methods used to deliver content, and
training is a specialized form of instruction focused on skill development.
While they have distinctions, they are interconnected, and effective education
often involves a thoughtful combination of teaching, instruction, and training
strategies.
Discuss
the components of Questioning.
Questioning
is a fundamental skill in teaching that helps to promote critical thinking,
encourage discussion, and assess student understanding. The components of
questioning include:
Purpose: The purpose of questioning is to
elicit information from students and encourage them to think critically about the
subject matter. Teachers use questioning to assess student understanding,
promote discussion, and encourage students to think more deeply about the
material.
Types
of questions:
There are several types of questions that teachers can use to promote learning,
including open-ended questions, closed-ended questions, probing questions, and
leading questions. Open-ended questions encourage discussion and require
students to think critically about the material. Closed-ended questions are
useful for assessing student understanding and can be answered with a simple
yes or no. Probing questions are used to encourage students to think more
deeply about the material, while leading questions are used to guide students
towards a particular answer.
Questioning
techniques: There
are several questioning techniques that teachers can use to promote learning,
including wait time, rephrasing, and follow-up questions. Wait time involves
giving students time to think before answering a question. Rephrasing involves
restating a question in a different way to help students understand it better.
Follow-up questions are used to encourage students to elaborate on their
answers and provide more detail.
Questioning
strategies: There
are several questioning strategies that teachers can use to promote learning,
including the Socratic method, Bloom’s taxonomy, and essential questions. The
Socratic method involves asking a series of questions to encourage critical
thinking and discussion. Bloom’s taxonomy is a framework for categorizing
different types of learning objectives and can be used to develop appropriate
questioning strategies. Essential questions are open-ended questions that
encourage students to think deeply about the subject matter.
Questioning
is an essential skill in teaching that helps to promote critical thinking,
encourage discussion, and assess student understanding. The components of
questioning include purpose, types of questions, questioning techniques, and
questioning strategies.
Briefly
discuss social system and principle of reaction of Advance Organizer Model.
The
Advance Organizer Model (AOM) is a teaching strategy that helps students to
organize and retain new information by providing a framework for learning. In
the context of education, a social system refers to the intricate network of
relationships, interactions, and structures within an educational institution.
This system extends beyond the formal curriculum and includes the social
dynamics among students, teachers, administrators, and even parents. The social
system of AOM is highly structured, with the teacher retaining control of the
intellectual structure. The teacher is more active in this model, and students
are expected to accept the authority of the teacher. However, this does not
mean that students are not allowed to reveal their difficulties and seek
clarifications freely.
The
principle of reaction in AOM refers to the way in which new information is
presented to students. According to AOM, new information should be presented in
a way that is meaningful and relevant to students’ prior knowledge. This helps
students to make connections between new concepts and existing knowledge, which
can enhance their understanding and retention of the material. The principle of
reaction also emphasizes the importance of providing clear and concise
explanations of new concepts and using appropriate examples to illustrate key
points.
The
"Principle of Reaction" in this model refers to how learners react to
and interact with advance organizers. Here are the key components:
- Cognitive
Structure:.
- Activation
of Prior Knowledge:
- Facilitation
of Learning:
- Enhanced
Understanding:
- Retention
and Transfer:
In
summary, the social system of AOM is highly structured, with the teacher
retaining control of the intellectual structure. The principle of reaction
emphasizes the importance of presenting new information in a way that is
meaningful and relevant to students’ prior knowledge. By following these
principles, teachers can create a more effective learning environment that
supports student understanding and growth.
Group
C
Describe
different categories of Flander's Interaction Analysis.
Flanders
Interaction Analysis (FIA) is a method of analyzing classroom interactions
between teachers and students1. It was developed by Ned Flanders, an American
educational psychologist, in the 1960s1. The FIA method involves observing and
recording classroom interactions and categorizing them into different
categories1. Here are the different categories of Flanders Interaction
Analysis:
Teacher
talk: This category includes all the verbal interactions initiated by the
teacher. It is further divided into seven subcategories: acceptance, praise,
criticism, questions, directions, organization, and orientation. Acceptance
refers to the teacher’s acceptance of students’ feelings and ideas. Praise
refers to the teacher’s positive feedback on students’ work. Criticism refers
to the teacher’s negative feedback on students’ work. Questions refer to the
teacher’s use of questions to elicit student responses. Directions refer to the
teacher’s instructions for student behavior. Organization refers to the
teacher’s management of classroom activities. Orientation refers to the
teacher’s introduction of new topics or activities.
Student
talk: This category includes all verbal interactions initiated by students. It
is further divided into two subcategories: student questions and student
responses. Student questions refer to questions asked by students during
classroom interactions. Student responses refer to students’ responses to
teacher questions or comments.
Silence
or confusion: This category includes all instances of silence or confusion
during classroom interactions. It is used when there is no verbal interaction
between teachers and students or when there is confusion about a topic or
activity.
In
summary, Flanders Interaction Analysis is a method of analyzing classroom
interactions between teachers and students. The different categories of
Flanders Interaction Analysis include teacher talk, student talk, and silence
or confusion. By categorizing classroom interactions, teachers can identify
areas for improvement and develop strategies for enhancing student learning.
Flander’s interaction analysis categories
|
Main |
Entity |
Category number |
activity |
|
Teacher talk |
response |
1 |
Accept feeling: accepts
and clarifies an attitude or the feeling tone of a pupil in a non-
threatening manner. feeling may be positive or negative. |
|
2 |
Praises or encourages: praises or encourages pupil action or behavior. Jokes that release
tension, but not at the expense of another individual. Nodding head, or
saying ‘UMHM?’ |
||
|
3 |
Accepts or uses ideas of pupils: clarifying or building or developing ideas suggested by a pupil.
Teacher extensions of pupil ideas are included but as the teacher brings more
of his own ideas into play, shift to category five. |
||
|
4 |
Ask questions : asking
a question about content or procedure with the intent that a student may
answer. |
||
|
initiation |
5 |
Lecturing :giving
facts or opinions about content or procedures; expressing his own ideas;
asking rhetorical questions. |
|
|
6 |
Giving direction: directions, commands or orders to which a pupil is expected to
comply. |
||
|
7 |
Criticizing or justifying authority: statements intended to change pupil behavior from non acceptable to
acceptable pattern; stating why the teacher is doing what he is doing |
||
|
Pupil talk |
Response |
8 |
Pupil talk in response to teacher: talk by students in response to teacher. Teacher initiates the
contact or solicits student statement. |
|
Initiation |
9 |
Pupil talk initiated
by the pupil: talk by students which they initiate. It ‘calling on ‘
student is only to indicate who may talk next, observer must decide whether
student wanted to talk. It he did, use this category |
|
|
silence |
10 |
Silence or confusion: pauses, short periods of confusion in which communication cannot be
understood by the observer. |
Describe
Inquiry Training Model with suitable examples.
The
Inquiry Training Model is an instructional approach that was developed by
Richard Suchman in 19611. It is designed to engage students in causal
reasoning, precise questioning, hypothesis building, and testing. The model
aims to teach students a process for investigating and explaining unusual
phenomena and helps develop their thinking abilities.
The
Inquiry Training Model is based on the belief that students are naturally
curious and eager to explore new areas. It capitalizes on their natural
curiosity by giving them specific directions to explore new areas more
forcefully. The model is intended to develop independent learners who can raise
questions and search for answers stemming from their curiosity.
The
Inquiry Training Model has several objectives:
Develop
scientific process skills: The model aims to develop scientific process skills
such as observing, collecting and organizing data, identifying and controlling
variables, formulating and testing hypotheses, and the ability to explain and
infer.
Develop
strategies for creative inquiry: The model aims to develop strategies for
creative inquiry among students.
Develop
independence or autonomy in learning: The model aims to develop independence or
autonomy in learning among students.
Develop
the ability to tolerate ambiguity: The model aims to develop the ability to
tolerate ambiguity among students.
Make
students understand the tentative nature of knowledge: The model aims to make
students understand the tentative nature of knowledge.
The
Inquiry Training Model consists of five phases:
Phase
I: Encounter with the problem: In this phase, the teacher presents a discrepant
event that motivates students to find out the answer. For example, if a brush
is put into water from below and if you give strokes from above, instead of
falling down, the brush climbs up with every stroke. Observing this event,
students are surprised and question how this happens.
Phase
II: Data gathering - Verification: In this phase, students inquire about the
nature and identity of objects, events, properties, and conditions related to
the problem. They ask questions based on their hunches and assumptions and
modify their questions based on information they get from the teacher while
answering other’s questions.
Phase
III: Data gathering - Experimentation: In this phase, students organize the
data they have gathered and give the most appropriate explanation that fits the
data. They experiment with different variables and observe how they affect the
outcome.
Phase
IV: Formulating rules or explanations: In this phase, the teacher asks students
to formulate rules based on their findings from the previous phase. Students
analyze patterns in their data and formulate general rules or explanations that
explain the phenomenon they observed.
Phase
V: Analysis of the inquiry procedure: In this phase, students analyze the
pattern of inquiry they followed throughout the process. They reflect on their
thinking strategies and identify what helped them attain an understanding of
the concept.
The
Inquiry Training Model encourages active participation from students throughout
all phases of inquiry. It promotes critical thinking skills, problem-solving
abilities, creativity, and independence in learning
Discuss
the role of teacher in effective teaching.
The
role of a teacher is multifaceted and critical in creating an effective
learning environment. Effective teaching goes beyond the mere transmission of
information; it involves inspiring, guiding, and facilitating the learning
process. Here are key aspects of the teacher's role in effective teaching:
- Facilitator
of Learning:
- Teachers
are facilitators who guide the learning process. They create an
environment that encourages curiosity, critical thinking, and active
engagement. By providing a structure for learning, teachers help students
make connections and construct knowledge.
- Knowledge
Expert:
- Teachers
are experts in their subject matter. They possess a deep understanding of
the content they teach, staying informed about new developments and
research. This expertise enables them to present information in a clear,
coherent, and accurate manner.
- Motivator
and Inspirer:
- Effective
teachers inspire and motivate students. They create enthusiasm for
learning by conveying their passion for the subject. Through
encouragement and positive reinforcement, teachers help students overcome
challenges and build confidence.
- Adaptability:
- Teachers
need to be adaptable to meet the diverse needs of students. This includes
adjusting teaching strategies, incorporating different learning styles,
and providing additional support when necessary. Adaptable teachers are
responsive to the individual needs of their students.
- Effective
Communication:
- Communication
is a cornerstone of effective teaching. Teachers must convey information
clearly and listen actively to students. Beyond verbal communication,
non-verbal cues and body language also play a role in fostering a
positive and supportive learning environment.
- Classroom
Management:
- Maintaining
a well-managed classroom is crucial for effective teaching. Teachers
establish routines, set expectations, and create a positive learning
atmosphere. Effective classroom management minimizes disruptions and
maximizes the time devoted to learning.
- Assessment
and Feedback:
- Teachers
assess students' understanding through various forms of assessment,
including tests, projects, and discussions. Providing timely and
constructive feedback is essential for student growth. It helps students
understand their strengths and areas for improvement.
- Cultural
Competence:
- Teachers
must be culturally competent, recognizing and respecting the diversity of
their students. Understanding cultural backgrounds, values, and
perspectives helps create an inclusive and supportive learning
environment.
- Role
Model:
- Teachers
serve as role models for their students. Through their actions and
attitudes, teachers demonstrate qualities such as responsibility,
integrity, and a commitment to lifelong learning. Positive role modeling
contributes to the development of students' character.
- Lifelong
Learner:
- Effective
teachers are committed to their own professional development. They
continuously seek opportunities to enhance their knowledge, adopt new
teaching methods, and stay informed about educational research and best
practices.
- Collaborator:
- Teachers
collaborate with colleagues, parents, and other stakeholders. Working as
part of a team fosters a supportive educational community. Collaboration
also enhances the exchange of ideas and resources, contributing to
professional growth.
Conclusion:
The role of a teacher in effective teaching is dynamic and multi-faceted. It
involves fostering a positive learning environment, facilitating understanding,
motivating students, and adapting to diverse needs. Through their expertise,
dedication, and ongoing commitment to professional growth, teachers play a
pivotal role in shaping the educational experiences of their students.
What
is task of teaching ? Explain the role of different variables in task of
teaching.
The
task of teaching encompasses a wide range of responsibilities and activities
aimed at facilitating student learning and fostering their intellectual,
social, and emotional development. The effectiveness of teaching is influenced
by various variables that interact and contribute to the complexity of the
educational process. The role of different variables in the task of teaching:
- Teacher
Competence:
- Role: Teacher competence is
foundational to effective teaching. Competent teachers possess a deep
understanding of the subject matter, pedagogical skills, and the ability
to adapt to diverse student needs.
- Impact: Competent teachers create a
positive and engaging learning environment. They effectively communicate
concepts, plan instructional activities, and facilitate meaningful
learning experiences.
- Student
Characteristics:
- Role: Students bring diverse
backgrounds, abilities, learning styles, and motivations to the
classroom. Recognizing and understanding these differences is essential
for effective teaching.
- Impact: Teachers tailor their
instructional strategies to accommodate various learning styles and adapt
to the unique needs of individual students. Differentiated instruction
and personalized approaches can enhance student engagement and success.
- Curriculum
and Instructional Materials:
- Role: The curriculum and
instructional materials serve as the foundation for teaching. They
provide the framework for what students are expected to learn and guide
instructional planning.
- Impact: Well-designed curriculum and
appropriate instructional materials contribute to the clarity of content
delivery. Teachers use these resources to structure lessons, develop
assessments, and align their teaching with educational goals.
- Learning
Environment:
- Role: The physical and
psychological learning environment significantly influences the teaching
task. A positive and inclusive atmosphere fosters student engagement and
supports effective teaching.
- Impact: Teachers create a safe,
supportive, and respectful learning environment. Classroom management
strategies and the cultivation of positive teacher-student relationships
contribute to a conducive atmosphere for learning.
- Technology
Integration:
- Role: Technology is increasingly
becoming a vital variable in teaching. Its role includes enhancing
instruction, providing interactive learning experiences, and facilitating
communication.
- Impact: Teachers integrate
technology to supplement lessons, engage students through multimedia
resources, and promote digital literacy. Effective use of technology can
enhance the overall learning experience.
- Assessment
and Feedback:
- Role: Assessment methods,
including formative and summative assessments, contribute to the ongoing
evaluation of student progress. Feedback is a crucial element for
informing instructional decisions and supporting student growth.
- Impact: Teachers design assessments
that align with learning objectives, provide constructive feedback, and use
assessment data to adjust their teaching strategies. This iterative
process promotes continuous improvement.
- Cultural
and Societal Context:
- Role: The cultural and societal
context of education includes societal expectations, cultural diversity,
and educational policies. Teachers need to be aware of and responsive to
these contextual factors.
- Impact: Understanding the cultural
and societal context enables teachers to make their instruction relevant
and inclusive. It promotes cultural sensitivity, acknowledges diverse
perspectives, and fosters a sense of belonging for all students.
- Professional
Development:
- Role: Teachers engage in ongoing
professional development to stay current with educational research,
innovative teaching practices, and advancements in their subject areas.
- Impact: Continuous professional
development enhances teacher effectiveness. It allows teachers to refine
their skills, integrate new instructional strategies, and adapt to
evolving educational trends.
The
task of teaching is a dynamic and multifaceted process influenced by various
interconnected variables. Teachers, students, curriculum, learning environment,
technology, assessment, and the broader cultural context all play crucial roles
in shaping the teaching and learning experience. A comprehensive understanding
of these variables allows educators to navigate the complexities of the
teaching task and create meaningful learning experiences for their students.
