B.Ed. 2nd Semester Course 1.2.3 (2nd Half) Teaching Important Questions & Suggestions

 

Course 1.2.3 (2^nd Half)

Teaching

(B.Ed. 2nd Semester)

Important Topics

 

 Group A

Syntax of any model of Teaching

The teaching model syntax includes objectives, content selection, teaching-learning activities, evaluation, and feedback. It provides a structured sequence guiding the teaching process, ensuring clarity in goals, organized content delivery, student engagement, and assessment for learning outcome improvement.

Importance of Maxims of Teaching

Maxims guide teaching principles, enhancing instructional effectiveness. They emphasize clarity, learner activity, teaching according to individual needs, and lesson planning, ensuring meaningful, engaging, and goal-focused learning experiences.

Effective Teaching

Effective teaching fosters active learning, clear communication, and continuous assessment. It adapts to learners’ needs, uses appropriate methods, and motivates students, leading to better understanding and skill development.

Diagnostic Function of Teaching

Diagnostic teaching identifies learners’ strengths and weaknesses through assessments. It helps tailor instruction to individual needs, facilitating targeted remedial action and promoting effective learning.

Advantages/Disadvantages of Computer Assisted Instruction (CAI)

Advantages: personalized learning, immediate feedback, interactive content, and accessibility.

Disadvantages: high initial cost, technical issues, potential learner isolation, and dependency on technology.

Advantages/Disadvantages of Games as Teaching

Advantages: increase engagement, motivate learners, enhance creativity, and improve retention.

Disadvantages: may distract, require resources, and not suit all subjects or learning styles.

Components of Questioning Skill

Includes clarity, relevance, timing, and variety. Effective questioning stimulates thinking, checks understanding, encourages participation, and promotes critical analysis.

Why does a teacher need to undergo training?

Training equips teachers with updated pedagogical skills, subject knowledge, classroom management techniques, and the ability to handle diverse learner needs, ensuring quality education delivery.

Difference between Concept Formation and Concept Attainment

Concept formation involves learners discovering concepts through example exploration, while concept attainment uses a clear definition and examples/non-examples to identify the concept systematically.

Microteaching (scaled down teaching)

Microteaching involves teaching a brief lesson to a small group, allowing teachers to practice specific skills, receive feedback, and improve before full classroom application.

Merits of Inquiry Training Model (ITM)

ITM promotes critical thinking, problem-solving, active learner participation, and fosters self-directed learning, developing analytical skills through investigation.

Advantages of Programmed Instruction

Offers self-paced learning, immediate feedback, structured content, and consistency. It supports mastery learning and reduces teacher dependency.

Components of Reinforcement Skill

Includes positive reinforcement, timely feedback, appropriate rewards, and encouragement, helping to motivate learners and strengthen desired behaviors.

Factors influencing Teaching

Factors include teacher’s knowledge, learner characteristics, teaching methods, resources, environment, and social-cultural context, all impacting teaching effectiveness.

Interactive Stage of Teaching

This stage involves active teacher-student interaction for clarifying doubts, discussing concepts, providing feedback, and reinforcing learning through dialogue and engagement.

Group B

 

1. Role of Teacher and Learners in Reflective Level of Teaching

Introduction:
The reflective level of teaching, proposed by Hunt, is the highest and most complex stage in the teaching-learning hierarchy. It moves beyond mere memorization and understanding to foster critical thinking, problem-solving, and the formation of independent judgments. The classroom transforms into a democratic community of inquiry where the teacher is a guide and the learner is an active, autonomous participant.

Descriptive Points:

• Role of the Teacher:
• Facilitator and Guide: The teacher creates a problematic situation and acts as a facilitator, guiding students through the process of inquiry without providing direct answers.
• Promoter of Critical Thinking: They ask open-ended, probing questions that challenge assumptions and encourage students to analyze, synthesize, and evaluate information.
• Creator of a Democratic Environment: The teacher fosters a permissive and supportive atmosphere where students feel free to express diverse opinions, debate ideas, and learn from their mistakes.
• Resource Provider: Instead of being the sole source of knowledge, the teacher provides access to various resources—books, experiments, data—that learners can use to explore the problem.
• Role of the Learners:
• Active Investigator: The learner is not a passive recipient but an active explorer who identifies problems, formulates hypotheses, and seeks evidence.
• Autonomous Thinker: They take responsibility for their own learning, develop their own perspectives, and justify their conclusions with logical reasoning.
• Collaborative Participant: Learners engage in discussions, group work, and debates, learning to articulate their views and consider alternative viewpoints from their peers.
• Reflective Practitioner: The core activity for the learner is reflection—thinking deeply about the problem, the process used, and the conclusions reached to construct personal meaning.

Conclusion:
At the reflective level, the relationship between teacher and learner is symbiotic and dynamic. The teacher's role shifts from an authoritative figure to a strategic partner in learning, while the learner evolves into a critical and independent thinker, well-equipped to handle real-world challenges.

 

2. Microteaching Cycle

Introduction:
Microteaching is a teacher training technique that simplifies the complex act of teaching. It involves scaling down the teaching process into a controlled session with a small group of students (5-10) for a short duration (5-10 minutes), focusing on the practice and mastery of one specific teaching skill at a time.

The cycle is a systematic process typically consisting of the following six steps:

1. Plan: The teacher-trainee selects a single teaching skill (e.g., questioning, reinforcement) and prepares a micro-lesson plan detailing how they will implement that specific skill.
2. Teach: The trainee teaches the micro-lesson to a small group of peers or real students, attempting to demonstrate the chosen skill effectively within the time limit.
3. Feedback: Immediately after the session, the supervisor, peers, and sometimes the students themselves provide constructive feedback. This is often supported by audio/video recordings for objective analysis.
4. Re-plan: Based on the feedback received, the trainee reflects on their performance, identifies areas for improvement, and modifies the lesson plan accordingly.
5. Re-teach: The trainee teaches the same lesson (or a different one focusing on the same skill) to a different small group, incorporating the suggestions from the feedback session.
6. Re-feedback: The cycle of feedback is repeated after the re-teach session to assess improvement and provide further guidance for mastering the skill.

Conclusion:
The microteaching cycle is a powerful, reflective tool for professional development. Its repetitive nature of plan-teach-feedback-reteach ensures that teaching skills are not just introduced but are practiced, refined, and internalized, leading to enhanced teaching competence and confidence.

 

3. Role of Teacher and Learners in Memory and Understanding Levels

Introduction:
The memory and understanding levels represent the foundational stages of teaching. The memory level focuses on the retention of factual information, while the understanding level aims for comprehension of meaning and relationships.

• Memory Level of Teaching (Herbartian Model):
• Role of the Teacher: The teacher is the central authority and information giver. Their primary role is to present information in an organized, clear manner and to drill students for accurate recall. Methods include repetition, recitation, and rote learning.
• Role of the Learners: The learner is a passive receptacle of information. Their main task is to listen, memorize, and store facts and information as presented by the teacher, with little scope for originality or critical thought.
• Understanding Level of Teaching (Morrisonian Model):
• Role of the Teacher: The teacher becomes an explainer and demonstrator. They focus on explaining the underlying principles, relationships, and meanings of the content. They use examples, illustrations, and analogies to make concepts clear.
• Role of the Learners: The learner is an active participant who seeks to comprehend. They are expected to grasp the meaning, generalize rules from examples, and apply their understanding to new but similar situations.

Conclusion:
While the memory level provides the necessary base of information, the understanding level builds upon it by developing comprehension. Both are essential, but they represent a teacher-dominated paradigm where the learner's role is largely reactive, setting the stage for the more autonomous reflective level.

 

4. Components of Questioning Skill

Introduction:
Questioning is a fundamental teaching skill used to stimulate thinking, assess understanding, and promote classroom interaction. Effective questioning is not random but is composed of several deliberate components that enhance its pedagogical impact.

• Structuring: Posing the question clearly and concisely, setting the context and ensuring it is understood by all students before an answer is expected.
• Pausing (Wait Time): Providing adequate silence (3-5 seconds) after asking a question to allow students to process the question and formulate a thoughtful response.
• Prompting: When a student is unable to answer or gives an incorrect one, the teacher provides hints or clues to guide them toward the correct answer without stating it directly.
• Probing: Asking follow-up questions to dig deeper into a student's response, encouraging them to clarify, justify, or elaborate on their initial answer to develop more complex thinking.
• Redirecting: Posing the same question to several different students to gather a variety of perspectives and increase class participation.
• Focusing and Varying: Ensuring questions cover a range of cognitive levels (from recall to evaluation) and are distributed across the entire class, not just a few active participants.

Conclusion:
Mastering the components of questioning transforms it from a simple recitation tool into a powerful instrument for developing critical thought, fostering dialogue, and creating a dynamic and inclusive learning environment.

 

5. Flanders Interaction Analysis

Introduction:
Flanders Interaction Analysis Category System (FIACS) is a systematic, objective tool for observing, categorizing, and analyzing classroom verbal interaction. It is based on the premise that two-thirds of classroom time is verbal, and this talk significantly influences learning.

• The System: FIACS classifies all verbal communication in the classroom into 10 categories:
• Teacher Talk (7 categories): Indirect Influence (accepts feeling, praises, uses student ideas, asks questions) and Direct Influence (lecturing, giving directions, criticizing).
• Student Talk (2 categories): Response and Initiation.
• Silence or Confusion (1 category).
• The Process: An observer records the category of interaction occurring every 3 seconds, creating a long sequence of numbers. This data is then plotted into a 10x10 matrix to reveal patterns.
• Key Analysis: The matrix helps calculate the "Teacher Talk-Student Talk Ratio," the proportion of indirect to direct teacher influence, and identifies the dominant interaction patterns (e.g., is the classroom teacher-centric or student-centric?).

Conclusion:
Flanders Interaction Analysis provides a mirror for teachers to objectively see their communication style. By analyzing the data, teachers can consciously shift from direct, lecturing-heavy methods toward more indirect, responsive, and student-centered interaction patterns to create a more effective learning atmosphere.

 

6. Introducing the Lesson Skill

Introduction:
The skill of introducing a lesson is a crucial micro-teaching skill that sets the stage for effective learning. A good introduction captures students' interest, establishes a connection with their prior knowledge, and clearly states the purpose of the lesson, thereby motivating students to engage with the new content.

• Gaining Attention: The teacher uses techniques like showing a visual aid, posing a provocative question, telling a short story, or performing a demonstration to arouse curiosity and focus the students' minds on the lesson.
• Creating Motivation: The introduction should explain the utility and importance of the lesson, answering the student's unspoken question, "Why should we learn this?"
• Linking with Previous Knowledge: The teacher actively reviews or asks questions about previously learned related topics, creating a "cognitive bridge" that helps students assimilate new information more easily.
• Stating the Objectives: Clearly and concisely announcing the aim or topic of the current lesson. This provides a clear sense of direction and purpose for the students.
• Providing a Structure: Giving a brief overview of the sequence in which the lesson will unfold helps students organize their thinking and anticipate what is to come.

Conclusion:
A well-executed introduction is more than just a starting ritual; it is a strategic pedagogical act. It reduces anxiety, creates a positive learning set, and paves the way for a smooth and meaningful instructional sequence, significantly impacting the overall effectiveness of the teaching-learning process.

6. Pre-active and Interactive Stage of Teaching

Introduction:
Teaching is a complex, cyclical process that can be divided into distinct stages for better planning and execution. Two of the most critical phases are the Pre-active (planning) stage and the Interactive (execution) stage, which represent the 'before' and 'during' of classroom teaching.

• Pre-active Stage (The Planning Stage):
• This is the thought-intensive phase that occurs before the teacher enters the classroom.
• Key Activities: Formulating instructional objectives, selecting and organizing the content, choosing appropriate teaching methods and strategies, deciding on teaching aids and resources, and planning for student assessment.
• Teacher's Role: The teacher acts as a planner and designer. They make crucial decisions about the 'what', 'why', and 'how' of the teaching process, anticipating potential challenges and student responses.
• It is a systematic process that results in a structured lesson plan, serving as a roadmap for the teaching session.
• Interactive Stage (The Implementation Stage):
• This is the action-oriented phase where the pre-active plans are put into practice in the classroom.
• Key Activities: Actual presentation of the content, teacher-student and student-student interactions, managing classroom dynamics, providing explanations, asking questions, giving feedback, and making on-the-spot adjustments to the teaching strategy.
• Teacher's Role: The teacher acts as a facilitator, manager, and guide. This stage is dynamic and unpredictable, requiring the teacher to be flexible, observant, and responsive to the students' needs in real-time.

Conclusion:
The Pre-active and Interactive stages are interdependent. A thorough Pre-active stage ensures clarity and direction, making the Interactive stage more effective and efficient. Conversely, the experiences from the Interactive stage provide valuable feedback that informs and improves future Pre-active planning.

7. Practical Applications of AOM (Advance Organizer Model)

Introduction:
Ausubel's Advance Organizer Model (AOM) is designed to enhance meaningful verbal learning by providing a conceptual framework before encountering detailed material. Its applications are vast and practical across various educational contexts.

Descriptive Points:

• Introducing Complex Topics: Before teaching a dense chapter like "The French Revolution," a teacher can provide a comparative advance organizer contrasting monarchy and democracy, or a timeline graphic, to anchor the new information.
• Linking New and Old Knowledge: In science, before a lesson on "Photosynthesis," a teacher can use an expository organizer revisiting students' prior knowledge of "plant needs" and "energy," explicitly linking it to the new process.
• Teaching Similar Concepts: When teaching easily confused concepts (e.g., "mass vs. weight," "weather vs. climate"), a comparative advance organizer in the form of a chart highlighting their differences and similarities prevents rote learning and fosters clear conceptual understanding.
• Flipped Classrooms: Teachers can assign an advance organizer (e.g., a short explanatory video or an infographic) as pre-class work, allowing classroom time to be used for deeper discussion and application of the sub-concepts.
• Structuring Lectures and Textbooks: A chapter beginning with a graphic organizer or a succinct abstract is an application of AOM, providing a cognitive scaffold that helps students organize the incoming information more effectively.

Conclusion:
The practical utility of AOM lies in its power to structure learning proactively. By deliberately creating a cognitive "hook," it makes learning more meaningful, reduces confusion, and helps students integrate new knowledge into their existing mental structures in a durable way.

 

3. Compare CAM (Concept Attainment Model) with AOM

Introduction:
Both the Concept Attainment Model (CAM) by Bruner and the Advance Organizer Model (AOM) by Ausubel are influential models of teaching aimed at concept learning, but they differ fundamentally in their process and philosophical approach.

 

Basis of Comparison	Concept Attainment Model (CAM)	Advance Organizer Model (AOM)
Philosophy & Approach	Inductive & Inquiry-Based: Students discover the concept through examples and non-examples.	Deductive & Expository: The concept is presented first, then elaborated with examples.
Process	1. Presentation of labeled examples/non-examples. 2. Hypothesis generation and testing by students. 3. Concept identification and definition.	1. Presentation of the Advance Organizer. 2. Presentation of learning material/task. 3. Strengthening cognitive structure.
Role of the Teacher	Facilitator of Inquiry: Presents data and guides students' discovery process.	Structured Guide: Explicitly explains the organizing framework before presenting details.
Role of the Learner	Active Hypothesis-Tester: Engages in comparing, contrasting, and formulating rules.	Active Meaning-Maker: Receives information but actively links it to the provided organizer.
Primary Focus	Developing reasoning and critical thinking skills through the process of discovery.	Enhancing the clarity and stability of meaningful verbal learning.

Conclusion:
While CAM is a bottom-up model that values the process of discovery, AOM is a top-down model that prioritizes the clarity of reception. CAM is excellent for fostering scientific thinking, whereas AOM is superior for efficiently structuring and explaining large bodies of complex, interrelated information.

 

10. Steps of Reflective Level of Teaching

Introduction:
The reflective level of teaching, as conceptualized by Hunt, is a problem-centered approach aimed at developing critical thinking and independent reasoning. It follows a systematic process to guide learners from a state of doubt to a state of resolution.

 

1. Creating a Problematic Situation: The teacher begins by presenting a puzzling, real-life, or thought-provoking problem that challenges students' existing knowledge and creates cognitive dissonance.
2. Formulation of Hypothesis: Students are encouraged to analyze the problem and propose tentative solutions or explanations (hypotheses) based on their prior knowledge and initial reasoning.
3. Collection and Organization of Data: Learners actively gather relevant information, evidence, and data to test their hypotheses. This may involve research, experimentation, or discussion.
4. Analysis and Evaluation: Students critically examine the collected data, compare it with their hypotheses, and evaluate the validity of their proposed solutions. This involves logical reasoning, identifying biases, and considering alternative perspectives.
5. Drawing Conclusions and Generalization: Based on the analysis, students arrive at a verified conclusion. They then generalize this finding to form a broader principle or rule that can be applied to similar future situations.

Conclusion:
The steps of reflective teaching mirror the scientific method of inquiry. This process transforms the classroom into a community of thinkers where the goal is not just to find an answer, but to develop the intellectual capacity to grapple with complexity and uncertainty.

 

11. Relationship of Teaching with Instruction and Training

Introduction:
While often used interchangeably, teaching, instruction, and training represent distinct but interconnected concepts within the broader spectrum of education, differing in their scope, purpose, and outcomes.

 

• Teaching: This is the broadest term. It is a bi-polar interactive process between the teacher and the student aimed at the holistic development of the learner's knowledge, skills, attitudes, values, and cognitive abilities (like critical thinking). Its outcome is wisdom and understanding.
• Instruction: This is a subset of teaching. It is a more structured and content-focused process aimed at imparting specific knowledge or information, often to achieve a predefined objective. It is more unidirectional (teacher-to-student). Its outcome is knowledge and comprehension.
• Training: This is a subset of teaching with a narrow, skill-based focus. It involves repetitive practice and conditioning to develop a specific psychomotor or performance skill (e.g., typing, operating a machine, playing a sport). Its outcome is proficiency and automaticity in a skill.

Conclusion:
All teaching includes elements of instruction and may include training, but the reverse is not true. One can be trained without being educated (holistically developed). Teaching is the overarching process that cultivates the mind, instruction fills it with knowledge, and training equips it with specific, performance-based skills.

 

12. Social System and Principle of Reaction of AOM

Introduction:
In Joyce & Weil's models of teaching framework, the "Social System" describes the classroom structure and roles, while the "Principle of Reaction" guides how the teacher should respond to learners. In the Advance Organizer Model (AOM), these are carefully defined to facilitate meaningful learning.

• Social System in AOM:
• The social system is moderately structured. The teacher retains primary responsibility for presenting the organizer and the learning material, establishing a clear intellectual structure.
• However, it is also interactive and collaborative. After the initial presentation, the teacher should foster a dialogue where students can clarify the relationships between the organizer and the new material.
• The atmosphere should be open and non-threatening, encouraging students to ask questions and seek clarifications to reconcile new information with their existing cognitive framework.
• Principle of Reaction in AOM:
• The teacher's primary role is to clarify and explain the logical relationships within the content. They must continuously make the connection between the new material and the advance organizer explicit.
• Teachers should be responsive to students' cognitive confusion. When a student seems lost, the teacher should refer back to the advance organizer to re-orient them.
• The teacher should encourage students to see the "big picture" and how the specific details fit into the broader conceptual framework provided at the outset.

Conclusion:
The Social System and Principle of Reaction in AOM are designed to create a learning environment that is both intellectually rigorous and supportive. The teacher is the architect of the cognitive experience, deliberately structuring learning and reacting in ways that continuously reinforce meaningful connections for the student.

Group C

 

1. Inquiry Training Model

Introduction:
Developed by J. Richard Suchman, the Inquiry Training Model is a teaching model designed to teach students the process of scientific inquiry and to develop their skills in formulating questions and building concepts. It is based on the premise that students can become conscious of and can practice the strategies of creative problem-solving.

 

• Core Philosophy: The model is rooted in the belief that when confronted with a puzzling situation, students are naturally motivated to inquire. The process of finding answers is as important as the answers themselves.
• The Five Phases of the Model:
1. Encounter with the Problem: The teacher presents a puzzling event or phenomenon to the students without any prior explanation.
2. Data Gathering and Verification: Students ask questions to the teacher that can only be answered with "yes" or "no." These questions are aimed at verifying the facts of the situation (e.g., "Was the metal heated?").
3. Experimentation and Hypothesis Formulation: Students move beyond facts to identify relevant variables and formulate causal relationships. They test hypotheses by asking "if-then" type questions (e.g., "If we change the liquid, will the result be different?").
4. Organization and Explanation: Students systematically organize the data they have gathered to formulate a coherent explanation or a rule that explains the puzzling event.
5. Analysis of the Inquiry Process: The final, crucial step involves the class reflecting on the inquiry process itself—what strategies worked, what questions were most effective, and how their thinking evolved.

Conclusion:
The Inquiry Training Model shifts the focus from content delivery to process mastery. It empowers students to become active, strategic investigators who can systematically approach and solve problems, thereby fostering critical thinking and scientific reasoning skills that are transferable to real-world situations.

 

2. Role of Teacher in Effective Teaching

Introduction:
Effective teaching transcends the mere transmission of information. It is a multifaceted process where the teacher plays a dynamic and adaptive role to facilitate meaningful and lasting learning for all students.

 

• Planner and Designer: The teacher carefully plans lessons, sets clear objectives, selects appropriate content and resources, and designs engaging learning activities tailored to students' needs.
• Facilitator and Guide: Moving beyond the "sage on the stage," the effective teacher acts as a "guide on the side," creating opportunities for discovery, guiding students through challenges, and scaffolding their learning.
• Knowledge Expert and Lifelong Learner: While a facilitator, the teacher must possess deep content knowledge and the ability to present it clearly. They also model being a lifelong learner, constantly updating their own knowledge and skills.
• Classroom Manager and Climate Setter: The teacher establishes a positive, inclusive, and respectful learning environment where students feel safe to take intellectual risks and participate actively.
• Motivator and Communicator: They use a variety of strategies to inspire intrinsic motivation, communicate expectations clearly, and show genuine enthusiasm for the subject and for student success.
• Assessor and Feedback Provider: The teacher continuously assesses student understanding through various means and provides timely, constructive feedback that helps students improve and close learning gaps.

Conclusion:
The role of a teacher in effective teaching is complex and integrated. It is a blend of deep content knowledge, pedagogical skill, emotional intelligence, and a profound commitment to fostering the holistic growth of every learner.

 

3. Flanders Interaction Analysis

Introduction:
Flanders Interaction Analysis Category System (FIACS) is an objective and systematic observational tool used to categorize and analyze the pattern of verbal communication between a teacher and students in the classroom. It operates on the principle that classroom interaction significantly influences learning.

 

• The Category System: FIACS classifies all classroom verbal behavior into 10 categories:
• Teacher Talk (7 categories): Divided into Indirect Influence (1. Accepts feelings, 2. Praises or encourages, 3. Accepts or uses ideas of students, 4. Asks questions) and Direct Influence (5. Lecturing, 6. Giving directions, 7. Criticating or justifying authority).
• Student Talk (2 categories): 8. Student talk-response, 9. Student talk-initiation.
• Silence or Confusion (1 category): 10. Silence or confusion.
• The Process of Observation: An observer records a category number every 3 seconds, creating a long sequence of numbers that represents the flow of classroom interaction.
• Data Analysis and Interpretation: The coded data is then plotted into a 10x10 matrix. This matrix allows for the calculation of key ratios, such as the Teacher Talk to Student Talk Ratio and the Indirect to Direct Teacher Influence Ratio, providing a clear picture of the classroom's verbal dynamics.

Conclusion:
Flanders Interaction Analysis serves as a powerful feedback mirror for teachers. By providing quantitative data on their interaction patterns, it helps them become more aware of their teaching style and consciously move towards a more student-centered, responsive, and interactive classroom environment.

 

4. Task of Teaching and Role of Variables

Introduction:
Teaching is a goal-oriented process aimed at bringing about desirable changes in student behavior. To achieve this, the teacher must successfully manage a set of core tasks while navigating the complex interplay of key variables that influence the teaching-learning process.

• The Fundamental Tasks of Teaching (According to B.O. Smith):
1. Diagnosis: Identifying the student's current entry behavior, prior knowledge, and learning needs.
2. Planning: Setting objectives and designing a sequence of learning experiences.
3. Stimulation: Creating interest and motivation for learning.
4. Guidance: Providing direction, resources, and support during the learning process.
5. Evaluation: Assessing the extent to which the objectives have been achieved.
• The Role of Key Variables:

• Independent Variables (Teacher Actions): These are the inputs or strategies controlled by the teacher. They include teaching methods, classroom management, questioning techniques, and the use of resources.
• Dependent Variables (Student Outcomes): These are the outputs or changes in students resulting from teaching. They include achievement, skills development, attitudes, and motivation.
• Intervening Variables (Student Characteristics): These are internal student factors that mediate the effect of teaching. They include prior knowledge, intelligence, interest, attitude, and socio-economic background.

Conclusion:
Effective teaching requires the skillful execution of core tasks while being highly sensitive to the critical variables at play. The teacher must adapt their independent variables (strategies) to account for the intervening variables (student differences) to successfully achieve the desired dependent variables (learning outcomes).

5. Advance Organizer Model (AOM)

Introduction:
Proposed by David Ausubel, the Advance Organizer Model (AOM) is a model of teaching designed to facilitate "meaningful verbal learning." Its central idea is that learning is most effective when new information is explicitly linked to relevant, pre-existing concepts in the learner's cognitive structure.

• Core Concept: An "Advance Organizer" is introductory material presented in advance of the detailed learning task. It is at a higher level of abstraction, generality, and inclusiveness than the learning task itself. It acts as a conceptual bridge.
• Types of Organizers:
• Expository Organizers: Used when the new material is largely unfamiliar. They provide a basic conceptual framework by linking the new material to broader, already-known ideas.
• Comparative Organizers: Used when the new material is relatively familiar. They highlight similarities and differences between new ideas and existing concepts to integrate them precisely and prevent confusion.
• Phases of AOM:

1. Phase I: Presentation of the Advance Organizer: Clarify the aims of the lesson and present the organizer, making its relation to the content explicit.
2. Phase II: Presentation of the Learning Task: Present the learning material (lecture, reading, film) in an organized manner, maintaining logical order.
3. Phase III: Strengthening Cognitive Organization: Promote active reconciliation of the new material with the organizer and existing knowledge through discussion, critical analysis, and application.

Conclusion:
The Advance Organizer Model provides a powerful, research-based framework for making learning more meaningful and less rote. By deliberately structuring the cognitive reception of information, it helps students anchor new knowledge, leading to better retention, understanding, and transfer.

 

  

Suggestions

Group A (Short Answer)

1. What is the syntax of any model of Teaching?
2. Mention two importances of Maxims of Teaching.
3. Write two advantages of Computer Assisted Instruction (CAI).
4. Write two demerits of Concept Attainment Model (CAM).
5. What is effective teaching?
6. Why does a teacher need to undergo training?
7. Write the components of reinforcement skill.
8. Mention two advantages of Inquiry Training Model (ITM).
9. What is Diagnostic function of teaching?
10. Write two advantages of Group Discussion as a way of teaching.

Group B (Medium Length)

1. Discuss the role of teacher in effective teaching.
2. Write down the role of learners and teachers in memory level and understanding level of teaching.
3. Analyse the steps of reflective level of teaching.
4. Discuss microteaching cycle.
5. Discuss any two maxims of teaching.
6. Compare Programmed Instruction and CAI.
7. Explain the components and importance of questioning skill.
8. Discuss Advance Organizer Model (AOM) with examples.
9. Write the relationship between Teaching, Instruction and Training.

Group C (Long Answer)

1. Describe the Inquiry Training Model with examples.
2. Explain the Advance Organizer Model with examples.
3. Discuss the categories of Flanders Interaction Analysis.
4. Discuss the task of teaching and role of intervening variables.
5. Explain the practical applications of Advance Organizer Model.