1 - 623 - Autumn 2019

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Course: Teaching Strategies of Elementary Level (623)

Semester: Autumn, 2019
Level: M. Ed
Assignment No.01
Q. 1: a) What is the use of defining instructional objectives before teaching in

classroom?
Answer:
Most people would agree that the goal of education is learning. Most would also agree that
education is likely to be more effective if educators are clear about what it is that they want
the learners to learn. Finally, most would agree that if teachers have a clear idea about what
learners are expected to learn, they can more easily and more accurately determine how well
students have learned.
Enter instructional objectives. Because instructional objectives specify exactly what is

supposed to be learned, they are helpful to the teacher as well as the learner throughout the
learning process and are invaluable in the evaluation process.Instructional objectives (also
known as behavioral objectives or learning objectives) are basically statements which clearly
describe an anticipated learning outcome. When objectives were first coming into their own in
education, they almost always began with the phrase: "Upon completion of this lesson, the
student should be able to…." This phrase focused on the outcome of learning rather than on
the learning process. In fact, one of the criteria for a well- written objective is that it describe
the outcome of learning, that is, what the learners can do after learning has occurred that they
might not have been able to do before the teaching and learning process began.
Characteristics of a Well-Written Objective
A well-written objective should meet the following criteria: (1) describe a learning outcome, (2)
be student oriented, (3) be observable (or describe an observable product).
A well-written objective should describe a learning outcome (e.g., to correctly spell the
spelling words on page seventeen). It should not describe a learning activity (e.g., to practice
the words on page seventeen by writing each one ten times). Learning activities are important
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in planning and guiding instruction but they are not to be confused with instructional
objectives.
A student-oriented objective focuses on the learner, not on the teacher. It describes what the
learner will be expected to be able to do. It should not describe a teacher activity (e.g., to go
over the words on page seventeen with the students, explaining their meaning and telling
them how the words are pronounced). It may be helpful to both the teacher and the student
to know what the teacher is going to do but teacher activities are also not to be confused
with instructional objectives.
If an instructional objective is not observable (or does not describe an observable product), it
leads to unclear expectations and it will be difficult to determine whether or not it had been
reached. The key to writing observable objectives is to use verbs that are observable and lead
to a well defined product of the action implied by that verb. Verbs such as "to know," "to
understand," "to enjoy," "to appreciate," "to realize," and "to value" are vague and not
observable. Verbs such as "to identify," "to list," "to select," "to compute," "to predict," and "to
analyze" are explicit and describe observable actions or actions that lead to observable
products.
There are many skills that cannot be directly observed. The thinking processes of a student as
she tries to solve a math problem cannot be easily observed. However, one can look at the
answers she comes up with and determine if they are correct. It is also possible to look at the
steps a student takes to arrive at an answer if they are written down (thus displaying his
thinking process). There are many end products that also can be observed (e.g., an oil painting,
a prose paragraph, a 3-dimensional map, or an outline.).
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Q. 1: b) What factors should be kept in mind for selection of content and teaching
methodology for a class?
Answer:
Related to technology specifically, the education research indicates that underserved

students benefit from:
1. Opportunities to learn that include one-to-one access to devices.

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2. High-speed Internet access. This is needed to prevent user issues when implementing
digital learning.
3. Using technology designed to promote high levels of interactivity and emphasize

discovery.The right blend of teachers and technology and only rarely one without the
other
And related to the context, education research tells us that underserved students benefit
from:
1. Learning activities that focus on the development of higher order thinking skills (such
as problem solving, making inferences, analyzing, and synthesizing) and 21st century
skills.
2. Learning activities that draw on culture and community, specifically activities that
integrate culturally relevant practices, foster student development of expertise, and
highlight this expertise by providing opportunities for students to share their
knowledge and skills with authentic audiences.
3. Underserved students benefit from learning activities that provide them with
opportunities to drive their own learning. This often means that students are content
creators rather than passive consumers.
Seven Considerations for Successful Technology Deployment
These promising practices can be used as guidelines for evaluating existing tech tools and
levers for change—but strong alignment among several key elements in a given context
supersedes any of the practices above. Strong alignment among several key elements in a
given context supersedes any of the practices above. These elements are outlined within a
framework called the Digital Learning Ecosystem (DLE). The DLE version 1.0 captures the
elements indicated by education research to have the most impact on learning outcomes for
underserved students using technology.
Specifically, we found that learning outcomes are the result of interactions among numerous
elements at play within a complex system. No single element will ensure a desired outcome
on its own, as all the parts at play within the ecosystem are mutually interdependent. (Think
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of a game of double dutch where all players and tools must hum along in harmony in order
for the jumper to be successful.) The research suggests that taken as a collection, “each
component must be evaluated in terms of its alignment to all other variables, if sound
decisions are to be made about the use of technology for learning.”
Successful deployment of technology for learning exhibits strong alignment within and
between these seven key elements. (Think of a step-by-step action plan with dates and
measurable objectives that will lead a site towards strong alignment within an acceptable
timeframe.)
Curious to learn more about Stanford's Digital Learning Ecosystem (DLE) framework? Check
out DLE version 1.0.
1. Student needs—taking into account their prior knowledge, level of technological

literacy, personal interests, and those other things that make our students special and
unique individuals.
2. The specific learning objectives and intended outcomes for using the technology
with students.
3. The details of the learning activities, those parts that include the tech and those
parts that are wrapped around the technology.
4. The skills, mindsets, and beliefs of the learning community including the teacher
implementing the tool but also members of the wider community including other
teachers, administrators, IT staff and parents. This also includes the wider community
of students- beyond those in engaged in the learning activity of interest.
5. The specific features of the digital resource being used. Does the design of the
technology stack up with its major selling points? Those purchasing the tech should be
responsible for vetting the features through hands on engagement with the digital
resource. Navigate through menus, click all the places a kid might click and play with
the different tools being offered to find the obvious features and others that, for better
or worse, sit below the surface.
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6. The model students will use for accessing the technology which can be defined as
"the organization of the learners and a particular device as well as the time, place, and
frequency of access to this device. In schools, common models for access include one-
to-one stationary computer labs, mobile computer labs, and bring your own device
(BYOD)."
7. The site and district technology infrastructure which refers to the “back end” of the
technology setup including but not limited to amount of bandwidth, servers, storage,
and data hosting models.
To sum it all up, this report offers “seven and seven”—seven promising practices for
technology use by underserved students, and seven crucial elements to align when evaluating
or adopting technology. With these in mind, think about your classroom, school district, or
technology tool and ask yourself—how do we stack up? One of the greatest things about this
whole landscape of technology for learning is its constant march forward; tomorrow brings
new students, new tools and new goals and along with those, new opportunities for us to get
it right.
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Q. 1: c) Suggest some activities for inter-active phase of teaching-learning process?
Answer:
Teaching is a complex task. We need systematic planning to perform this task. Teaching has
to be done in steps. The different steps constituting the process are called the phases of
teaching. Each phase has some operations of teaching which create the situation for learning.
Teaching process can be divided into three phases/stages.
1. Pre-active phase – refers to planning
2. Interactive phase – refers to the conduct and management
3. Post-active phase – refers to the follow-up and consolidation
Different phases involve different operations of teaching.
The pre-active phase of teaching:-
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 It is the phase of planning for teaching.
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 Good planning makes the task of teacher smooth, functional and successful.
 There one two major steps involved in this phase.
1. Establishment of some kind of goals or objectives.
2. Discovering ways and means to active these objectives.
Operation of teaching at pre-active phase:-
Before classroom teaching, a teacher has to perform many tasks. This phase includes all these
activities which a teacher performs before entering the classroom. This stage involves the
following activities.
(1) The formulation or fixing up of goal:-
 The teacher formulates in detail the instructional objectives in behavioral terms by

using the taxonomy of educational objectives.
 Objectives one determined according to student’s psychology and needs of the society
and the school.
 Objectives are determined according to what changes teacher expects in students by

achieving these objectives.
(2) Selection of content or subject matter to be taught:-
 After fixation of teaching objectives teacher decides about the content to be presented
before learners.
 For content selection following points should be kept in mind.
1. The demand of syllabus/curriculum.
2. The entry behavior of the accepted learners.
3. Level of the motivation of learners.
4. Teacher’s preference for assessment related to the content.
(3) The arrangement of ideas and style of teaching:-
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After selecting the presentable content, the teacher arranges the elements of the content in a
logical and psychological sequence. Sequencing should be able to assist in the transfer of
learning.
(4) Selecting Intuitional Methodology:-
The teacher has to select appropriate strategies and tactics of teaching, keeping in view, of
the content and objectives of teaching. This operation is very important in teacher-education
programme.
(5) Development of teaching strategies:-
The teacher should decide beforehand about strategies and tricks, which he has to use during
the course of his classroom teaching. He should decide about
 When and what device of teaching should be used.
 When the teaching aids will be used.
 When recapitulation or evaluation etc. will be done.
(6) Deciding the duration, place, and management of classroom teaching.
(7) A decision about evaluation tools and techniques.
So, this stage is about working out the details of the teaching or activities a teacher want to
perform in the class. Here teacher hypothesizes about the possible outcome of his action.
The interactive phase of teaching:-
This phase refers to the execution of the plan made during the pre-active phase. This is actual
classroom teaching. In this phase, the teacher gives students the learning experiences
through some suitable modes.
In this phase, teachers give learners a pre-determined environment. The teacher interacts with
students so that desired changes can be brought in the learner.
So learning is directed in pre-determined directions to achieve pre-determined goals. In this

process, the teacher provides learners with verbal stimulation. This stimulation can be of
various kinds. Few examples are:-
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 asking questions
 listening to student’s response
 providing guidance
 making explanations etc.
Operations of teaching at interactive phase:-
This phase of teaching
 includes all those activities which a teacher uses after entering the classroom.
 includes actual teaching done in the classroom.
In this face to face encounter with learners. Here the teacher uses some of the techniques, aids,
and material planned in the first phase. This helps the teacher in achieving the relevant
objectives that were already set. Here the following operations are undertaken by the teacher.
(1) Setting up the class:-
It refers to the activity of perceiving the due size of the class, getting the feel of the mood of
learners. here teacher should be aware of
 how many in the group are looking attentive
 how many are negligent and disinterested
 who are sharper ones
 who are troublemakers etc.
(2) Knowing the learners:-
Knowing the learners means to know about the previous knowledge of the new learners. It is
done after preserving the class size. For this teacher can start by knowing the abilities,
interests, attitudes and academic backgrounds of the new learners.
(3) Starting teaching:-
At this stage, the teacher starts teaching. This is done after diagnosing by questioning. Here,
two types of activities are involved.
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1. Initiation
2. Response
The initiation and response are known as ‘verbal interaction’
The interactive phase of teaching is the classroom interaction between teacher and students.
The interaction may be verbal or non-verbal. Interaction is the most important at this stage.
This is the interchange between teacher and student by initiation or response operations.
In this phase, all the activities performed by a teacher when he enters the classroom are
combined together. These activities one concerned with the presentation of content in the
class.
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Q. 2: a) Why selecting a teaching strategy for a class is important.
Answer:
In modern education systems learners are expected to possess an increased degree of

autonomy and show initiative in learning processes, inspecting learning materials and
understanding contents. An efficient growth of knowledge inside and outside of school is
only possible if students have skills which initiate, guide and control the search for
information and later on its processing and storage. In learning and teaching research those
techniques are called learning strategies. Since 2006, the Bielefeld University project
‘Kolumbus-Kids’ has been promoting gifted children between ages nine to twelve, whereas
learners aged fifteen to nineteen are tutored in the program ‘Kolumbus-Youth’. Selected
students of regional schools are invited to participate in interesting sessions dealing with
biological problems and phenomena at university. The projects’ sessions are mainly designed
and held by university students planning to become teachers. They are also supported by
academic staff of the Department for Didactics of Biology. This means that the students get
the opportunity to improve competences important for their future career as a teacher, for
example designing and realizing teaching units or identifying and dealing with different
student personalities. So far, this project is a unique concept in Germany in terms of Biology
Didactics aiming at an adequate support of the gifted regarding natural sciences. In the
sessions we noticed most of the children do not have any efficient learning strategies since
they have not learned them in school.
This is why the project uses certain teaching methods in order to offer the participants aid
and guidance on learning those strategies, promote the individuals’ already established
learning strategies and their creation of new knowledge. For further information please visit
the project’s homepage www.Kolumbus-Kids.de (cf. Borgmann & Wegner 2011, 80-81;
Wegner & Minnaert 2012, 20). Current psychological and pedagogical research focuses on
students’ learning processes in general and also on which learning strategies students should
be introduced to enable effective and autonomous learning. The term learning strategies
does not describe one uniform, scientific concept. It rather summarizes various concepts of
different research groups. Whereas Mandl and Friedrich see learning strategies as sequences
of action to reach a learning goal, Lompscher describes them as the following: learning
strategies are procedures which are more or less complex, differently advanced, intentionally
or unconsciously used to realize learning goals and to cope with learning requirements (cf.
Mandl & Friedrich 1992, 6; Lompscher 1996, 2). Weinstein and Mayer understand learning
strategies as internal and external actions influencing the learner’s motivation, attention as
well as selection and processing of information (cf. Weinstein & Mayer 1986, 1).
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Q. 2: b) Which teaching strategy will be more suitable for a Primary class and why.
Answer:
The classroom is a dynamic environment, bringing together students from different

backgrounds with various abilities and personalities. Being an effective teacher therefore
requires the implementation of creative and innovative teaching strategies in order to meet
students’ individual needs.
Whether you’ve been teaching two months or twenty years, it can be difficult to know which
teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’
solution, so here is a range of effective teaching strategies you can use to inspire your
classroom practice.
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1. Visualization
Bring dull academic concepts to life with visual and practical learning experiences, helping
your students to understand how their schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and videos,
as well as encouraging your students to get out of their seats with classroom
experiments and local field trips.
2. Cooperative learning
Encourage students of mixed abilities to work together by promoting small group or whole
class activities.
Through verbally expressing their ideas and responding to others your students will develop
their self-confidence, as well as enhance their communication and critical thinking skills which
are vital throughout life.
Solving mathematical puzzles, conducting scientific experiments and acting out short
drama sketches are just a few examples of how cooperative learning can be incorporated
into classroom lessons.
3. Inquiry-based instruction
Pose thought-provoking questions which inspire your students to think for themselves and
become more independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve their
problem-solving skills as well as gain a deeper understanding of academic concepts. Both of
which are important life skills.
Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the
sum of two odd numbers always an even number?’. However, they can also be subjective and
encourage students to express their unique views, e.g. ‘do poems have to rhyme?’ or
‘should all students wear uniform?’.
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Q 3: a) Which steps are involved in the demonstration of a lesson? Explain.
Answer:
The word demonstration means to give demos or to perform the particular activity or concept.
In demonstration method, the teaching-learning process is carried in a systematic way.
Demonstration often occurs when students have a hard time connecting theories to actual
practice or when students are unable to understand applications of theories. In order to make
a success of demonstration method, three things are necessary.
(a) The object being displayed during demonstration should not be so small.
(b) During the demonstration, the clear language should be used so that pupils may
understand concept easily.
(c) The pupils should be able to question teachers in order to remove their difficulties.
Characteristic of demonstration method
(1) The demonstration should be done in a simple way.
(2) In this strategy, attention is paid to all students.
(3) Goals and objections of demonstration are very clear.
(4) It is a well-planned strategy.
(5) Time is given for rehearsal before the demonstration.
Steps of Demonstration method
There are six steps of demonstration process.
(1) Planning and preparation
proper planning is required for good demonstration. For this following points should be kept
in mind.
 Through the preparation of subject matter.
 lesson planning
 collection of material related to the demonstration.
 rehearsal of demonstration.
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In order to ensure the success of demonstration, the teacher should prepare lesson minutely
and very seriously.
(2) Introducing the lesson
The teacher should motivate students and prepare them mentally for the demonstration.
The teacher should introduce the lesson to students keeping in mind the following things.
 individual differences
 Environment
 Experiences
The lesson can also be started with some simple and interesting experiments. Very common
event or some internal story. The experiment should be able to hold the attention of students.
(3) Presentation of subject matter
– In demonstration presentation of subject matter is very important.
– The principle of reflecting thinking should be kept in mind.
– The teacher should teach the student in such a way that their previous knowledge can be
attached to their new knowledge.
(4) Demonstration
-The performance in the demonstration table should be ideal for the student.
-The demonstration should be neat and clean.
(5) Teaching Aids
-The teacher can use various teaching aids like models, blackboard, graphs etc.during
demonstration.
(6) Evaluation
-In this last step, evaluation of the whole demonstration should be done, so that it can be
made more effective.
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b) : To ensure smooth performance of experiment by a student, which steps should
be taken by a teacher? Elaborate.
Answer:
Conducting a classroom experiment is easy to do. The first time you try one, it is probably a
good idea to use an experiment that someone else has prepared. In a published experiment,
there will typically be "instructor's notes" containing detailed instructions for conducting the
experiment. Sometimes the instructor plays an active role and in other cases the instructor
gives students a period of time to complete the experiment while the instructor is passive.
Teaching notes also generally give suggestions for adapting the exercise to different
classroom environments, for example, large vs. small classes. They may also contain variations
that might help tailor the experiment to an individual instructor's course.
Nuts and Bolts
Conducting a classroom experiment involves several important steps. (Click on the titles of
each step for more discussion.)
1. Instructor Preparation
Instructors routinely tailor classes to their own students. Some issues you may encounter
when using classroom experiments include:
 Deciding how to best incorporate experiments into class content
 Designating an appropriate amount of time for the experiment - some experiments

might be adapted to take more than one class period while others may be adapted to
take only a few minutes. For more information see How Much Time Does it Take?
 Matching the experiment to the class level, course atmosphere and the personalities
and learning styles of your students
 Choosing a strategy for dealing with the classroom environment: room layout, number
of students, online courses
2. Student Preparation
Helping the students prepare for the experiment is key to them having a successful learning
experience. You might ask your students to do the following before starting the experiment:
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 Read instructions that explain the experiment and the student's role
 Complete a pre-class reading and/or write about their role in the experiment
 Make predictions about the outcome of the experiment
3. Conducting the experiment and collecting data (with an example of an experiment)
Working through the logistics of carrying out the experiment can be key to students having a
successful experience. It is often helpful to have a teaching assistant present during an
experiment to help answer questions and keep things moving. You will want to consider:
 Developing a streamlined process for answering questions and collecting data
 Adapting experiments for very large classes, perhaps using computers or clickers
 Modifying experiments so that they will work in an online class
4. Analyzing the data and Extending the Experience
Once you collect the data, communicating the results to students and linking it to what they
are learning in class is very important. Just doing the experiment isn't enough - you need to
guide students through the process of interpreting and learning from what happened.
The classroom experiment experience isn't just about that moment in class. It can often be
successfully used as a shared experience that anchors material that is covered later in the
course. It also can be a catalyst to help students start thinking beyond the course material.
5. Assessing student achievement of learning goals
Standard tests, quizzes and homework assignments can be used to measure what students
are learning in class. You might consider adding additional assessment measures, for example
ask students
 Test questions about the experiment itself
 Open Ended questions that allow students to reflect on their experience and give you
an idea of what they did and did not get from the experiment. These are useful in fine
tuning the experiment for the next semester.
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Q 4. a) Elaborate principles of project method.
Answer:
The project method is a significant landmark in the history of the methodology of education.
It is directly in line with the current progress and fits in very comfortably with the other
developments. The method is not totally new. It owes its origin to the American philosophers
belonging to the pragmatic school of philosophy. W. H. Kilpatrick was a chief proponent of
this method. He was influenced by the John Dewey’s Pragmatism principle. He published a
paper on ‘The Project Method’ in 1918. He mainly focuses on the purposeful activity and
problem solving capacity of the students based on their needs, interest, attitudes and abilities.
The project method is the embodiment of a new way of looking at the pupil and a new way of
teaching him to live. It aims at bringing out what is in the child and at allowing him to
develop himself. It gives an opportunity for self-expression, and for relating the self to the
community. The idea underlying the method is that the children should develop their
knowledge through trying out theories in the practical solution of problems in the course of
which they would come to appreciate the principle involved. For this purpose, a project will
be purposeful act to achieve the desired objectives.
The term project is no longer reserved for the planned undertaking calling for the
constructive thought and action. Project means almost any undertaking. It is activity oriented
but it is more than the simple activity. It advocates that the education should be related to
the life situation. The main focus of this strategy is socializing the child and developing the
problem solving ability.
PRINCIPLES OF PROJECT METHOD
1. Principle of Purposefulness
The project should be purposeful, and that should have some main objective. The objective
should give the enthusiasm and work to the students, otherwise that will be a wastage of time
and energy.
2. Principle of Utility
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The project should be useful to the students and the society. It should be of some value to
the students. From a good project, the students as well as the society may get the benefit a lot.
3. Principle of Freedom
The students should be free to select the topic and execute the work according to their will
and wish, interest, attitude and capacity. The teacher should only be a “guide on the side” and
give guidelines to execute that.
4. Principle of Activity
Project means the purposeful activity so at the end of the project the students must gain
knowledge through their activity. It is also a demand of the principle of learning by doing.
5. Principle of Reality
Project should be real and related to the life situation of the students and the society. Only
then they would be able to complete the project naturally and really. Imaginary problems
must not be taken up in the project.
6. Principle of Social Development
A good project focuses society needs, social development, and usefulness to the society. A
single project solves the problem of the thousands of the people or the society.
7. Principle of Planning
The students plan in advance about the project. They find solutions for - How? When? What?
Where? Why? So, good project develops the problem solving capacity and prior planning for
the execution.
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Q 4. b) Explain activity-based method. Which steps are involved for organizing a

classroom activity?.
Answer:
Activity method is techniques adopted by a teacher to teach through activity in which the
students participate thoroughly and bring about efficient learning experiences. It is a method
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in which the child is actively involved both mentally and physically. Learning by doing is the
main focus in this method and more a person learns and longer he/she retains
It means any organized behavior that the teacher and students engaged in for a common
purpose. Activity based teachings is an approach adopted by the teacher whereby activities
are used to bring about effective learning experience.
Activity based method is student centered learning that is taught through many different
activities.
Types of activity base learning
1. Exploratory – gathering knowledge, concept and skill.
2. Constructive - Gathering experience through creative works.
3. Expressional – presentation.
Purpose of activity based learning
Activity based teaching method acts as an Active problem solver for the students. It enhances
creative aspect of experience. It also gives reality for learning. This type of learning uses all
available resources. It Provides varied experiences to the students to facilitate the acquisition
of knowledge, experience, skills and values. It builds the students self-confidence and
develops understanding through works. It helps to develop happy relationship and interest in
them. When we give an activity it is said to be the language of the child. It is effective in all
the subjects and Social relation provides opportunities to mix with others.
Principle of activity base learning
As we know that activity based teaching is a learned –centered-approach. It emphasis on

experimental learning. Activity based teaching promotes acquisition of social skills by
providing opportunities for learner to work cooperative and collaboratively. It provides
potential and creatively in individuals. it encourages the union of work and play and it Uses
child friendly educational aids to foster self-learning.
Role of a Teacher Role of a student
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A planner, an organizer and evaluator Active participation
Facilitator More interaction in collaboration with others
Decision maker Discussion (discourse) and research
Knowledge imparter Confident and well prepared
Disciplinarian Involved in the program flow
PROCEDURAL STEPS OF ACTIVITY BASED TEACHING STRATEGY.
Planning is must for all teachers and to everybody, as it guides to do the work properly.
Success is all brought because of well planning. Before doing something we have to plan at
the beginning. While planning an activity to students we have to think of what? When? How?
Where? Why?
While giving an activity to the students, teacher should think of how he/she could make
his/her students involved in doing activity given. The activity must be planned in such a way
that all students can participate.
Making children’s involved in doing activity can make them active learner. If they are in a
group, make a point that, they must contribute their opponents’ to the group discussion and
let the group members have some comments.
For each activity make sure that you follow the principles of:
ü What?
ü What type of activity you are going to give to the students?
ü How? Students must be given clear instructions (Work direction step by step, including;
with whom? Where? How long?
ü What after?
Ensure that you give clear instruction before each activity.
Advantages
Activity based teaching method Can be used in all the subjects. It Promotes better
understanding of a lesson as it is learning by doing. Ethics are usually formed when using
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activity based. It Enhances Self efficacy in child. it gives an opportunities to work
independently and in groups. It inspires the students to apply their creative ideas, knowledge
and minds in solving problems.
Disadvantages
Students who have Low ability can’t take active participation. Learners would lose interest and
become dormant in the discussions. It will have Lengthy procedure and requires flawless
planning. Focusing on activity to make learning fun can actually hamper those students who
would make good progress without it.
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c) Which type of activities more suitable for teaching Urdu at elementary school
level?
Answer:
One of the big reasons I started blogging was to share the journey of teaching my children
Urdu. Here are some tips for parents trying to teach Urdu and pass on the language to the
next generation. Maybe you have faced some road blocks as you started and feeling
frustrated or maybe you are just starting and feeling nervous. I hope these tips of how to
teach Urdu will help your family!
Raising bilingual children is a challenging but extremely rewarding pursuit. Research has
shown that bilingual children have more creative brains than those who know one language
and are better at problem solving. Teaching children Urdu is also a great way to keep them
connected to their cultural heritage. The benefits of bilingualism are well-established. It’s a
gift you can give to your children. So let’s get started on how to teach Urdu to kids.
RESPECT AND LOVE THE LANGUAGE
The first and most important ingredient in the mix of how to teach Urdu is respecting the
Urdu language. Pass on the language because you love it. Maybe this might require you to
brush up your own interest in the language by listening to some beautiful songs,
ghazals and qawwalis. Think about your favorite Urdu writers, plays and dramas. Revive your
interest in the language. Your children will pick up on your love and respect. Don’t let
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Urdu be the language they hear when they are getting scolded, or when grandma visits and
wants to watch a Pakistani drama.
YOU ARE YOUR OWN BEST TOOL
Before you spend money on books, apps, software, classes or CDs remember that if you
speak the language, you are the best tool to teach your child. The rest of these resources are
helpful but you will be the driving force. Even if your child is at school the majority of the day,
or you work outside the house, a little dedicated time to the task in the week will plant the
seeds of learning. Use the time in the car, giving a bath, over the dinner table or walking to
school to engage in some of the activities I will suggest in this post.
MAKE LEARNING FUN
Don’t scare your children through worksheets, lessons and expectations. Have fun teaching
them and make it an activity they look forward to. Sing songs to increase their vocabulary of
Urdu words and play games to teach them Urdu concepts.
{==============}
Q 5. A) How questions can be used as a technique for teaching at elementary level?

Explain with the help of examples?
Answer:
When preparing to teach, compose specific questions that you will ask your students (or that
you anticipate they will ask you). Doing so will help you increase student participation and
encourage active learning. The strategies below are also helpful as you formulate questions
for exams and assignments.
General Strategies for Asking Questions
 When planning questions, keep in mind your course goals. For example, do you
want students to master core concepts? To develop their critical thinking skills? The
questions you ask should help them practice these skills, as well as communicate the
facts, ideas, and ways of thinking that are important to their learning in your course.
For more information about course goals, see Designing a Course.
21
 Aim for direct, specific questions. During class discussions, rather than beginning
with a single question that is multilayered and complex, use a sequence of questions
to build depth and complexity. Essay questions on exams or paper assignments, on the
other hand, often provide an appropriate opportunity to ask multi-layered questions. If
your course goals include preparing students to answer multi-layered questions, use
questions during class time to walk students through the process.
 Ask questions throughout your class and ask only one question at a time. When
you ask more than one question, students often do not respond because they are
unsure which question you want them to answer. In course planning, include notes
about when you will pause to ask and answer questions. Asking questions throughout
the class will not only make it more interactive, but will also help you measure and
improve student learning. Do not wait until the last two minutes of class to ask for
questions. Students are unlikely to ask questions when they know that only a few
minutes remain. For more information see Increasing Student
Participation and Teaching with Lectures.
 Ask open-ended questions. Open-ended questions work best for engaging students
in discussion, as they offer the opportunity for debate. Avoid asking leading questions,
those that prompt or suggest the answer, and yes/no questions. If a yes/no question is
warranted, be ready with a follow up question to encourage students to critically
evaluate the material and engage in discussion.
 Use Bloom’s Taxonomy to be sure you are addressing various types of cognitive
processes in your questions. Bloom’s Taxonomy provides a useful way to think about
kinds of cognitive processes that students use to engage with knowledge. Bloom’s
Taxonomy can be used in all stages of course planning. The previous table shows six
types of cognitive processes ordered according to the level of complexity involved.
Ideally, you should combine questions that require “foundational thinking” to assess
students’ knowledge and comprehension with questions that require “complex
processing” to assess students’ abilities to apply, analyze, synthesize, and evaluate.
22
 Refine and reflect on questions after class. After teaching a class session, teaching a
help session, collecting an assignment, or administering an exam, take brief notes on
which questions were the most effective at achieving the goals you had set and which
questions led to answers that you did not expect. Keep these notes with your lecture
notes or lesson plans and use them to refine your questions for the next time you will
teach or meet with students.
{==============}
b) Describe the process for solving a problem with the help of an example
Answer:
With the recent focus on college and career readiness and 21st century skills—the skills
students need to be successful in school and beyond—the importance of teaching problem
solving seems self-evident. Over the decades, my colleagues and I have developed a number
of models for teaching students how to effectively solve problems.1
Using the following steps, teachers can guide students through the problem-solving process.
Step 1: Determine whether you have a problem and whether it's worth solving
When students encounter an obstacle to a goal, they need to ask themselves, Is the goal
important to me? Someone may feel the need to exercise by taking a brisk walk outside but
be prevented by icy conditions. This is a problem, but it's not very important in the grand
scheme of things, so the person can most likely ignore it. This first step makes students aware
of the fact that not all problems are worth the energy and time it takes to solve them.
But let's say a senior in high school has failed the first two quarters of a required course. She
needs a passing grade of D or higher to graduate. She has a big potential problem here, one
she can't ignore: Unless she brings up her grade, she may not graduate with her class.
Step 2: Affirm positive beliefs regarding your ability to solve the problem
This step addresses the negative self-talk that often occurs when people encounter a problem.
Although such self-talk is natural, it can have a detrimental effect on one's ability to solve
problems. Teachers can help students overcome this tendency by replacing negative self-talk
with positive self-talk. Have students affirm such useful beliefs as, There are a number of ways
23
to solve the problem, help is probably available, and I can solve this problem if I'm willing to
work at it.
Step 3: Clarify the obstacle and identify possible solutions
This step prompts students to clarify what they need to do to overcome the obstacle. For
example, concerning the problem of the student who risks not graduating, the obstacle is
clear—her failing grade. Now the student must move into identifying possible solutions. She
might consider not doing anything at all, thinking that if she fails the course, she could make
it up over the summer and graduate at a later date. Or she might decide to meet with her
teacher to discuss options for bringing up her course grade so she can graduate on time.
Step 4: Determine each solution's likelihood of success and consider the resources
required
A specific solution might well address the obstacle, but it might not be easily accomplished.
For example, the student at risk of not graduating may realize that she needs to change her
study habits but that she doesn't know how. This step also introduces the concept of seeking
help. The person might decide to meet with the teacher to brainstorm ways she might
improve.
Step 5: Try out the solution that has the greatest chance of success
Some solutions might have a chance of succeeding but carry a fair amount of risk. For
example, the student could try her "let's wait and see" solution, not changing her work habits
in any way and just hoping for the best. But if she doesn't improve her work habits in that
class, it's quite possible she'll fail and not graduate—a big risk to run.
Clearly, a good solution is meeting with the teacher and deciding on one or two approaches
that have the most chance of success. The student may decide to come after school one day
each week and work with the teacher for 30 minutes or to start reviewing her notes before
each test.
Step 6: If your solution doesn't work, try a different one
This step directs students to continually monitor how well their selected solution is working. If
it's clear that the solution has failed or is failing, the student then selects another one. The
24
student who risks failing may review her notes before a test but still get a bad grade on that
test. In discussion with the teacher, she might realize that she needs some guidance
concerning how to take good notes. Perhaps she'll run her notes by the teacher during their
after-school sessions to see how she can improve at note taking.
This step helps students understand that effective problem solving is sometimes an iterative
process of working through various possible solutions. In the absence of such understanding,
they may get easily discouraged.
Step 7: If you can't find a solution, identify an alternative goal
This step introduces the concept of revaluing, a strategy that effective problem solvers use
when they can't find a solution to a problem that blocks them from reaching a goal.
Revaluing involves identifying an alternative goal they can reach.
Perhaps the student has set the lofty goal of getting a B in the problematic course in the next
quarter but sees that she can't hit it. Rather than getting demoralized and giving up, the
student might set a more realistic goal of getting a C, which will still enable her to graduate
on time, and she can work toward that end with greater confidence and success.
{==============}
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Course: Teaching Strategies of Elementary Level (623)

Q. 1: a) What is the use of defining instructional objectives before teaching in

Enter instructional objectives. Because instructional objectives specify exactly what is

Characteristics of a Well-Written Objective

Related to technology specifically, the education research indicates that underserved

1. Opportunities to learn that include one-to-one access to devices.

3. Using technology designed to promote high levels of interactivity and emphasize

Seven Considerations for Successful Technology Deployment

1. Student needs—taking into account their prior knowledge, level of technological

Q. 1: c) Suggest some activities for inter-active phase of teaching-learning process?

1. Pre-active phase – refers to planning

2. Interactive phase – refers to the conduct and management

3. Post-active phase – refers to the follow-up and consolidation

Different phases involve different operations of teaching.

The pre-active phase of teaching:-

 There one two major steps involved in this phase.

1. Establishment of some kind of goals or objectives.

2. Discovering ways and means to active these objectives.

Operation of teaching at pre-active phase:-

(1) The formulation or fixing up of goal:-

 The teacher formulates in detail the instructional objectives in behavioral terms by

 Objectives are determined according to what changes teacher expects in students by

(2) Selection of content or subject matter to be taught:-

 For content selection following points should be kept in mind.

1. The demand of syllabus/curriculum.

2. The entry behavior of the accepted learners.

3. Level of the motivation of learners.

4. Teacher’s preference for assessment related to the content.

(3) The arrangement of ideas and style of teaching:-

(4) Selecting Intuitional Methodology:-

(5) Development of teaching strategies:-

 When and what device of teaching should be used.

 When the teaching aids will be used.

 When recapitulation or evaluation etc. will be done.

(6) Deciding the duration, place, and management of classroom teaching.

(7) A decision about evaluation tools and techniques.

The interactive phase of teaching:-

So learning is directed in pre-determined directions to achieve pre-determined goals. In this

 listening to student’s response

 making explanations etc.

Operations of teaching at interactive phase:-

This phase of teaching

 includes actual teaching done in the classroom.

(1) Setting up the class:-

 how many in the group are looking attentive

 how many are negligent and disinterested

 who are sharper ones

 who are troublemakers etc.

(2) Knowing the learners:-

(3) Starting teaching:-

The initiation and response are known as ‘verbal interaction’

Q. 2: a) Why selecting a teaching strategy for a class is important.

In modern education systems learners are expected to possess an increased degree of

The classroom is a dynamic environment, bringing together students from different

Characteristic of demonstration method

(1) The demonstration should be done in a simple way.

(2) In this strategy, attention is paid to all students.