Professional Documents
Culture Documents
Assignment No 1 B.Ed (1) HMR
Assignment No 1 B.Ed (1) HMR
Q.1
(i) Define teaching and elaborate old and new aspects of teaching .
(ii) Highlighting the principles of effective teaching.
ANSWER
What is teaching?
Teaching is the process of paying attention to people’s needs, experiences and
feelings, and intervening to teach them something and beyond what they can provide.
One of the most important things that distinguishes “education” from indoctrination is to
think about what to teach, what they need, and what they can do with them.
Indoctrination means encouraging people to believe in something regardless of the
evidence (see Snook 1972; Peterson 2007). It also means ignoring their human rights.
Education can be described as a “wise, calm and respectful way of learning, and
believing that everyone should have the opportunity to share their lives” (Smith, 2015).
The learning process comes from the basic direction of respect: respect for truth,
respect for others, oneself, and even the world (maybe the future). Think about what
might be good for everyone (and the world we live in). .This immediately caused some
problems. First, how do you balance your personal needs and desires with things that
are good for others? For most of us, this may be the way we need to respond on a
case-by-case basis. -This may also be the subject of dialogue and reflection when we
work with others. Second, what should we do when people can’t see the focus of
learning (such as grammar or safety requirements)? The obvious answer to this
question is that we must ask and listen. They may be correct. However, we must also
weigh this, based on our understanding of the importance of these things in life and any
curriculum, health, safety, or other requirements we may have.In this case, we need to
try to introduce them to people when appropriate, check their relevance and encourage
them to participate. Not paying attention to people’s feelings and experiences is
problematic, not just because it shows a lack of respect for them. Trying to explore
things when people are not ready to see them is also pointless and counterproductive.
We must take into account their feelings. And check their experience as in our class. Or
the learning environment and the problem or field we want to explore.Recent advances
in brain research highlight the importance of experiential learning in the womb (see, for
example, Lieberman 2013). Therefore, providing people with experience in the subject
or field we want to teach in the classroom or learning environment is the foundation of
the learning process. Learning certain things Learning will create an environment and
relationship with others so that they can learn certain things. It covers everything from
tying shoelaces to evaluating the structure of the three-action film. There are three key
elements here: concentration, knowledge, and the ability to engage people in learning.
We have seen before that in recent years, the definition of teaching in the United
Kingdom and North America has received little attention, which has caused confusion
about the term and severely underestimated other terms “how to promote learning. It
can be said that in several continental European countries, people pay more attention to
various forms of education. Reflecting on these traditions helps us better understand
teaching as a specific process and recognize that it is based on pedagogy rather than
education. Perhaps the most useful starting point for the discussion was that ancient
Greek society made a clear distinction between the activities of educators (payagögus)
and subject teachers (didáskalos or diadactos). war. ” (Yang 1987). These teachers are
usually regarded as representatives of the parents of the students, and are actually the
children’s “educators” (pais plusagögos). The children have been under their care since
the age of 7 and stayed until adolescence.How these educators play an important role
in their lives, helping them understand what is wrong and right, how they behave in
different situations, and how they and the people around them flourish. It is also
important in terms of status.
The traditional basic-to-basic teaching method, also called basic education, is still
widely used in schools. The past teaching method was reading, such as letting students
sit quietly, and one student after another reading the lesson in turn, until everyone was
called. The teacher listened to each student’s recitation and expected to learn and
remember the homework. At the end of the module, there is a written or oral test.
Finished; this process is called the learning task reading test. Teaching traditional
methods can ensure that students’ efforts are rewarded, used effectively, and follow
clear rules of student behavior. Modern progressive teaching and education reform
means teaching and teaching from a completely different perspective. Progressive
educational practice focuses on the individual needs of students, rather than assuming
that all students have the same level of understanding .Modern teaching methods are
more based on activities and use methods of questioning, explanation, presentation and
collaboration. Modern teaching methods are interval teaching, for example, requiring
students to switch quickly between classes. Provide 10 minutes of knowledge on the
subject in a PowerPoint presentation, and then spend 15 minutes on exercise. The goal
of interval learning is to get a higher score and be effective! Some people think this is
much more effective than teaching students to use traditional methods for four hours to
help brain cells establish the necessary connections to remember knowledge. It can
also help people relax. Sonia Jackson wrote an interesting blog post titled “Modern
teaching methods are getting smarter”, he explained: “The traditional chalk and tremor
teaching methods that have been hundreds of years old have been compared with the
ready-made teaching methods. Modern, more revolutionary teaching methods have
been compared., the effect is not good. Today in school. Encourage more students to
interact, transcend the boundaries of authority, and emphasize performance.
Conclusion Because traditional methods use repetition and memory information to
teach students T. This means that they have not developed their own critical
thinking, problem-solving skills and decision-making skills. Modern teaching encourages
students to collaborate, thereby improving work efficiency. At the same time, both
traditional and modern teaching methods are effective and useful in today’s education.
Sarah Wright, who wrote on the TES blog, explained: “As with most things, it’s all
about balance. It’s okay to try new and innovative methods.
New teaching methods are changing learning environments around the world and help
improve student performance. We will study some of the key innovative methods that
educators have developed in the past few years, which every teacher in the 21st
century should know.
1.Flipped Classroom
Flipping the classroom is one of the very popular modern methods in recent years. This
is an educational method that overturns the traditional elements of teacher-led teaching:
basic teaching materials are taught by students at home and then in class. …The main
purpose of this method is to optimize class time, for example by meeting the special
needs of each student, developing joint projects or completing specific tasks.
2.Project-Based Learning
With the emergence of new information and communication technologies in schools,
new teaching methods and new versions of existing methods have emerged, which are
now being revised and updated to achieve digitalization. based on. Training (PBL). The
core of PBL is to enable students to acquire key knowledge and skills by developing
projects that can deal with real-world problems. Project-based learning or complex tasks
are the best teaching guarantee for effective development today. Key skills to acquire
knowledge of course content. Starting from specific problems, instead of traditional
theories and abstract models, students’ ability to retain knowledge and develop complex
skills such as critical thinking, communication, collaboration or problem-solving has
been significantly improved.
3.Co-operative/Colaborative learning
4. Gamification
5.Problem-Based Learning
Problem-based learning (PBL) is a periodic learning process with many different stages,
starting from asking questions and acquiring knowledge, which in turn causes a problem
to become more and more complex. Exploratory exercises carried out by learners but
have been transformed into useful data and information. Some educators believe that
this method has four main advantages: cultivate critical thinking and creativity, improve
problem-solving skills, and enhance students Enthusiasm to strengthen knowledge
sharing in difficult situations
6. Thinking-Based Learning
In addition to the debate on the effectiveness of learning by remembering facts and data
related to education, one of the most discussed aspects is the need to show students
how to use the information received in the classroom. , Contact, debate… In short, turn
information into knowledge. The purpose of thinking-based learning (TBL) is to develop
thinking skills beyond memory, while developing learners’ effective thinking skills.
7.Competency-based learning,
as the name implies, all teaching methods focus on acquiring knowledge, developing
skills and forming work habits. Competence-based learning (CBL) is a number of
strategies to achieve this goal. Regarding the title, teachers can complete the
curriculum without obvious deviation, but they can focus on the curriculum in other ways
through practical examples, so as to provide students with more practical teaching
content.
“Active learning enables students to speak, listen, read, write and think while solving
course content-practice solutions, informal groups, simulations, case studies, role-plays,
classroom problems, etc. Students use their knowledge and/ Or think about what you
have learned in the learning process” (Lubawy, 2003).
provide case studies, questionnaires and assignments for students to explore, think
about and answer their best abilities. Did you teach in this class? And “Which important
question is not answered?” (Cross and Angelo, 1993, pp.148-153).
Invite students to submit this document t Homework Project. Make a 7-10 minute
electronic slideshow for each segment. Place the slideshow in the “Sharing Tools”
folder. Then, introduce students to a small online quiz or forum topic and ask questions
about the material they just learned. Publish links to useful websites in the
“Resources” section. Download the resource glossary file to encourage students to
expand their knowledge of the vocabulary of the subject.
Post weekly study assignments as course tools page. Use forum topics to encourage
active discussion outside the classroom. Include topics that require some research.
Discussions can be used for course content or open topics of interest to students.
Consider conducting a virtual classroom activity (Zoom or YouSeeU) to ask questions or
questions.First, let the students compete with each other to answer.
Ask them to show their work quantitatively as an appendix. Assign students to design
courses/parts for the rest of the course. Students can propose topics as forum topics,
and instructors can select and post topics as classroom assignments. General best
practices create a situation where students are physically and psychologically active to
learn more and learn more effectively and meaningfully. Let them talk about it, write
about it, connect with past experience, and use it in their lives (Chickering & Ehrmann,
1996, p. 3).
Distribute lecture materials for 7-10 minutes, then take a break and ask pre-planned
rhetorical questions. Ask students to write down their answers in notes (Drummond,
2002, page 2).Students are required to rehearse and prepare courses in advance,
share with the group (classmates), and get feedback (Angelo, 1993, p. 4).
Ask students to use a few sentences to re-express the main idea or concept for a
specific audience. Then ask students to rewrite the same statement for a completely
different audience (parents, children, professionals, beginners, experts, etc.). Score the
interpretations to ensure they are correct and appropriate (page 4).Similar activities
(Chickering and Ehrmann, 1996, p. 3).
Invite students to explore concepts on specific topics online or in the library. Make sure
they know and are responsible for the proper reporting and recording process. Ask
students to use computer activities to model or create methods. Promote knowledge
development through model design.
Focus on
“Expect more, you will get more. High expectations are important to everyone: for those
who do not want to show their inexperience, and for those who are motivated and
motivated The expectation of good results from the disciples becomes a self-fulfilling
prophecy. “” (Chickering & Ehrmann, 1996, p. 5).
Make sure that the criteria are at the beginning of the course. Available from time to
time. If you need a specific format, please specify or specify a format. Submit examples
of work that you think is unacceptable, minimum standard work, and excellent work
(FERPA compliant).
Use a non-editable format, such as PDF or screenshots, To avoid direct copying. Allow
students to grade and “graduate” assignments. This gives them the opportunity to
consider the teacher’s point of view when evaluating homework. Identify and mark the
components of the outstanding work of the current students and share them with the
class (according to FERPA law).
The rules for honestly submitting courses indicate that the content to be submitted must
be original and self-centered by quoting the work of others. Provide a link to “Student’s
Guide: Fraud and Plagiarism”. Ask common questions about courses or how to manage
course content. Start: date, deadline, work delay, stealing policy, etc. You can enter into
a “contract” at the beginning of the course to stipulate the responsibilities of the students
and the expectations of the teacher. Introduce students to system and software
requirements. Use university-supported applications whenever possible. If there are
technical problems, please seek technical support from the students (309-677-2964).
Best practice: “First, clarify what students expect of themselves. In class, tell them your
expectations and discuss those expectations. Start the course with assignments that
help diligent students build confidence, and ask students to interview successful
graduations. Students or invite them to participate. (Angelo, 1993, p. 7).
When taking online courses, the same standards of high achievement and student
productivity should be maintained. Online courses should be as complex as traditional
courses. Based on samples with good, medium, medium, and poor performance,
develop standards for evaluating performance. Examples can be used as a basis for
peer review
Balancing high expectations through student support
Q.2
(i) Describe the teacher's personality traits to create and maintain a classroom
learning environment. (ii) Enlist the role of a primary teacher
ANSWER
10 Qualities of a Good Teacher
A good teacher can make a world of difference in a student's life, impacting everything
from their classroom learning to their long-term success. If you're considering a career
in education – or looking to boost it with a Master of Education (MEd) – it's important to
explore the qualities of a good teacher.
Research from the Economic Policy Institute shows that good teachers are the
single most important factor that contributes to student achievement in the classroom,
more important than facilities, school resources and even school leadership.
A study from the American Economics Association (AEA) found that improvements in
teacher quality positively impact everything from the quality of colleges students attend
to students’ future salaries, the quality of their neighborhood and even their future
participation rates in 401k savings plans (AEA PDF source).
By communicating with students at the beginning of the year about how math applies to
their favorite hobbies, sports and future careers, Tanguay said his students were able to
approach the subject in a more enjoyable way that better supported their learning.
“I’m a firm believer in communication in all forms,” he said. “As a leader, communication
is a tool for overcoming fear.”
“Teachers that are skilled in listening and observing often pick up on what isn’t being
said, such as any anxieties a student may have, and can then help the student build
their skills and confidence levels," said student Kristine Ducote, who is earning
her bachelor's in criminal justice.
Student Latricia Maddox, who is studying for a bachelor's in business, said that effective
listening skills also help a teacher better understand their students and tailor lessons to
reach them how they learn best.
“If an educator can truly hear a student, they can learn how to reach them where they
are,” she said. “This will open the door for them to receive and learn the lesson that is
being taught.”
The key to success in this kind of environment, Tanguay said, is the ability to
collaborate. "You really need to be able to fill various roles in order to collaborate
effectively," he said. "If you already have someone on your team who is going to be the
one to critique all of the suggestions made, then you don't need to join in on that.
Instead, maybe you need to be the person who is going to come up with creative ideas.
You need to have that flexibility."
“Change is a constant,” she said. “Learning how to adapt and adjust, that’s been one of
the skills that’s been most helpful in my career. It’s about keeping my finger on the pulse
of who my students are over time and all the trends, standards and new research, and
being able to continually improve.”
Adaptability is also one of the key skills needed to be a teacher who may be educating
students of varying grade levels or different learning styles, Tanguay said.
Being able to engage students with humor, creative lessons and a strong classroom
presence is an important part of what makes someone a good teacher, Tanguay said.
“If you were to envision that teacher that you would want in your life, even now, you’re
going to want someone who is very engaging in front of the classroom,” he said. “A
good teacher will perform for their students to keep them going... It’s not about sitting
back and just lecturing, it’s about engaging in the work.”
What an engaging teacher looks like will vary depending on grade level and subject
matter, Tanguay said.
In kindergarten, an engaging teacher might be one who gets down on the floor to do
activities with their students on their level. In high school, an engaging teacher may be
one who thinks outside the box, adds humor to their lessons and finds creative ways to
bring learning into the real world.
Another key to engaging students and improving their learning is to treat each student
as an individual, by being empathetic and understanding to what may be going on in
their lives, Tanguay said.
“We need to take a moment to think back and think about what could be going on in this
student’s life,” he said. “It’s so important to be observant, attentive, empathetic and
always have a positive attitude.”
Rhonda Garrison, a student in SNHU's psychology program, said empathy and
understanding from a teacher can not only help that teacher make a connection with a
student, it can directly impact a student's learning in the classroom.
“Something that may be easy for one student may not be so easy for someone else,”
she said. “Everyone learns differently, whether it be faster or slower than normal, learns
better by writing, reading or hands-on. Teachers need to always keep this in mind and
always pay close attention to ensure each student is on the track they need to be.”
No matter what grade level you're teaching, your patience will be tested while working
as an educator.
Whether you’re managing classroom behavior, working with colleagues with different
views, or communicating student issues or progress with parents, patience is one of the
most important skills to practice as a teacher.
“More often than not you actually have to have more patience with the parents than you
do with the students,” Tanguay said. “Parents are coming in with their perceptions of
what happened to them when they were students or previous experiences that may
have been detrimental to their child... You have to be patient and understanding of
them.”
Teachers who bring their students’ learning into the real world are often some of the
most engaging. But it’s important for teachers to bring their own learning into the real
world, too.
One of the best preparations for effective teaching is to ensure that education students
get plenty of classroom experience early on in their degree programs, Rogers said.
"Our students have that benefit of seeing the practical application (of) what they're
learning in the moment they're learning it," she said.
A willingness to share knowledge and experiences with others is one of the most
important qualities of a good teacher, Rogers said.
Education is a hands-on field and often requires experimentation within the classroom
to discover which methods of communicating with students work best. Part of being an
effective teacher is sharing your findings and best practices with others in the field,
Rogers said.
“I always challenge my students to think, ‘What is your contribution?’” she said. “Are you
brave enough to post on Twitter about your ideas on technology integration in the
classroom? Your willingness to share your practice, to keep an open door, to be
transparent and to be observed are an important part of your teaching.”
“Those dedicated to their subjects with a passion for learning make the best teachers,"
said student Jennifer Gardner, who is earning a bachelor's in mathematics. “They also
need to have a desire to pass on that knowledge.”
Ducote said it’s important for teachers to never feel as though they’ve learned it all, and
to remain open to new experiences.
“No matter your education level, you can learn something from everyone you encounter,
including fellow educators as well as students,” she said. “Being willing to continually
add tools to your toolbox – even unconventional ones at times – will keep things new
and exciting, as well as giving you excellent skills.”
Effective teaching and learning is critically important for all pupils, and especially for
those with special educational needs. Meaningful inclusion implies that all pupils are
taught in stimulating and supportive classroom environments where they are respected
and valued. Mainstream class teachers have first-line responsibility for the education of
all pupils in their classes. Accordingly, classroom teachers should ensure that they plan
their lessons carefully to address the diverse needs within the classroom. They may
need to adapt their teaching approaches for some pupils whose individual progress,
application, motivation, communication, behaviour or interaction with peers are causes
for concern. This may require targeted interventions to develop relevant adaptive skills
related to these needs. All mainstream class teachers should implement teaching
approaches and methodologies that facilitate the meaningful inclusion of pupils with
special educational needs. These include:
For information on training and support for interventions, please see section
on Continuing Professional Development
Every pupil needs to be taught a broad and balanced curriculum that is appropriate to
his/her developmental level. Pupils’ levels of interest, attention, concentration and
persistence should be gradually developed, extended and rewarded, using appropriate
teaching strategies. To cater for the range of learning needs in any class, mainstream
class teachers will regularly need to differentiate their lessons. This can be achieved by:
Varying the level, structure, mode of instruction and pace of lessons to meet
individual needs
Adapting lessons to take account of pupils’ interests
Matching tasks to pupils’ abilities and needs
Adapting and utilising resources, including the use of technology
Aspiring towards suitably challenging learning outcomes and assessing
accordingly
Teachers can make lessons accessible to a broad range of pupils through the use of a
variety of appropriate teaching approaches and methodologies, including active
learning, small-group tuition, individual teaching, and scaffolded instruction. This may
also require environmental adaptations to promote curricular access.
Q.3
(iii) Why is outlining of goals/objectives necessary before planning a lesson.
ANSWER
The best teaching comes about from having not only a good lesson plan for each
individual section but also a view of the big picture, a sense of how individual sections fit
into the grand scheme of things. After all, if you don’t know what each section is for,
then you can’t communicate that to your students, and if they don’t know why they’re in
section, then why should they go?
Good lesson planning is essential to the process of teaching and learning. A teacher
who is prepared is well on his/her way to a successful instructional experience. The
development of interesting lessons takes a great deal of time and effort. As a new
teacher you must be committed to spending the necessary time in this endeavor.
It is also important to realize that the best planned lesson is worthless if interesting
delivery procedures, along with good classroom management techniques, are not in
evidence. There is a large body of research available pertaining to lesson development
and delivery and the significance of classroom management. They are skills that must
be researched, structured to your individual style, implemented in a teacher/learning
situation, and constantly evaluated and revamped when necessary. Consistency is of
the utmost importance in the implementation of a classroom management plan.
All teachers should understand that they are not an island unto themselves. The
educational philosophy of the district and the uniqueness of their schools should be the
guiding force behind what takes place in the classroom. The school’s code of discipline,
which should be fair, responsible and meaningful, must be reflected in every teacher’s
classroom management efforts.
A lesson plan is the instructor’s road map of what students need to learn and how it will
be done effectively during the class time. Before you plan your lesson, you will first need
to identify the learning objectives for the class meeting. Then, you can design
appropriate learning activities and develop strategies to obtain feedback on student
learning. A successful lesson plan addresses and integrates these three key
components:
Teaching/learning activities
Specifying concrete objectives for student learning will help you determine the kinds of
teaching and learning activities you will use in class, while those activities will define
how you will check whether the learning objectives have been accomplished.
Below are six steps to guide you when you create your first lesson plans. Each step is
accompanied by a set of questions meant to prompt reflection and aid you in designing
your teaching and learning activities.
(1) Outline learning objectives
The first step is to determine what you want students to learn and be able to do at the
end of class. To help you specify your objectives for student learning, answer the
following questions:
Once you outline the learning objectives for the class meeting, rank them in terms of
their importance. This step will prepare you for managing class time and accomplishing
the more important learning objectives in case you are pressed for time. Consider the
following questions:
What are the most important concepts, ideas, or skills I want students to be able to
grasp and apply?
Now that you have your learning objectives in order of their importance, design the
specific activities you will use to get students to understand and apply what they have
learned. Because you will have a diverse body of students with different academic and
personal experiences, they may already be familiar with the topic. That is why you might
start with a question or activity to gauge students’ knowledge of the subject or possibly,
their preconceived notions about it. For example, you can take a simple poll: “How
many of you have heard of X? Raise your hand if you have.” You can also gather
background information from your students prior to class by sending students an
electronic survey or asking them to write comments on index cards. This additional
information can help shape your introduction, learning activities, etc. When you have an
idea of the students’ familiarity with the topic, you will also have a sense of what to
focus on.
Develop a creative introduction to the topic to stimulate interest and encourage thinking.
You can use a variety of approaches to engage students (e.g., personal anecdote,
historical event, thought-provoking dilemma, real-world example, short video clip,
practical application, probing question, etc.). Consider the following questions when
planning your introduction:
How will I check whether students know anything about the topic or have any
preconceived notions about it?
What are some commonly held ideas (or possibly misconceptions) about this topic that
students might be familiar with or might espouse?
(3) Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies,
visuals, etc.) to catch the attention of more students and appeal to different learning
styles. As you plan your examples and activities, estimate how much time you will
spend on each. Build in time for extended explanation or discussion, but also be
prepared to move on quickly to different applications or problems, and to identify
strategies that check for understanding. These questions would help you design the
learning activities you will use:
What are some relevant real-life examples, analogies, or situations that can help
students understand the topic?
What will students need to do to help them understand the topic better?
Now that you have explained the topic and illustrated it with different examples, you
need to check for student understanding – how will you know that students are
learning? Think about specific questions you can ask students in order to check for
understanding, write them down, and then paraphrase them so that you are prepared to
ask the questions in different ways. Try to predict the answers your questions will
generate. Decide on whether you want students to respond orally or in writing.
An important strategy that will also help you with time management is to anticipate
students’ questions. When planning your lesson, decide what kinds of questions will be
productive for discussion and what questions might sidetrack the class. Think about and
decide on the balance between covering content (accomplishing your learning
objectives) and ensuring that students understand.
Go over the material covered in class by summarizing the main points of the lesson.
You can do this in a number of ways: you can state the main points yourself (“Today we
talked about…”), you can ask a student to help you summarize them, or you can even
ask all students to write down on a piece of paper what they think were the main points
of the lesson. You can review the students’ answers to gauge their understanding of the
topic and then explain anything unclear the following class. Conclude the lesson not
only by summarizing the main points, but also by previewing the next lesson. How does
the topic relate to the one that’s coming? This preview will spur students’ interest and
help them connect the different ideas within a larger context.
Know how easy it is to run out of time and not cover all of the many points you have
planned to cover. A list of ten learning objectives is not realistic, so narrow down your
list to the two or three key concepts, ideas, or skills you want students to learn.
Instructors also agree that they often need to adjust their lesson plan during class
depending on what the students need. Your list of prioritized learning objectives will help
you make decisions on the spot and adjust your lesson plan as needed. Having
additional examples or alternative activities will also allow you to be flexible. A realistic
timeline will reflect your flexibility and readiness to adapt to the specific classroom
environment. Here are some strategies for creating a realistic timeline:
Estimate how much time each of the activities will take, then plan some extra time for
each
When you prepare your lesson plan, next to each activity indicate how much time you
expect it will take
Plan a few minutes at the end of class to answer any remaining questions and to sum
up key points
Plan an extra activity or discussion question in case you have time left
Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what
seems to be more productive rather than sticking to your original plan
(7)Presenting the Lesson Plan
Letting your students know what they will be learning and doing in class will help keep
them more engaged and on track. You can share your lesson plan by writing a brief
agenda on the board or telling students explicitly what they will be learning and doing in
class. You can outline on the board or on a handout the learning objectives for the
class. Providing a meaningful organization of the class time can help students not only
remember better, but also follow your presentation and understand the rationale behind
in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you
and students stay on track.
(8)How to teach
While being clear about what topics to teach is important, knowing how to teach them is
the key to success in the classroom. The same topic can be (and should be) taught
differently, depending on the students’ skills, temperament and attitude. These
considerations should influence a teacher’s planning of the tasks to be presented,
resources needed and pacing of the lessons. With the students in mind, the teacher
should ask questions like “Should we spend more time on concrete manipulatives?”,
“Use more worksheets for practice?” Or even “would printing worksheets in color versus
black and white make a difference?
A lesson plan may not work as well as you had expected due to a number of extraneous
circumstances. You should not get discouraged – it happens to even the most
experienced teachers! Take a few minutes after each class to reflect on what worked
well and why, and what you could have done differently. Identifying successful and less
successful organization of class time and activities would make it easier to adjust to the
contingencies of the classroom. For additional feedback on planning and managing
class time, obtain student feedback, adopt peer observation, view a videotape of your
teaching, and have a consultation with a mentor.
Lesson plans serve as a useful basis for future planning. They can be used again, in
part or in whole, for future classes. Lesson planning for subsequent years can be drawn
from and modified from current planning. The extra effort put in by first year teachers to
plan and organize the entire year’s lesson plans and resources will go a long way for
subsequent years teaching the same level.
Many teachers teach the way they were taught as students. However, that might not be
the best way. We need to constantly update ourselves with best practices that work,
and how to teach more effectively. For example, a teacher who has only learned “how
to” and not “why” when growing up will need to evaluate their own gap in knowledge
when drawing out the lesson plans for the semester. This gives the teacher confidence
when delivering the lesson in the classroom. A confident teacher inspires respect from
students, which in turn reduces discipline problems.
A clear lesson plan can be used by substitute teachers, ensuring that time is used
productively, when the main teacher is not around. It can also serve as a central
document for handing over to new teachers who are teaching the level for the first time.
In addition, lesson plans, along with other materials, can also be used to support annual
performance evaluation. Teachers applying for new job can also submit samples of
their lesson plans to show their content understanding and organizational skills.
Design a homework assignment or question for students to prepare for a future class
Prepare slides, videos, dioramas of the first Thanksgiving (okay, just kidding)
Prepare handouts on writing tips, research methods, problem solving, lab techniques,
etc.
Meet with the professor and/or other TFs to discuss the material and how to present it in
section
Review students’ questions to anticipate their concerns, problems, interests
Make up quizzes
Copy articles relevant to the discussion at hand from newspapers and other periodicals
Ask questions before calling on a student; wait at least five seconds for a response
Be animated; show enthusiasm and interest
Demonstrate and model the types of responses or tasks you want students to perform
Provide guided practice for students; monitor responses and deliver immediate
corrective feedback
Watch for cues that children are becoming confused, bored or restless; sometimes
lesson have to be shortened
Summarize the lesson and focus on positive gains made by students; use surprise
reinforcers as a direct result of their good behavior
Maintain attention of students until you have given clear instructions for the next activity
Do not do tasks that can be done by students (i.e. passing out paper or collecting
assignments); use monitors
Reward good behavior; create special activities that children will enjoy doing
Handling disruptions
Defer disruptive behavior proactively (eye contact, close space between you and
student, use head/hand gestures)
Conclusion
To be effective, the lesson plan does not have to be an exhaustive document that
describes each and every possible classroom scenario. Nor does it have to
anticipate each and every student’s response or question. Instead, it should
provide you with a general .There are many important benefits of having a clear
and organized set of lesson plans. Good planning allows for more effective
teaching and learning. However, many things can happen in class, and it is
important for teachers to adapt their plans to respond to the students’ needs. As
Jim Scrivener says, “Prepare thoroughly. But, in class, teach the learners, not the
plan.” outline of your teaching goals, learning objectives, and means to
accomplish them. It is a reminder of what you want to do and how you want to do
it. A productive lesson is not one in which everything goes exactly as planned,
but one in which both students and instructor learn from each other.
Q.4
(i) Highlight the Hunter's seven steps of lesson planning.
(ii) How is 5E's model of lesson planning different from the others models.
ANSWER
I. Getting students set to learn
Step 1: Review — Typically at the beginning of the lesson, review previous material that
is relevant to this lesson.
Step 2: Anticipatory Set — Getting students to focus their attention on the material to be
presented — getting them interested or prepared for what they are about to learn.
II. Instruction
Step 4: Input and Modeling — Presenting new information to students. Once the
material has been presented, using them to show students examples of what is
expected as an end product of their work.
Step 6: Guided Practice — Immediately after instruction students are given the
opportunity to apply or practice what they have just learned and receive immediate
feedback.
Step 7: Independent Practice — After students appear to understand the new material,
they are given the opportunity to further apply or practice using the new information.
This may occur in class or as homework, but there should be a short period of time
between instruction and practice and between practice and feedback
5E’s model of lesson planning different from the others models
When choosing a teaching mode, teachers will look for strategies that can help students
thoroughly understand new concepts. The purpose is to attract students, motivate them
to learn and guide them to develop skills. One way is to conduct research. A method
based on the 5E model, which is based on active learning. Research shows that a
series of events that promote learning is called the learning cycle.
Finally, using this concept gave students the opportunity to use their new ideas in the
classroom, test their new knowledge in a new environment, and evaluate the
completeness of their understanding,” Kimberly Danner (Kimberly D. Tanner) said in
“Ordering Items: Use 5E Model”. Integrate learning with people’s learning.
Theoretical basis. The discoveries of Atkin and Karplus directly influenced the
development of the 5E model, which aims to enable students to gradually understand a
concept through a series of set steps or stages. These stages include participation,
research, interpretation, elaboration and evaluation. Class teacher and students on the
desk 5E Type 5E was developed in 1987 as part of the Life Science Project,
encouraging active learning and collaborative learning. Students can jointly solve
problems and explore new concepts by asking questions, observing, and analyzing.
Drawing…
The 5E model is based on constructivist learning theory, which assumes that people
build knowledge and meaning based on experience. Through understanding and
thinking activities, students can make new knowledge consistent with previous ideas.
According to industry expert Beverly Jobrack, “Research-based learning, active
learning, experiential learning, discovery research, and knowledge construction and
other educational campaigns are different types of constructivism.
In the classroom, constructivism requires teachers to address questions, research, and
evaluate Incorporate their teaching methods. In many ways, this means that
the teacher plays the role of facilitator and guides students in learning new concepts.
Explaining Model 4 of Lily’s online graduate education program .
The Model Explained.
Exploring In the learning stage, students will actively explore new concepts from specific
learning experiences. They may be required to follow the scientific method and interact
with peers for observation. At this stage, students can learn.
EXPLAIN.
The teacher-led stage can help students synthesize new knowledge and ask questions
when they need further explanation. In order to make the interpretation stage more
effective, teachers should ask students to share experiences during the exploratory
stage, and then introduce information technology more directly. Consistent with learning
mode 5E: a learning cycle method based on research-based science teaching. This can
also happen when teachers use video, computer software, or other means to improve
comprehension
ELABORATE.
This phase of phase of developing the 5E model aims to enable students to apply the
knowledge they have learned. This helps them deepen their understanding. Teachers
can ask students to make presentations or conduct other research to enhance new
skills. At this stage, you can gain knowledge before the exam.
EVALUATE.
Evaluation Model 5E allows formal and informal evaluations. At this stage, teachers can
observe their students to see if they fully understand the basic knowledge. It is also
helpful to determine whether students take different methods to solve problems based
on what they have learned. Other useful elements of the assessment phase
are assessments, peer reviews, written assignments and exams.
Application and effectiveness of 5E Model
When a student encounters a new concept for the first time, the application and validity
model 5E is most effective. According to co-author Roger W. Bybee, Model 5E is best
used within two to three weeks, with each stage serving as the basis for one or more
different courses. A class will reduce the efficiency of each step because it reduces the
time and opportunities for learning challenging and reorganizing concepts and skills,”
Bibi explained. If too much time is spent in each stage, the structure will not be effective
and students may Will forget what you have learned.
Consistently using an effective research-based teaching model can help students
explore basic concepts in science and other fields. BSCS 5E Learning Model: Origin
and Effectiveness The following research illustrates the positive effects of the 5E model
in the classroom: A study found that the 5E model in biochemistry and molecular
biology “has better ability to absorb scientific knowledge than traditional teaching…”
Education in Ural Biology… Emerging Trends in International Education and Its Impact
Magazine Discovered 5E Learning Cycle The model has a positive impact
on student performance and the consistency of knowledge.
The 5E model enables educators to create unique learning experiences for learners.
Teachers who can use teaching models such as Model 5E in the classroom can help
students build a solid knowledge base through active participation. Leslie
University’s online graduate courses provide teachers with knowledge and tools that
can be effectively taught to students in modern classrooms. Leslie has a professional
degree in mathematics, science, etc., which provides educators with an opportunity to
deepen their understanding of current methods and improve their teaching skills and
evaluation strategies. Leslie Online Education Program.
Lesson Model Comparison:
The teaching plans of 5E and Madeline Hunter are similar and different from each other.
I think these two lesson plans give teachers a good idea of what to teach them and what
students need to know after class. In addition, both lesson plans provide a lot of
that Madeline Hunter’s plan requires teachers to consider teaching different ways of
learning. In the process of “simulation” and “re-learning”, the teacher must find the path
that all students take. In the 5E lesson plan I wrote, you can see how I explained the
Written” not only explained the components on the board, but also included visual
process). During the “further training”, I decided to add an audiobook for my audiologist
students. Madeline Hunter’s lesson plan made me think of other ways to teach my
explanations. One of them gave me the opportunity to re-learn students. On the other
hand, Model 5E does not require teachers to “think all students”, nor does it require
Hunter’s lesson plan, students are taught “modeling” before individual practice. In this
way, students can do the basics by themselves. In the 5E course plan, students must
study before they study. The lesson plan requires students to establish their own
plans can be used to include and evaluate student learning, but Madeline Hunter’s plan
reinforces the goals in the 5E plan, which is very useful for different types of learners.
Madeline Hunter’s lesson plan best fits my belief that I believe that many students will
auditory or kinesthetic student. Learning styles can also be changed, which means that
teachers must be willing to focus on different learning styles in each lesson. Madeline
Hunter’s lesson plan requires teachers to consider how “all students” can make
connections. I like how Madeline Jäger’s teaching enables teachers to re-teach students
who have not made the right connections. Providing students with a backstory before
starting research will reduce the connection between students and events.
The student has an idea about what to look for. Taking into account my spelling,
Madeline Hunter’s lesson plan made me feel more comfortable and confident in get out
of class, because I know that after class I will teach “all students” and those who don’t
understand.
Q.5
(v) Explain different theories of motivation.
ANSWER
Some of the most important theories of motivation are as follows:
1. Maslow’s Need Hierarchy Theory
5. Urwick’s Theory Z
6. Argyris’s Theory
From the very beginning, when the human organisations were established, various
thinkers have tried to find out the answer to what motivates people to work. Different
motivation.
It is probably safe to say that the most well-known theory of motivation is Maslow’s need
hierarchy theory Maslow’s theory is based on the human needs. Drawing chiefly on his
clinical experience, he classified all human needs into a hierarchical manner from the
In essence, he believed that once a given level of need is satisfied, it no longer serves
to motivate man. Then, the next higher level of need has to be activated in order to
motivate the man. Maslow identified five levels in his need hierarchy
1. Physiological Needs:
These needs are basic to human life and, hence, include food, clothing, shelter, air,
water and necessities of life. These needs relate to the survival and maintenance of
human life. They exert tremendous influence on human behaviour. These needs are to
be met first at least partly before higher level needs emerge. Once physiological needs
2. Safety Needs:
After satisfying the physiological needs, the next needs felt are called safety and
security needs. These needs find expression in such desires as economic security and
protection from physical dangers. Meeting these needs requires more money and,
hence, the individual is prompted to work more. Like physiological needs, these become
3. Social Needs:
Man is a social being. He is, therefore, interested in social interaction, companionship,
4. Esteem Needs:
These needs refer to self-esteem and self-respect. They include such needs which
5. Self-Actualisation Needs:
ADVERTISEMENTS:
This level represents the culmination of all the lower, intermediate, and higher needs of
human beings. In other words, the final step under the need hierarchy model is the need
The term self-actualization was coined by Kurt Goldstein and means to become
actualized in what one is potentially good at. In effect, self- actualization is the person’s
According to Maslow, the human needs follow a definite sequence of domination. The
second need does not arise until the first is reasonably satisfied, and the third need
does not emerge until the first two needs have been reasonably satisfied and it goes on.
The other side of the need hierarchy is that human needs are unlimited. However,
ADVERTISEMENTS:
1. The needs may or may not follow a definite hierarchical order. So to say, there may
be overlapping in need hierarchy. For example, even if safety need is not satisfied, the
2. The need priority model may not apply at all times in all places.
3. Researches show that man’s behaviour at any time is mostly guided by multiplicity of
behaviour. Hence, Maslow’s preposition that one need is satisfied at one time is also of
doubtful validity.
4. In case of some people, the level of motivation may be permanently lower. For
example, a person suffering from chronic unemployment may remain satisfied for the
ADVERTISEMENTS:
particularly among practicing managers. This can be attributed to the theory’s intuitive
logic and easy to understand. One researcher came to the conclusion that theories that
The psychologist Frederick Herzberg extended the work of Maslow and propsed a new
associates’. McClelland developed his theory based on Henry Murray’s developed long
list of motives and manifest needs used in his early studies of personality. McClelland’s
need-theory is closely associated with learning theory, because he believed that needs
are learned or acquired by the kinds of events people experienced in their environment
and culture.
He found that people who acquire a particular need behave differently from those who
do not have. His theory focuses on Murray’s three needs; achievement, power and
affiliation.
4. McGregor’s Participation Theory:
Douglas McGregor formulated two distinct views of human being based on participation
of workers. The first basically negative, labeled Theory X, and the other basically
ADVERTISEMENTS:
1. People are by nature indolent. That is, they like to work as little as possible.
3. People are inherently self-centered and indifferent to organisational needs and goals.
4. People are generally gullible and not very sharp and bright.
On the contrary, Theory Y assumes that:
What McGregor tried to dramatise through his theory X and Y is to outline the extremes
to draw the fencing within which the organisational man is usually seen to behave. The
fact remains that no organisational man would actually belong either to theory X or
theory Y. In reality, he/she shares the traits of both. What actually happens is that man
swings from one set or properties to the other with changes in his mood and motives in
changing .environment.
5. Urwick’s Theory Z:
Much after the propositions of theories X and Y by McGregor, the three theorists
Urwick, Rangnekar, and Ouchi-propounded the third theory lebeled as Z theory.
(i) Each individual should know the organisational goals precisely and the amount of
(ii) Each individual should also know that the relation of organisational goals is going to
practitioners as well as researchers. It must be noted that Z does not stand for anything,
decision making, social cohesion, job security, holistic concern for employees, etc.)by
postulates of theory Z.
6. Argyris’s Theory:
Argyris has developed his motivation theory based on proposition how management
practices affect the individual behaviour and growth In his view, the seven changes
taking place in an individual personality make him/her a mature one. In other words,
setting and management practices such as task specialisation, chain of command, unity
system; from existing management system to the more flexible and participative
management.
He states that such situation will satisfy not only their physiological and safety needs,
but also will motivate them to make ready to make more use of their physiological and
safety needs. But also will motivate them to make ready to make more use of their
One of the most widely accepted explanations of motivation is offered by Victor Vroom
founded on the basic notions that people will be motivated to exert a high level of effort
when they believe there are relationships between the effort they put forth, the
In fact, Porter and Lawler’s theory is an improvement over Vroom’s expectancy theory.
They posit that motivation does not equal satisfaction or performance. The model
about the positive relationship between satisfaction and performance. They proposed a
multi-variate model to explain the complex relationship that exists between satisfaction
and performance.
What is the main point in Porter and Lawler’s model is that effort or motivation does not
lead directly to performance. It is intact, mediated by abilities and traits and by role
perceptions.