ASSIGNMENT No.

Level: B.Ed. (1.5 Years)

Student Name : Fiza Riaz

Roll No. : CE606898

Course Code : 8623

Course Name : Elementary Education

Semester: Autumn, 2021

 Q.1
Discuss elementary education in Pakistan and compare it with
elementary education in India.
ANS
Education in Pakistan
Education in Pakistan is administered by the Department of Education and provincial
governments, while the federal government contributes significantly to curriculum development,
accreditation and funding of research and development. Article 25-A of the Constitution of
Pakistan obliges the state to provide free and compulsory quality education to children aged 5 to
16 years. "The state will provide free and compulsory education to all children between the ages
of five and sixteen in a manner prescribed by law."
The education system in Pakistan is usually divided into six levels: kindergarten (ages 3 to 5),
primary (grades one to five), middle school (grades six to eight), high school (grades nine and
ten), leading to Certificate High School (SSC), intermediate (grades 11 and 12, leading to High
School Certificate or HSSC), as well as university programs leading to graduate degrees and
degrees. The Commission on Higher Education was established in 2002 to oversee all
universities and graduate institutions. Founded in 2002 Prof. Atta-ur-Rahman FRS as its
Founding Chairman.
The literacy rate ranges from 82% in Islamabad to 23% in the Torghar region.
[1] Literacy levels vary by gender and region. In international areas women's literacy is 9.5%.
[2] while Azad Kashmir has a literacy rate of 74%. [11] Pakistan produces about 445,000
university students and 25,000-30,000 computer science students annually.
[3] Apart from these figures, Pakistan still has the lowest literacy rate. Pakistan also has the
second largest non-school population (22.8 million children) after Nigeria.
Primary education
Only about 67.5% of Pakistani children complete primary schooling. The general
national education system is heavily inspired by the English education system. Kindergarten
education is 3–5 years old and usually has three categories: Google Play Group, Kindergarten
and Kindergarten (also known as 'KG' or 'Prep'). After preschool education, students move on to
primary school from grade 1 to grade 5. This is followed by middle school from grade 6 to 8. In
middle school, same-sex education is often popular, but coexistence is common in urban areas.
The curriculum is usually within the institution. The eight areas most commonly examined are
these:
 Arts
 Computer Studies and ICT
 General Science (including Physics, Chemistry and Biology)
 Modern languages with literature i.e. Urdu and English
 Mathematics
 Religious Education i.e. Islamic Studies
 Social Studies (including Civics, Geography, History, Economics, Sociology and sometimes
elements of law, politics and PHSE)
Many schools also offer drama, music and gymnastics courses but this is rarely tested or marked.
Home economics is sometimes taught to female students, and topics related to astronomy,
environmental management and psychology are often included in general science textbooks.
Archaeology and anthropology are sometimes widely taught in social textbooks. SRE is not taught in
many schools in Pakistan although this practice is blamed on urban schools. Provincial and regional
languages such as Punjabi, Sindhi, Pashto and others can be taught in their respective provinces,
especially in language schools. Some institutions offer foreign languages, such as German, Turkish,
Arabic, Persian, French, and Chinese. The language of instruction depends on the context of the
institution itself, whether it is an English school or an Urdu-medium school.

Secondary education
Secondary education in Pakistan starts in grade 9 and lasts for four years. After the end of
each school year, students are required to pass a national examination that is administered by the
regional Board for Secondary and Secondary Education (or BISE).
Upon completing grade 9, students are expected to take the prescribed test for each of the first
parts of their course (SSC-I). They also offer these tests for the second part of the same course at
the end of Grade 10 (SSC-II). Upon successful completion of the exams, they were awarded a
Secondary School Certificate (or SSC). This area is called 'matric certificate' or 'matric' for short.
The curriculum usually includes a combination of eight subjects including selected subjects
(such as Biology, Chemistry, Computer and Physics) and compulsory subjects (such as
Mathematics, English, Urdu, Islamic studies and Pakistan Studies). A total of 1100 Matric marks
are divided between 9 and 10. [19] The marks are categorized each year as follows: 75 marks for
Maths, English and Urdu, 50 marks for Islamic Studies (religion) and Pakistan Studies, 65 marks
for Science (Biology, Chemistry, Physics). An additional 60 marks were allocated for practicals
(20 for each science). Students then enter middle school and complete grades 11 and 12. Upon
completion of each of the two grades, they also take standard tests in their academic subjects
(HSSC-I and HSSC-II). Upon successful completion of the exams, students are awarded a High
School Certificate (or HSSC). This level of education is also called FSc / FA / ICS or
'intermediate'. There are many streams that students can choose for their 11th and 12th grades,
such as pre-medical, pre-engineering, humanities (or social sciences), computer science and
commerce. Each course contains three selected subjects as well as three compulsory subjects in
English, Urdu, Islamiyat (grade 11 only) and Pakistan Studies (grade 12 only).

Education in India
Education in India is governed primarily by a state-run public education system, which
falls within the scope of government at three levels: Central, regional and local. Under the
various headings of the Constitution of India and the Children's Act for Free and Compulsory
Education, 2009, free and compulsory education is provided as a basic right for children aged 6
to 14 years.5. Major policy efforts in education in India are numerous. Until 1976, education and
employment policies were formally determined by each Indian constitutional region. The 42nd
amendment to the constitution in 1976 made education a ‘complementary subject’. From this
point onwards, the central government and the provinces have shared the legal responsibility for
funding and managing education. In a country as large as India, now consisting of 28 provinces
and territories of eight unions, this means that the potential for diversity in the provinces in the
policies, programs, programs and efforts of primary education is enormous. From time to time,
national policy frameworks are formed to guide governments in the creation of state-level
programs and policies. Provincial governments and local government organizations control the
majority of primary and secondary schools and the number of state-run primary schools is
growing. At the same time the number and half owned by the private sector is growing. In 2005-
6 83.13% of primary schools (Grades 1-8) were state-owned and 16.86% of schools were under
private supervision (with the exception of children in underemployed schools, schools
established under the Certificate of Education and other educational institutions). Of those
privately held schools, one-third are ‘assisted’ and two-thirds are ‘not assisted’. Grades 1-8
enrolment is allocated to public and private schools on an average of 73:27. However in rural
areas this rate is higher (80:20) and in urban areas it is very low (36:66).
In the 2011 Census, about 73% of the population was literate, 81% of men and 65% of women.
The National Statistics Commission conducted a study survey of 77.7% in 2017–18, 84.7% for
men and 70.3% for women.
This compares with 1981 where the various rates were 41%, 53% and 29%. In 1951 the rates
were 18%, 27% and 9%. [9] India's improved education system is often cited as one of the major
contributors to its economic development.
Significant progress, especially in higher education and scientific research, has been
made in various public institutions. Although higher education enrolment has grown steadily
over the past decade, reaching a Gross Enrolment Ratio (GER) of 26.3% in 2019, there is still a
significant milestone in achieving higher education enrolment rates in developed countries,
a challenge that will need to be overcome. Continue to benefit from the statistics of young
Indians in comparison.
Inadequate public schools that deal with high teacher absenteeism are likely to promote
the rapid growth of private (assisted) private education in India, especially in urban areas. Private
schools are divided into two types: known and unknown schools. Government ‘recognition’ is an
official stamp of accreditation and in this case an independent school is required to meet certain
conditions, although no private schools receiving ‘recognition’ actually meet all the criteria for
recognition. The emergence of a large number of unrecognized primary schools suggests that
schools and parents do not consider government recognition as a seal of quality.
At the primary and secondary level, India has a large private school program comprising
of state-run schools, with 29% of students receiving private education in the age group of 6 to 14
years. Some post-secondary technical schools are also independent. India's private education
market had a net income of US $ 450 million in 2008, but is expected to be a $ 40 billion market.
According to the 2012 Annual Education Report (ASER) report, 96.5% of all rural children
between the ages of 6-14 are enrolled in school. This is the fourth annual survey to report over
96% enrolment. India has maintained a 95% enrolment rate for students in this age group from
2007 to 2014. As a result, the number of students in the 6-14 age group who did not enrol in
school dropped to 2.8% at school. 2018 academic year (ASER 2018).
[16] A 2013 report
 revealed
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Although India is statistically close to international education, its level of education is
highly valued in its government-run school system. Although more than 95 percent of children
attend primary school, only 40 percent of Indian youths attend high school (Grades 9-12). Since
2000, the World Bank has invested more than $ 2 billion in education in India. Some of the
reasons for the low quality include the absence of about 25% of teachers every day.
Indian provinces launch tests and evaluation program to identify and improve such
schools.
Although there are private schools in India, they are highly regulated in terms of what
they can teach, what kind of work they can do (it should be non-profit to run any accredited
educational institution) and all other aspects of the profession. Therefore, the distinction between
public and private schools can be misleading.
However, in a report by Geeta Gandhi Kingdon entitled: The demolition of public
schools and the growth of private schools in India, it is stated that in order to have a sound
education policy, it is important to consider the flexibility of styles in the size of private schools.
and sectors of public schools in India. Ignoring these trends involves the risk of negative policies
/ laws, which have negative consequences for children's life chances.

Q.2
Describe the cognitive and intellectual development of a child at
different levels.
ANS
Cognitive development and cognitive development are actually focused on how changes
occur in the brain related to the way we think and learn as we grow older. Children do not know
much less than adults, there is a difference in the way they think and understand their
experiences.

Cognitive development is a field of research in neuroscience and psychology that focuses

on a child's development in terms of cognitive processing, cognitive resources, thinking ability,
language learning, and other aspects of adult brain development and psychology. The difference
between the way a child evaluates his or her waking experience and the way an adult process his
or her wake-up call is recognized (such as permanence, understanding meaningful
relationships, and reasoning for school-going children). Cognitive development is defined as the
emergence of the ability to recognize, comprehend, and express their understanding through
adult names. Mental development is the way a person perceives, thinks, and acquires an
understanding of his or her world through the interaction of genes and learning traits.
[1] There are four stages of cognitive development. These are, thinking, intelligence,
language, and memory. These stages begin when a baby is about 18 months old, playing with
toys, listening to his or her parents talking, watching TV, or anything that catches his or her eye.
Jean Piaget had great potential in establishing this field, making it his "theory of mental
development". Piaget proposed four stages of mental development: sensorimotor, preoperational,
physical activity, and formal working time.
[2] Many Piaget's theoretical claims were unpopular. His description of the most
significant changes in the understanding of age is generally accepted today (e.g., how
preconceived notions are based on materialism, external actions.
In recent years, however, other models have been developed, including cognitive processing
theory, neo-Piagetian theories of cognitive development, aimed at integrating Piaget's ideas with
the latest models and concepts in developmental and cognitive science, cognitive neuroscience,
and social science. -rebuilding methods. One such example of cognitive development is
Bronfenbrenner's Ecological Systems Theory.
[3] A major issue in mental development has been "nature versus nurturing", that is, the
question of whether mental development is determined primarily by inherent human traits
("nature"), or by one's personal knowledge ("upbringing"). However, it is now recognized by
many experts that this is a false dichotomy: there is overwhelming evidence in biological and
behavioural sciences that from the earliest stages of development, genetic work is linked to
events and knowledge in the environment.
The development of intelligence refers to the changes that take place, as a result of growth and
knowledge, to one's ability to think, to think, to relate, to judge, to think, and so on. In particular
it affects such changes in children. There are several different ways to study mental
development in children.
Mental development refers to a person's growing ability to learn about the world around him.
Mental development is seen in four stages.
The development of intelligence measures the way people learn to think and think for themselves
in relation to the world around them. Mental development begins at birth. As the child grows
older, mental development continues with either the appearance or the appearance. It is
important to promote mental development throughout life. A child's mental development can be
monitored by observing the child's activities. Parents and scientists use markers or scales to
determine if a child is developing intellectually. Most medical professionals see Jean Piaget's
four stages of mental development. All children grow at different rates, so the age range given
below is intended to give an indication of when these stages usually occur.
Sensorimotor Stage
This stage occurs from the time a baby is born until the baby is two years old. During this
phase, the child's experience with the world is based on his five senses (sight, hearing, touch,
smell and taste) and motor skills. For the first two months of life, the baby is holding and
sucking. This is called basic motor movement. After this stage, the child completes repeated
motor movements. Actions such as touching and kicking are used to measure the average child
growth rate. A key achievement in this phase understands that the invisible object still exists,
called object permanence. By the time a child reaches the end of this phase, he or she is showing
signs of problem-solving.
Preoperational Stage
This stage is characterized by mental development in childhood from two to seven years.
At this stage, the child develops language skills. From the age of two to four years old, rational
thinking is not always easy, yet a child can speak and be understood by those around him. From
four to seven years of age, a child's speech is greatly improved. He begins to use simple thinking
patterns when speaking and can participate in games with simple rules. The great milestone of
this phase is the ability to understand things from another point of view, called theory of mind.
Concrete Operational Stage
This level in a infant's mind development happens from the age of 7 to eleven years. At
this level, the child begins to apprehend logical patterns. the kid's cognitive talents are advanced
and assist to build a strong information of the numerous topics. As a child's mind develops, he's
able to resolve problems absolutely and accurately. With sharp mental cognizance, children at
this degree are able to understand why approaches occur. They also can understand thought
methods handiest in place of being visible, heard, touched, tasted or smelled.

Q.3
Elaborate the theories of personality development by focusing on the role
of family in the personality development of a child.
ANS
Personality Development?
It is our personality that makes us who we are, but how exactly do our personalities form?
Personality development has been a major topic of interest for some of the most
prominent thinkers in psychology. Since the inception of psychology as a separate science,
researchers have proposed a variety of ideas to explain how and why personality develops.
Key Theories
Our personalities make us unique, but how does personality develop? How exactly do we
become who we are today? What factors play the most important role in the formation of
personality? Can personality ever change?
To answer this query, many prominent theorists developed theories to describe numerous steps
and tiers that arise on the street of character improvement.
Freud’s Stages of Psychosexual Development
In addition to being one of the best-known thinkers in the area of personality
development, Sigmund Freud remains one of the most controversial. In his well-known
level concept of psycho sexual development, Freud cautioned that persona develops in ranges
which might be associated with precise erogenous zones. Failure to finish those stages, he
suggested, would result in character troubles in adulthood.
Freud’s Structural Model of Personality
 Freud not only theorized about how personality developed over the course of childhood,
but he also developed a framework for how overall personality is structured. According
to Freud, the basic driving force of personality and behaviour is known as the libido.
This libidinal energy fuels the three components that make up personality: the id, the
ego, and the superego.
 The id is the aspect of personality present at birth. It is the most primal part of
the personality and drives people to fulfil their most basic needs and urges.
 The ego is the aspect of personality charged with controlling the urges of the id
and forcing it to behave in realistic ways.
 The superego is the very last aspect of personality to broaden and consists of all
the beliefs, morals, and values imbued by using our dad and mom and subculture.
This part of character tries to make the ego behave in step with those beliefs. The
 ego must then mild between the primal wishes of the identification,
the idealistic requirements of the superego and truth.
Freud's concept of the id, ego, and superego has won prominence in popular lifestyle, in spite of a lack
of support and substantial scepticism from many researchers. According to Freud, it is the 3 elements
of personality that paintings together to create complicated human behaviours.

What Is the Id, Ego, and Superego?

Erikson’s Stages of Psychosocial Development
Erik Erikson’s 8-level concept of human improvement is one of the first-class-regarded theories
in psychology. Even as the theory builds on Freud’s levels of psychosexual improvement,
Erikson chose to attention on how social relationships effect persona improvement. The principle
additionally extends beyond adolescence to examine improvement across the entire lifespan.

Piaget’s Stages of Cognitive Development

Jean Piaget’s idea of cognitive improvement remains one of the maximum frequently cited in
psychology, notwithstanding being difficulty to significant complaint. At the same time
as many aspects of his idea has now not stood the take a look at of time,
the relevant idea remains crucial nowadays: children think otherwise than adults.
In step with Piaget, youngster’s development through a chain of four ranges which can
be marked by exceptional modifications in how they assume. How kids consider themselves,
others, and the world around them performs an essential position within the formation
of character.
Kohlberg’s Stages of Moral Development
Lawrence Kohlberg evolved a concept of personality improvement that targeted on
the growth of moral notion. Constructing on a -level method proposed by means
of Piaget, Kohlberg elevated the concept to consist of six exceptional levels.
The concept has been criticized for some of distinctive reasons. One primary complaint is that it
does now not accommodate extraordinary genders and cultures equally; Kohlberg’s concept
stays important in our expertise of the way character develops.
A Word from Very well
Character entails now not best inborn traits however also the improvement of
cognitive and behavioural patterns that affect how human beings assume and act.
Temperament is a key part of the character this is decided by means of inherited
traits.

Q.4
Discuss the questioning technique and its contribution in developing
higher mental processes.
 ANS
“Rubbish in, garbage out," is a famous reality, often stated when it comes to computer
systems: in case you positioned the incorrect statistics in, you may get the wrong statistics out.
The identical precept applies to communications in widespread: if you ask
the wrong questions, you may probably get the wrong solution, or at least no
longer pretty what you're hoping for.
Asking the right question is at the heart of powerful communications
and facts change. Through the usage of the right questions in a selected situation, you
may improve an entire range of communications abilities. As an instance, you could
acquire better statistics and learn more; you
may construct stronger relationships, manipulate humans extra effectively, and assist others
to learn too.
In this newsletter and within the video, under, we will explore a
few commonplace wondering techniques, and while (and while now not) to use them.
Open and Closed Questions
 A closed query usually gets a single phrase or very short, factual solution. For instance, "Are you
thirsty?" the answer is "sure" or "No"; "in which do you live?" the solution is usually the call of
your town or your address .
Open questions elicit longer solutions . They commonly begin with what, why, how. An
open question asks the respondent for his or her know-how, opinion or emotions. "Inform me" and
"describe" can also be used within the identical way as open questions. here are a few examples:
 What happened at the meeting?
 Why did he react that way?
 How was the party?
 Tell me what happened next.
 Describe the circumstances in more detail.
Open questions are good for:
 Developing an open conversation: "What did you get up to on vacation?"
 Finding out more detail: "What else do we need to do to make this a success?"
 Finding out the other person's opinion or issues: "What do you think about those changes?"
Closed questions are good for:
 Testing your understanding, or the other person's: "So, if I get this qualification, I will get
a raise?"
 Concluding a discussion or deciding: "Now we know the facts, are we all agreed this is
the right course of action?"
 Frame setting: "Are you happy with the service from your bank?"
A misplaced closed question, on the other hand, can kill the conversation and lead to
awkward silences, so are best avoided when a conversation is in full flow.
Funnel Questions
This technique involves starting with general questions, and then drilling down to a more
specific point in each. Usually, this will involve asking for more and more detail at each level.
It's often used by detectives taking a statement from a witness: "How many people were involved
in the fight?"
"About ten."
"Were they kids or adults?"
"Mostly kids."
"What sort of ages were they?"
"About fourteen or fifteen."
"Were any of them wearing anything distinctive?"
"Yes, several of them had red baseball caps on."
"Can you remember if there was a logo on any of the caps?"
"Now you come to mention it, yes, I remember seeing a big letter N."
Using this technique, the detective has helped the witness to re-live the scene and to
gradually focus in on a useful detail. Perhaps he'll be able to identify young men wearing a
hat like this from CCTV footage. It is unlikely he would have got this information if he's
simply asked an open question such as "Are there any details you can give me about what
you saw?" Tip:
 Whilst the use of funnel questioning, begin with closed questions. As you progress via the
tunnel, start using more open questions.
Funnel questions are true for:
 Finding out more detail about a specific point: "Tell me more about Option Two."
 Gaining the interest or growing the self assurance of the man or woman you're speak me with:
"have you used the IT help table?" "Did it solve your problem?" "What become the mindset of the
person who took your call?"
Probing Questions
Asking probing questions is some other strategy for locating out more element. now and
again it's as easy as asking your respondent for an example, to help you recognize a assertion
that they have made. At different instances, you need extra facts for rationalization, "whilst do
you want this file by using, and do you need to look a draft before I provide you
with my final model?" Or to research whether there may be proof for what has been said,
"How do you realize that the new database can not be used by the income pressure?"
An effective way of probing is to use the 5 Whys method, which can help you quickly get to the
root of a problem.
Tip:
Use questions that include the word "exactly" to probe further: "What exactly do you mean
by fast-track?" or "Who, exactly, wanted this report?" Probing questions are good for:

 Gaining clarification to ensure that you have the whole story and that you understand
it thoroughly.
 Drawing information out of people who are trying to avoid telling you something.
Leading Questions
Leading questions try to lead the respondent to your way of thinking. They can do this in
several ways:
 With an assumption – "How late do you think that the project will deliver?" This
assumes that the project will certainly not be completed on time.
 By adding a personal appeal to agree at the end – "Lori's very efficient, don't you
think?" or "Option Two is better, isn't it?"
 Phrasing the question so that the "easiest" response is "yes" – Our natural tendency to
prefer to say "yes" than "no" plays an important part in the phrasing of questions: "Shall we all
approve Option Two?" is more likely to get a positive response than "Do you want to approve
Option Two or not?" A good way of doing this is to make it personal. For example,
 "Would you like me to go ahead with Option Two?" rather than "Shall I choose
Option Two?"
 Giving people a choice between two options – both of which you would be happy with,
rather than the choice of one option or not doing anything at all. Strictly speaking, the
choice of "neither" is still available when you ask "Which would you prefer... A or B?" but
most people will be caught up in deciding between your two preferences.

Q.5
Discuss the techniques of questioning for the development of higher mental process
from teachers' as well as pupils' point of view

ANS

Questioning techniques
Asking and answering questions is a key ingredient in the learning process and in
effective teaching. Using a variety of questions in the classroom can serve many different
purposes — they can be used to:
 Diagnose students’ level of understanding
 Help students retain material but putting into words otherwise unarticulated thoughts
 Involve and engage students in their learning process, especially critical thinking
and reflection.
 Test students’ knowledge
 Dispel misconceptions
 Summarize and review key points and highlighting main themes, ideas and skills
 Stimulate creativity
 Modifying students’ perception of the subject
 Encourage students to become self-directed learners

How can you encourage students’ responses to your questions?

If students are interested and engaged in the course content, they should be asking a question. As
TA’s and CI’s, we should welcome and encourage questions from our students.

Hence, it is important to follow certain basic rules around student questions:

 Take questions seriously —
Treat every inquiry as a genuine attempt at intellectual curiosity, probing and exploration
 Be positive and encouraging —
Promote the idea that every student question is useful, important and appreciated.
 Draw all class members into the conversation —
Whenever you field a question, repeat it to the entire class and answer to the entire class
 Avoid embarrassing students who have asking problematic questions —
Avoid making the questioner feel foolish especially when a question reveals
the individual student’s lack of awareness or knowledge
 Create an atmosphere of inquiry by continuously eliciting questions —
If you get a question during a break, before or after class, or during your office hours,
raise it with the whole class
 Be a good listener —
Good questioning technique is as much about listening as it is about.
How can you motivate students to ask questions?
You should encourage your students to create their own questions about course content.
Ask students to:
 Suggest and submit quiz, mid-term or exam questions
 Get student to quiz each other on the tutorial/lesson/lecture content
 Get students to write down one or two remaining questions at the end of the tutorial.
Avoid the “are there any questions?
Turn these reflective moments into opportunities for students to demonstrate their
understanding as a check of their learning:
 “now, I am sure you have some questions?”
 “that was complicated. What did I leave out?”
 “this is a difficult topic with lots of controversial issues. Which area do you think remain?
controversial?”
How should you respond to students’ questions?
Responding to student questions about content also requires some basic rules:
 Reinforce good questions and answers —
Reinforce participation on a continuous basis and in a variety of direct and indirect
ways by praising students for asking or answering a question
 Answer as pointedly and briefly as possible –
Be straightforward in your answer and avoid providing all information that you know
about the topic
 Answer questions immediately –
Always provide a response to avoid discouraging students; however, you can ask other
students to respond or postpone the question (if it is too divergent or complex) until
after class
 Relate questions to the course content, even if they are tangential –
Remind students of how a seemingly unrelated question does pertain to course content
as every question if a learning opportunity
 Ask for comments or answers from other students –
You can redirect a question from one student to the entire class
 Avoid implicit discouragement –
Especially if a question pertains to a topic already covered or diverges towards
a tangential topic
 Be aware of your teaching presence –
Be mindful of your tone of voice and nonverbal cues (e.g., facial expressions, nodding,
gestures, etc.)
 If absolutely necessary, tactfully correct wrong answers –
Correct the answer, not the student: “i don’t believe that answer is correct” instead of
“you are wrong”
 Look beyond the answer, to the thought process –
Even if incorrect, unpack the student’s answer to identify correct and incorrect steps to
dispel misconceptions (adapted from Boyle and Rothstein, 2008; Davis,
1993) How can you manage student responses to your questions?
You can vary your response to a student’s answer in a variety of ways:
 Restate:
 Paraphrase or restate what the student sad to reinforce the key points, ideas or concepts
 Ask for clarification:
“could you be more specific about…”
 Invite the student to elaborate:
“we would like to hear more about…”
 Expand the student’s contribution:
“that’s absolutely correct, and follow up on what you said…”
 Acknowledge the student’s contribution but ask for another perspective:
“you are right about…but what if we look at it from the perspective
of…”
 Acknowledge the originality of a student’s ideas:
“that’s a great way of looking at it. I didn’t think of that.”
 Build on a student’s response: use student’s response as a segue to another
topic: “great analysis of the concept” would the same rules apply in this next
case…”
 Don’t be afraid to admit when you don’t know the answer.