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Teaching
Course name: Strategies at Level: MA / MED
Elementary Level
Course Code: 623 Semester: Spring 2022
Assignment: 1 Due Date: 14-08-2022
Total Assignment: 2 Late Date: 02-10-2022

‫اجنےساتکںیبںیہنآریہںیہ۔وہہبلط مہاریرسوسےکذرےعیاسنمنئاوراحتمناتیکیتریےکےیلیک ببرھگےھٹیب‬‫نجہبلطیکویوینریٹسیک ب‬

‫ے‬ ‫ٹٹ‬ ‫ے‬
‫ادارکےکآرڈررکواتکسںیہ۔زیناہھتےسیھکلوہیئاورالیامیاسییک‬180‫رپنتمیقےکالعوہمزیڈڈاکخزہچ‬
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03096696159‫ان‬ ‫وسٹفاس نٹسآرڈررپدایتسبںیہ۔واسٹ پ‬

Assignment no. 1
Q.1 Explain different phases of teaching. Which activities can be arranged for evaluation
of students at elementary classroom at the last phase of teaching?

ANS

The teaching can be divided into three phases: PRE – ACTIVE PHASE OF
TEACHING In the pre-active phase of teaching, the planning of teaching is carried
over. This phase includes all those activities which a teacher performs before class-
room teaching or before entering the class- room.

Teaching is an integral part of the process of education. It is a system of actions intended to

induce learning. Its special function is to impart knowledge, develop understanding and skill.
In teaching an interaction occurs between the teacher and the students., by which the students
are diverted towards the goal. Thus the sole element of teaching is the mutual relationship or
the interaction between the teacher and the students which advances the students towards the
goal.

Teaching can be considered as the art of assisting another to learn by providing the
information and appropriate situations, conditions or activities .It is an intimate contact
between a more mature personality and a less mature one which is designed to further the
education of later. The process by which one person helps other in the achievement of
knowledge, skill and aptitudes.

ANATOMY /STRUCTURE OF TEACHING:

Teaching consists of three variables , which operate in the phases of teaching and determines
the nature and format of learning conditions or situations.
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These are classified as under:

1. Teacher as an independent variable.

The teacher plans the role of independent variables. Students are dependent on him in the
teaching process. The teacher does the planning, organizing, leading and controlling of
teaching for bringing about behavioural changes in the students. He is free to perform
various activities for providing learning experiences to students.

2. Students as dependent variable.The student is required to act according to the planning

and organization of the teacher. Teaching activities of the teacher influence the learning of
the students.

3. Content and methodology of presentation as intervening variables:The intervening

variables lead to interaction between the teachers and the students. The content determines
the mode of presentation-telling, showing and doing etc.

PHASES OF TEACHING

Teaching is a complex task. For performing this task, a systematic planning is

needed. Teaching is to be considered in terms of various steps and the different
steps constituting the process are called the phases of teaching.

The teaching can be divided into three phases:

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PRE – ACTIVE PHASE OF TEACHING

In the pre-active phase of teaching, the planning of teaching is carried over. This phase
includes all those activities which a teacher performs before class-room teaching or before
entering the class- room.

Pre-teaching consists essentially of the planning of a lesson. The planning of lesson needs to
be seen in broader terms, not merely the designing of a lesson plan. Planning includes
identifying the objectives to be achieved in terms of students learning, the strategies and
methods to be adopted, use of teaching aids and so on.

It is the planning phase of instructional act. The foundation of this phase is set through the
establishment of some kind of goals or objectives, and discovering ways and means to
achieve those objectives.

Planning is done for taking decision about the following aspects-

1) Selection of the content to be taught

2) organization of the content

3) Justification of the principles and maxims of teaching to be used

4) Selection of the appropriate of methods of teaching

5) Decision about the preparation and usage of evaluation tools.

Suggested activities in the Pre-active phase of teaching-

1. Determining goals / objectives: First of all, the teacher determines the teaching
objectives which are then defined in terms of expected behavioral changes. Thus, he
ascertains the teaching objectives and what changes he expects in the students by achieving
those objectives. These objectives are determined according to the psychology of the pupils
and needs of the school and society , In the form of entering behaviours of the pupils and in
the form of terminal behaviours of the students.

2. Selection of the content to be taught: After fixing the teaching objectives, the teacher
makes decisions about that content which is to be presented before the pupils and as a result
he wants to bring the changes in their behaviours. This decision is taken by the teacher by
considering o the following points-

• Level need and importance of the curriculum proposed by the teacher for the
students.

• The expected terminal behaviour of the students

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• Level and mode of motivation be used for the students

• Selection of appropriate instrument and methods the teacher should use to evaluate the
knowledge related to the contant.

3. Sequencing the elements of content for presentation: After making selections

regarding the contents to be presented to the students, the teacher arranges the elements of
content in a logical and psychological manner, so that this arrangement of content may assist
in transfer of learning.

4. Selection about the instructional methodology : After sequencing the contents, the
teacher makes decisions regarding the proper methods and strategies by keeping in view the
contents , entering behaviour and the level of the students.

5. How and when of teaching strategies: Decision-making regarding the teaching methods
and strategies for presenting the sequenced contents to the students is not sufficient. So the
teacher should also decide how and when he will make use of the previously selected
method and strategy during the class-room teaching.

Interactive phase of teaching

The second phase includes the execution of the plan, where learning experiences are
provided to students through suitable modes.

As instruction is the complex process by which learners are provided with a deliberately
designed environment to interact with, keeping in focus pre-specified objective of bringing
about specific desirable changes. Whether instruction goes in a classroom, laboratory,
outdoors or library, this environment is specifically designed by a teacher so that students
interact with certain specific environmental stimuli, like natural components (outdoor),
information from books, certain equipment (laboratory) etc. Learning is directed in pre-
determined directions to achieie certain pre-specific goals. This does not, however, mean
that, in the pre-determined environment no learning other than what a teacher has decided
upon as instructiohal objectives does not take place. The variety of experiences that
students go through with a teacher, among them- selves provide learning opportunities.

All those activities which are performed by a teacher after entering in a class are clubbed (to
combine together) under inter-active phase of teaching. Generally these activities are
concerned with the presentation and delivery of the content in a class. The teacher provides
pupil verbal stimulation of various kinds, makes explanations, ask questions, listen to the
student’s response and provide guidance.

The following activities are suggested for the inclusion in the inter-active phase of teaching-

1. Sizing up of the class: As the teacher enters the classroom, first of all he perceives the size
of the class. He throws his eyes on all the pupils of the class in a few moments. He comes to
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know the pupils who can help him in his teaching and the pupils who can create a problem
for him as a result of this perception.

In the same way, the studrnts can feel the personality of the teacher . Hence, at this stage, the
teacher should look like a teacher. He should exhibit of course in a veiled manner all those
characteristic which are supposed to be present in a good teacher. In nut-shell the teacher
should appears as an efficient and impressive personality.

2. Knowing the learners: After having a feeling of class-size, the teacher makes efforts to
know how much the new comers or pupils have previous knowledge. He tries to know the
abilities , Interests and attitudes and academic background of learners.

The teacher starts teaching activities after diagnosing, by questioning regarding action and
reaction: two types of activities are involved here in the teaching-

a. Initiation,

b. Response.

Both these activities are known as verbal interaction. Both these activities occur between the
teacher and the students. In other words, when a teacher performs some activities, the
student reacts or when students perform some activities, the teacher reacts .This way the
inter-action in the teaching take place.

The teachers performs the following activities in order to analyze the nature of verbal and
non-verbal inter-action of teaching activities-

a. Selection and presentation of stimuli.

b. Feedback and reinforcement.

c. Deployment of strategies.

a. Selection and presentation of stimuli: The motive or new knowledge is a process of

teaching. It can be verbal or non-verbal. The teacher should be aware of the motive which
would prove effective and which would not be so for a particular teaching situation.

The teacher should select the appropriate stimulus as soon as the situation arises and an
effort should be made to control the undesired activities to create the situation and for
desired activities.

After selecting the stimuli, the teacher should present them before the students. The teacher
should present that form of the stimulus which can motivate the students for learning. During
such presentation of stimuli, the teacher should keep in mind the form context and order of
the stimuli.
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b. Feedback and reinforcement: Feedback or reinforcement is that condition which
increases the possibility for accepting a particular response in future. In other words those
conditions which increase the possibility of occurrence of a particular response are termed as
feedback or reinforcement. These conditions may be of two types which are as follows-

• Positive reinforcement: These are the conditions which increase the possibility of
recurrence of desired behavior or response.

• Negative response: These are the conditions in which the possibility of recurrence of
the undesired behavior or response is decreased, such as punishment or reprimanding etc.

Reinforcement is used for three purposes. These are –

• For strengthening the response.

• For changing the response, and

• Modifying or correcting the response.

c. Deployment of strategies: The teaching activities are directly related to the learning
conditions. Therefore, at the time of interaction the teacher produces such activities and
conditions by the reinforcement strategies which effect the activities of the pupils.

The development of the teaching strategies turns the pupil-teacher interaction impressive.
From the very moment, the teacher starts the teaching task and till the movement, the teacher
starts the teaching task and till the movement that task goes on, the verbal and non-verbal
behaviours of the pupils are controlled by the reinforcement strategies and cooperates in
presenting the contents in an impressive way.

In the deployment of the teaching strategies, three areas should be considered. These are –

• Presentation of subject-matter,

• Levels of learning.

• Level or context of learners, their background, needs, motivation, attitudes,

cooperation and opposition.

• Place a variety of different colored dry erase markers on the front board(or different
colored chalk if you have a chalkboard).

• Then give students a review topic, and randomly call about three to five students at a
time to the board.

• The students' goal is to think of any word that associates with the given topic.
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• Students can write the word any way they like (sideways, up and down, backward,
etc.)

• One rule you must enforce is that students cannot repeat any word that is on the board.

• Once all the students have had a turn, pair them up and have each student tell their
partner about five of the words on the board.

• View pictures and learn more about this great graffiti wall review activity here.

3 Activities for Teaching Magnets

3-2-1 Strategy

The 3-2-1 review strategy is a great way for students to review just about anything in an easy
and simple format. There are a few ways you can use this strategy, but often, the preferred
way is to draw a pyramid.

Here's how it works:

• Students are given a review topic and told to draw a pyramid in their notebook.

• Their goal is to write down three things they learned, two things they thought was
interesting, and one question they still have. You can adapt this activity any way you
want. Instead of asking a question on the top of the pyramid, students can write a
summary sentence. Or, instead of writing two things they found interesting, they can
write two vocabulary words. It is very easily adaptable.

• View a picture of the 3-2-1 review pyramid.

Post-It Practice

If your students love the game "Headbands," then they will love playing this review game.

Here's what you have to do to get started.

• Provide each student with a Post-it note, and have them write down one review term
on it.

• Then without the other students seeing the note, have each student choose one person
to stick their note to their forehead.

• The goal of this activity is for students to go around the room and try to explain the
term without using the actual term.

• Make sure that each student has the opportunity to go around the room and explain
each term.
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Move Ahead of the Class

This review game is the perfect way to incorporate teamwork while reviewing important
skills.

Here is how you play:

• Divide students into teams of two, then have students stand in a row where one student
is behind one other.

• Use the squares of the floor as the game board and tape off a finish line.

• To play the game, have one person from each team face-off by answering a review
question. The first person to answer it correctly moves ahead to the next square.

• After the first question, the next person in line takes the place of the student who got
the answer correct.

• The game goes on until one team crosses the finish line.

Sink or Swim

Sink or Swim is a fun review game that will have your students working together as a team
in order to win the game. Here's what you need to know to play the game:

• Divide students into two teams and have them form a line and face one another.

• Then ask team 1 a question, and if they get it right, they can choose one person from
the other team to sink.

• Then ask team 2 a question, and if they get the answer right, they may either sink their
opponents' team member or save their sunken team member.

• The winning team is the one with the most people at the end.

Q.2 Discuss in detail different teaching styles. Which style of teaching do you think
the most suitable to elementary students? Provide arguments to support your
statement.

ANS

These teaching styles highlight the five main strategies teachers use in the classroom, as
well as the benefits and potential pitfalls of each. The Authority, or lecture style The
authority model is teacher-centered and frequently entails lengthy lecture sessions or
one-way presentations. Students are expected to take notes or absorb information.
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Every teacher has her or his own style of teaching. And as traditional teaching styles evolve
with the advent of differentiated instruction, more and more teachers are adjusting their
approach depending on their students’ learning needs.

But there are a few fundamental teaching styles most educators tend to use. Which one is
yours?

These teaching styles highlight the five main strategies teachers use in the classroom, as well
as the benefits and potential pitfalls of each.

The Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or
one-way presentations. Students are expected to take notes or absorb information.

• Pros: This style is acceptable for certain higher-education disciplines and auditorium
settings with large groups of students. The pure lecture style is most suitable for
subjects like history, which necessitate memorization of key facts, dates, names, etc.

• Cons: It’s a questionable model for teaching children because there is little or no
interaction with the teacher. Plus it can get a little snooze-y. That’s why it’s a better
approach for older, more mature students.

The Demonstrator, or coach style

The demonstrator retains the formal authority role by showing students what they need to
know. The demonstrator is a lot like the lecturer, but their lessons include multimedia
presentations, activities, and demonstrations. (Think: Math. Science. Music.)
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• Pros: This style gives teachers opportunities to incorporate a variety of formats
including lectures and multimedia presentations.

• Cons: Although it’s well-suited for teaching mathematics, music, physical education,
or arts and crafts, it is difficult to accommodate students’ individual needs in larger
classrooms.

The Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain
knowledge that leads to self-actualization.

• Pros: This style trains students to ask questions and helps develop skills to find
answers and solutions through exploration; it is ideal for teaching science and similar
subjects.

• Cons: Challenges teacher to interact with students and prompt them toward discovery
rather than lecturing facts and testing knowledge through memorization. So it’s a bit
harder to measure success in tangible terms.

The Delegator, or group style

The delegator style is best suited for curricula that require lab activities, such as chemistry
and biology, or subjects that warrant peer feedback, like debate and creative writing.

• Pros: Guided discovery and inquiry-based learning place the teacher in an observer
role that inspires students by working in tandem toward common goals.

• Cons: Considered a modern style of teaching, it is sometimes criticized as eroding

teacher authority. As a delegator, the teacher acts more as a consultant rather than the
traditional authority figure.

The Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teacher’s
personality and interests with students’ needs and curriculum-appropriate methods.

• Pros: Inclusive! And it enables teachers to tailor their styles to student needs and
appropriate subject matter.

• Cons: Hybrid style runs the risk of trying to be too many things to all students,
prompting teachers to spread themselves too thin and dilute learning.

Because teachers have styles that reflect their distinct personalities and curriculum—from
math and science to English and history—it’s crucial that they remain focused on their
teaching objectives and avoid trying to be all things to all students.
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What you need to know about your teaching style

Although it is not the teacher’s job to entertain students, it is vital to engage them in the
learning process. Selecting a style that addresses the needs of diverse students at different
learning levels begins with a personal inventory—a self-evaluation—of the teacher’s
strengths and weaknesses. As they develop their teaching styles and integrate them with
effective classroom management skills, teachers will learn what works best for their
personalities and curriculum.

Our guide encapsulates today’s different teaching styles and helps teachers identify the style
that’s right for them and their students. Browse through the article or use these links to jump
to your desired destination.

• What is a teaching style inventory, and how have teaching styles evolved?

• What teaching method is best for today’s students?

• How does classroom diversity influence teachers?

Emergence of the teaching style inventory

How have teaching styles evolved? This is a question teachers are asked, and frequently ask
themselves, as they embark on their careers, and occasionally pause along the way to reflect
on job performance. To understand the differences in teaching styles, it’s helpful to know
where the modern concept of classifying teaching methods originated.

The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati,
is credited with developing the classic five teaching styles. A follower of psychiatrist Carl
Jung, Grasha began studying the dynamics of the relationship between teachers and learning
in college classrooms. His groundbreaking book, Teaching with Style, was written both as a
guide for teachers and as a tool to help colleagues, administrators and students systematically
evaluate an instructor’s effectiveness in the classroom.

Grasha understood that schools must use a consistent, formal approach in evaluating a
teacher’s classroom performance. He recognized that any system designed to help teachers
improve their instructional skills requires a simple classification system. He developed a
teaching style inventory that has since been adopted and modified by followers.

• Expert: Similar to a coach, experts share knowledge, demonstrate their expertise,

advise students, and provide feedback to improve understanding and promote learning.

• Formal authority: Authoritative teachers incorporate the traditional lecture format

and share many of the same characteristics as experts, but with less student interaction.
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• Personal model: Incorporates blended teaching styles that match the best techniques
with the appropriate learning scenarios and students in an adaptive format.

• Facilitator: Designs participatory learning activities and manages classroom projects

while providing information and offering feedback to facilitate critical thinking.

• Delegator: Organizes group learning, observes students, provides consultation, and

promotes interaction between groups and among individuals to achieve learning
objectives.

Although he developed specific teaching styles, Grasha warned against boxing teachers into
a single category. Instead, he advocated that teachers play multiple roles in the classroom.
He believed most teachers possess some combination of all or most of the classic teaching
styles.

How does differentiated instruction affect teaching styles?

Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of

differentiated instruction and a pioneer in the development of learning-based teaching styles.
If Grasha laid the groundwork for 20th-century teachers to adopt styles tailored to match
their personalities and strengths, Tomlinson has advanced this theme into the 21st century by
focusing on differentiated instruction.

In the simplest terms, differentiated instruction means keeping all students in mind when
developing lesson plans and workbook exercises, lectures, and interactive learning. These
student-focused differences necessitate instructional styles that embrace diverse classrooms
for students at all learning levels and from various backgrounds without compromising the
teacher’s strengths.

teaching style is best for today’s students

Whether you’re a first-year teacher eager to put into practice all of the pedagogical
techniques you learned in college, or a classroom veteran examining differentiated
instruction and new learning methodologies, consider that not all students respond well to
one particular style. Although teaching styles have been categorized into five groups, today’s
ideal teaching style is not an either/or proposition but more of a hybrid approach that blends
the best of everything a teacher has to offer.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching
styles might seem to conflict with today’s emphasis on student-centered classrooms.
Theoretically, the more teachers emphasize student-centric learning, the harder it is to
develop a well-focused style based on their personal attributes, strengths, and goals.
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In short, modern methods of teaching require different types of teachers—from the
analyst/organizer to the negotiator/consultant. Here are some other factors to consider as
teachers determine the best teaching method for their students.

Empty vessel: Critics of the “sage on the stage” lecture style point to the “empty vessel”
theory, which assumes a student’s mind is essentially empty and needs to be filled by the
“expert” teacher. Critics of this traditional approach to teaching insist this teaching style is
outmoded and needs to be updated for the diverse 21st-century classroom.

Active vs. passive: Proponents of the traditional lecture approach believe that an
overemphasis on group-oriented participatory teaching styles, like facilitator and delegator,
favor gifted and competitive students over passive children with varied learning abilities,
thereby exacerbating the challenges of meeting the needs of all learners.

Knowledge vs. information: Knowledge implies a complete understanding, or full

comprehension, of a particular subject. A blend of teaching styles that incorporate facilitator,
delegator, demonstrator, and lecturer techniques helps the broadest range of students acquire
in-depth knowledge and mastery of a given subject. This stands in contrast to passive
learning, which typically entails memorizing facts, or information, with the short-term
objective of scoring well on tests.

Interactive classrooms: Laptops and tablets, video conferencing, and podcasts in

classrooms play a vital role in today’s teaching styles. With technology in mind, it is
imperative that teachers assess their students’ knowledge while they are learning. The
alternative is to wait for test results, only to discover knowledge gaps that should have been
detected during the active learning phase.

Constructivist teaching methods: Contemporary teaching styles tend to be group-focused

and inquiry-driven. Constructivist teaching methods embrace subsets of alternative teaching
styles, including modeling, coaching, and test preparation through rubrics scaffolding. All of
these are designed to promote student participation and necessitate a hybrid approach to
teaching. One criticism of the constructivist approach is that it caters to extroverted, group-
oriented students, who tend to dominate and benefit from these teaching methods more than
introverts; however, this assumes introverts aren’t learning by observing.

Student-centric learning does not have to come at the expense of an instructor’s preferred
teaching method. However, differentiated instruction demands that teachers finesse their
style to accommodate the diverse needs of 21st-century classrooms.

The ‘sage on the stage’ meets the ‘tiger mom’

The objective of blending teaching styles to leverage the teacher’s strengths while meeting
the demands of diverse students has become increasingly difficult, as parents take a
decidedly proactive role in child-learning techniques.
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The traditional authoritative/expert, or “sage on the stage” lecture style, has come under
attack by some parents—and contemporary educational leaders—who emphasize that a more
diverse approach to teaching is necessary to engage students. This is compounded by the rise
of “tiger moms,” a term made popular by parents devoted to improving the quality of
education with laser-precision focus on A-list schools and a highly competitive job market.

Age of the proactive parent

Regardless of what style a teacher adopts, it’s important for teachers to develop positive
attitudes, set goals, and establish high expectations for students.

“Assume students can excel!” education authors Harry and Rosemary Wong declare. As
former teachers with a combined 80-plus years of educational experience, the Wongs
emphasize in their best-selling book, The First Days of School: How to Be an Effective
Teacher and their more recent, The Classroom Management Book that successful teachers
share three common characteristics:

• effective classroom management skills

• lesson mastery

• positive expectations

All instructors, when developing their teaching styles, should keep in mind these three goals,
as well as the primary objective of education: student learning.

classroom diversity influence teachers

It is abundantly clear that today’s teachers are responsible for students with a diverse range
of learning abilities. The 21st-century teacher does not have the luxury of “picking the low-
hanging fruit” and then leaving the rest of the tree for experts who specialize in children with
behavioral issues or learning disorders.

Today’s teachers must develop instructional styles that work well in diverse classrooms.
Effective teaching methods engage gifted students, as well as slow-learning children and
those with attention deficit tendencies. This is where differentiated instruction and a
balanced mix of teaching styles can help reach all students in a given classroom—not just the
few who respond well to one particular style of teaching.

The wonderment of teaching, what author/educator Dr. Harry Wong refers to as “that a-ha
moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits
of becoming a teacher. This transfer of knowledge from expert to student is an art form and a
skill. Fortunately, both can be learned and perfected.
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Knowing how to engage students begins with selecting the teaching style that’s right for you.
And remember, even though you may prefer one teaching style over another, you must find
the style that works best for your students! Try different styles to meet different objectives,
and always challenge yourself to find ways to reach each student.

Q.3 Define the concept of demonstration method of teaching. Discuss the types and steps
of demonstration method of teaching.

ANS

Meaning of Demonstration Method of Teaching

Demonstration method of teaching is a traditional classroom strategy used in technical

and training colleges and in teacher education.

Focus, Structure and Principles

Demonstration Strategy focus to achieve psychomotor and cognitive objectives. If we talk

about its structure, it is given in three successive steps:

1. Introduction: In this step objectives of the lesson are stated. The teacher may be
called demonstrator. He demonstrates the activity before the student that is to be
developed.

2. Development. Students try to initiate the demonstrated activity. If there is any query
the teacher tries to satisfy them by further demonstration and illustrations.

3. Integration. At this step, the teacher integrates all the activities and then these
activities are rehearsed revised and evaluated.

Principles

This teaching strategy is based on the following principles

1. Learning by doing maxim is followed

2. Skills can be developed by limitation

3. The perception helps in imitation

Application

This strategy is applied mainly in technical or training institutes. In teacher education

programs it is used to develop skills in the student teacher. At school level, a teacher applies
it in teaching science, biology, nature study arts and crafts.
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Advantages and Disadvantages of Demonstration Method of Teaching

Advantages of Demonstration Method

1. It helps in involving various sense to make learning permanent

2. Though, teacher behavior is autocratic, he invites the cooperation of pupils in

teaching learning process

3. It develops interest in the learners and motivates them for their active participation

4. It helps in achieving psychomotor objectives

5. Any simple or complex sill becomes easy to understand

Disadvantages of Demonstration Method

1. It can be used only for skills subjects

2. Only the attention of the learners is invited towards the activity demonstrated. They
are not free to discuss about it

3. Due to poor economic conditions of the government schools, there is scarcity of

audio-visual aids and equipment and the teachers are not so creative to produce
handmade models for demonstration

4. There is a general lack of sincerity and diligence among teachers who wish to
complete the syllabus or syllabi at the earliest without putting sincere efforts

Suggestions

1. The teacher should be a sincere, diligent and skilled person

2. Teacher should himself prepare the models for demonstrations and encourage the
learners too

3. Demonstration should be followed by discussion

4. A teacher must have the ability to use audio-visual aids with expertise

The demonstration method in teaching can be defined as giving a demo or performing a

specific activity or concept. In other words, the demonstration method is a teaching-
learning process carried out in a very systematic manner. Demonstration often occurs when
students have a difficult time connecting theories to actual practice or when students are
unable to understand the application of theories. In order to ensure, the demonstration
method is a success, three things needed to be followed-

(a) The object being displayed during the demonstration method should not be very small.
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(b) During the demonstration method, clear and simple language should be used so that
pupils may understand concepts easily.

(c) The pupils should be able to question teachers in order to remove their difficulties.

The demonstration method is a great way to call for active participation from the students.
A lot of time teachers can ask the students to participate while presenting to the class. This
keeps them interested throughout rather than getting bored as compared to lectures where
they have to sit quietly for hours and listen. It is a practical way of teaching where a
complex or difficult topic can be easily explained with the help of charts, and many other
props.

Characteristics of Demonstration Method

Some of the basic characteristic features of the demonstration method are-

(1) The demonstration should be carried out in a simple and easy manner. way.

(2) In this strategy, full attention should be paid to all the students in the class.

(3) Goals and objectives of the demonstration should be very clear.

(4) It should be carried out with a well-planned strategy.

(5) A set Time should be dedicated to the rehearsal before the demonstration.

Steps of Demonstration method

There are six steps of the demonstration method of the teaching process.

(1) Planning and preparation

Proper detailed planning is a prerequisite for a good demonstration. For this, the following
points should be kept in mind.

• Thorough detailed preparation of the subject matter.

• Well-structured lesson planning.

• Complete collection of material for demonstration.

• Rehearsal of demonstration.

In order to ensure the success of the demonstration method of teaching, the teacher should
prepare the lesson minutely and very seriously.

(2) Introduction of the lesson

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The teacher should always try to motivate students and prepare them mentally for the
demonstration method.

The teacher should introduce the lesson to students keeping in mind the following things.

• Individual differences

• Environmental setup

• Differentiated Experiences

The lesson can also be started with some simple and interesting experiments, some
fascinating stories, or a common event that everyone can relate to.

(3) Presentation of the subject

In the demonstration method of teaching, the presentation of subject matter is very

important. The principle of reflecting thinking should be kept in mind. The teacher should
attempt to teach the student in such a way that their previous knowledge can be attached to
their new knowledge, thereby further enhancing it.

(4) Demonstration method

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 the
demonstration.

(6) Evaluation

In this last step, evaluation of the whole demonstration should be done, so that it can be
made more effective and efficient for the future.

Why should teachers use the demonstration method?

Teachers should use demonstrate method because-

• It develops an interest in the learners and fosters active engagement from them.

• It helps in involving various senses to make learning permanent.

• Any complex topic can be easily explained with this method.

• It also involves active participation from the students.

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• These demonstration methods should often be followed by a group discussion so
students get a chance to revise what they have learned during the class.

Advantages of demonstration method of teaching

The demonstration method of teaching is quite advantageous for students. Given below are
some benefits of this learning method.

• It improves the understanding of complex topics and principles.

• Students can pay attention easily and follow the learning process.

• Knowledge gained during the demonstration method becomes permanent because it

requires different senses.

• It leads to permanent learning.

• It also accounts for the principles of reflective thinking.

• Students are motivated to study and gain the necessary skills.

• It is beneficial in achieving a psychomotor objective.

• There is no wastage of time because the student sees the process live and
understands how to apply theoretical knowledge practically.

• It helps the students in having a deeper understanding of the subject.

• It keeps students engaged and active throughout the teaching-learning process.

• It helps in the creation of interest among students and imparts maximum learning.

• It also helps in arousing the spirit of discovery among students.

Q.4 Questioning is teaching technique. What are the reasons of asking questions in
classroom? What steps are used in questioning technique of teaching?

ANS

One of the key components to creating effective teaching and learning processes is the
method of questioning or questioning techniques used by teachers. Questioning by
teachers in the teaching and learning process is one of the many interactions that occur
in the classroom. Questioning techniques are one of the tools for achieving goals and
stimulating students’ mental activity. Questioning techniques is important because it can
stimulate learning, develop the potential of students to think, drive to clear ideas, stir the
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imagination, and incentive to act. It is also one of the ways teachers help students
develop their knowledge more effectively.

As an educator, teachers are constantly engaged with students in teaching and learning
activities while teaching a subject in the classroom. One of the most important sessions
conducted by a teacher in the teaching and learning process is the question-and-answer
session. Questioning is an important activity in teaching. Questioning can be used to test
the knowledge of the past, with questions requiring factual answers by asking who,
what, where, and when. Designing is also aimed at stimulating student thinking. These
kinds of questions need to be carefully considered as they relate to more serious matters
such as consequences and to use questions of how and reason. (J.S.Farrant, 1985: 310)
In the question-and-answer session, teachers can practice a variety of questioning
techniques and reinforce to motivate students and encourage their thinking in the
classroom. Questioning is one of the most effective ways to get students involved in the
delivery of the lesson. By asking questions, teachers can engage students to think about
the content of a lesson and simultaneously get feedback from students to demonstrate
the effect of teaching. “ (Atan Long, 1980: 135) Questioning skills are very important
for a teacher, and its very complex. If these skills are used effectively, the performance
level of students will increase, and the teaching and learning environment will become
more active and more encouraging. (Eee Ah Meng, 1989: 332).

Questioning Techniques One of the key components to creating effective teaching and
learning processes is the method of questioning or questioning techniques used by
teachers. Questioning by teachers in the teaching and learning process is one of the
many interactions that occur in the classroom. Questioning techniques are one of the
tools for achieving goals and stimulating students’ mental activity. Questioning
techniques is important because it can stimulate learning, develop the potential of
students to think, drive to clear ideas, stir the imagination, and incentive to act. It is also
one of the ways teachers help students develop their knowledge more effectively.
Teachers need to be aware that the quality of questions and the quality of the
questioning when conducting teaching and learning sessions in the classroom are one of
the key elements in determining the effectiveness and quality of their teaching sessions.
To help students stimulate a high level of thinking, teachers must play a key role in
applying the right techniques and skills to question students. Teachers should be aware
of any changes that occur in the classroom, and those changes should be aligned with
the objectives they want to achieve in the teaching and learning process. Teachers,
therefore, need to plan carefully and take into account some of the following factors: (i)
Attention Questioning is one of the most effective ways to make the students pay
attention in the classroom. About this, the question must be addressed to the whole
classroom before a student is asked to answer. “ (Atan Long, 1980: 142). Teachers
should also ask a question first before mentioning the name of a student to answer the
question posed. This is to ensure that all students are focused on the questions that are
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posted. If the name of the student is mentioned first, only that particular student will pay
attention in the class. Teachers should always ask questions to all students in the
classroom and not just to the students who raise their hands. In this case, the Teacher
should not be influenced by the behavior of the students who raise their hands when
asking a question. Often, teachers only ask questions to the students who raise their
hands and do not focus on students who did not raise their hands. This is not good in the
teaching and learning process. Attention and care should be given to all the students in
the classroom. (Atan Long, 1980: 142) In the meantime, some students who are not
paying attention will ask the teacher to repeat the question. In this case, the teacher
should not repeat the question posed when asked by the student to repeat it. If the
teacher repeats the question, then, of course, the student will not pay attention, so to
attract the students, the teacher should mention the question only once. (ii) Voice One of
the most important communication tools for a teacher is voice. When asking questions,
teachers should make sure their voices are clear and that their tone is well-heard. The
questions should be presented well and clear to the students and look forward to
receiving answers. This is important to attract students to answer a question. (Atan
Long, 1980: 143) (iii) Pause After submitting a question, the teacher should be the one
to pause talking for a moment and look at the whole class. Note the verbal cues that
indicate that the student is ready to respond. (Sharifah Alwiah Alsaqoff, 1983: 214)
After asking questions, students should be given time to think about the answers. The
time given should not be too long because if it is too long, the interest in it will fade.
(iv) Content of Questions In asking a question, a teacher should plan the types of
questions that will be asked in the classroom. In this case, it may not be necessary for
these questions to be prepared in advance, but the ‘axis question’ needs to be designed.
The axis questions should be arranged in a logical order to obtain continuity in the
lesson. In a given lesson, the teacher should provide some questions like this to
determine the desired direction. These questions should not be too long. (Atan Long,
1980: 144) At the same time, teachers should also ask questions that are relevant to the
age and ability of the students in the class. Teachers are already aware of a student’s
ability in a classroom.

The purposes of questioning Teachers ask questions for a number of reasons, the most
common of which are to interest, engage and challenge students to check on prior
knowledge and understanding to stimulate recall, mobilizing existing knowledge and
experience in order to create new understanding and meaning

The interaction between teacher and learners is the most important feature of the classroom.
Whether helping learners to acquire basic skills or a better understanding to solve problems,
or to engage in higher-order thinking such as evaluation, questions are crucial. Of course,
questions may be asked by students as well as teachers: they are essential tools for both
teaching and learning.
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For teachers, questioning is a key skill that anyone can learn to use well. Similarly, ways of
helping students develop their own ability to raise and formulate questions can also be
learned. Raising questions and knowing the right question to ask is an important learning
skill that students need to be taught.

Research into questioning has given some clear pointers as to what works. These can provide
the basis of improving classroom practice. A very common problem identified by the
research is that students are frequently not provided with enough ‘wait time’ to consider an
answer; another is that teachers tend to ask too many of the same type of questions. (Adapted
from Types Of Question, section Intro). (ORBIT)

Questioning Techniques

In 1940, Stephen Corey analyzed verbatim transcripts of classroom talk for one week across
six different classes. His intent was to interrogate what the talk revealed about the learners’
increase in understanding. He wrote, however, that “the study was not successful for the
simple reason that during the five class days involved the pupils did not talk enough to give
any evidence of mental development; the teachers talked two-thirds of the time” (p. 746).
The research focus thus shifted to patterns of questioning.

Findings included:

• For every student query, teachers asked approximately 11 questions

• Students averaged less than one question each, while teachers averaged more than 200
questions each

• Teachers often answered their own questions

• Fewer teacher questions requires deep thinking by the learner

Much has changed since 1940 – except, it seems, these patterns. Classroom discourse
continues to be dominated by the ‘recitation script’: teachers asking known-answer questions
(Howe & Abedin, 2013) that limit opportunities for learners to experience cognitive
challenge, thereby inhibiting effective learning (Alexander, 2008).

Effective questioning techniques are critical to learner engagement and are a key strategy for
supporting students to engage thoughtfully and critically with more complex concepts and
ideas

Q.5 Discuss in detail the role of investigation in teaching. Also discuss the 5Es
instructional model.

ANS
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Students will learn more effectively by active learning method. The method involves the
student participation on a high basis. It is one of the approaches in which students with the
help of listening, writing, talking, reading and reflecting the material they study.

In the method, it stands in contrast to the mode of learning where the teacher does most of
the talking and students just listen. Students and their needs are the main focus of this
method. There are methods as well that engages the students in Group discussions, role
plays, case studies etc. these methods are somehow involved in active learning. Rich
environment active learnings (REALs) provide learning activities that engage in a
continuous collaborative process of building and reshaping understanding. In short, we can
say that active learning promotes the inert knowledge of a student (Grabinger & Dunlap,
1995).

A study was conducted on the use of active learning method in school. The study revealed
that using active learning methods increased the overall examination rate by 6% than average
methods used by the teachers. The study also revealed that student performance in the
subjects of science, engineering and mathematics also increased by the use of active learning
method (Freeman et al., 2014). It has been found evident that active learning method is now
been used in most parts of the world to engage the students and to make them aware about
the knowledge that they have to use in outside world (Seery, 2015). Another study revealed
that by the use of active learning method, it’s not only beneficial for the student but for the
teacher as well as it increases the professional development capabilities of the teacher (Van
Der Bergh et al., 2014). It has been found evident that teaching with the help of active
learning is more effective than just lecturing or delivering the content of the lecture. The
research identified four ways by which an instructor can apply active learning, by posing
them messy problems, expecting students to talk in form of groups, expecting them to
collaborate and backward instruction design (Dollan & Collins, 2015). Social constructivism
and Humanism theories of learning are connected with my life. Social constructivism
explains that learning is a process of constructing meaning.

The main emphasis of this theory is the use of cultural tools like language as a major
influence of constructing meaning. Students engage more in the classroom if the challenge
provided to them is in balance with their own skills and with group discussions and
participation they engage more (Shernoff et al., 2014). The competitions where I competed
in my childhood made me a rational thinker. I started asking questions about whatever I learn
in the school. There has been a time when I lose my grades in my graduation period but with
continuous support and motivation, I achieved what I wanted to achieve. A study conducted
that revealed that the use of IPad in the classroom increases the student engagement in the
classroom (Mango, 2015). The active learning method is linked with the theory of
constructivism and social constructivism. Social constructivism theory says student will
learn from social interactions with people. In a classroom interacting with your teacher or
classmates can increase the learning of a student. Constructivism says that getting a clear
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picture by constructing means of a problem can increase the learning of a student. However
my educational philosophy is based on social constructivism, with the help of interactions
and with the help of the material I study, write helps me learn more and more.

Students learn most effectively through active learning method. Studies have also shown that
students involved in active learning method have increased performance and effectiveness of
in the class.

Knowledge is considered as the most important part of life. It is a powerful acquisition, if

given to another being it doesn’t decrease. Someone once remarked that while ignorance was
the curse of GOD but knowledge is the playing a role of a wing that carries one to the
heaven. The study revealed that sharing of knowledge helps one to face the future challenges
(Devi & Jain, 2016). In order to compete in this modern era, one must acquire knowledge,
now the era is more compete tent, possessing just one set of skills will not be able to cope
one in this competitive era. However, aces with different skills and possessing a vast amount
of knowledge can lead one to the position where he or she wants to be. With the power of
knowledge, one can accomplish anything. 50 years back nobody though the fastest car would
come, android systems will come that will change the face of the earth, all of this happened
because of the knowledge.

The main purpose of knowledge is to make someone capable enough to survive in this
modern era on his own. Knowledge gives you the power to achieve anything. Those who
have the power of knowledge, have the command to rule the world. Knowledge gives the
power to live. There are many ways by which I can include all the students in my class to
stay focused. First of all, within delivering a lecture, I’ll provide student 10 to 15 min off so
that they could get relaxed and do not get feel sleepy in class. Secondly building scenarios
and problems and providing to the students will also engage more and more students. They
will solve the problem on theirs. I will give participation grades to the students this will help
students to stay focused in the class and ask questions so that they could good grades. While
providing them with an example I will use student’s interests and fascinations that will
remain in their minds.

Those students who will not participate or disengage in the class. I will surely go and talk to
them to know about the problem. There may be certain problem or issue they might have
which is causing them to not to engage in the classroom. Most of the times there are certain
factors involved with the student’s motivation towards study. Not everyone’s motivated by
the grades some of them motivated by the recognition, some of them motivated by given
authority in class, so there may be certain factors. Giving punishments is not the solution to
every problem. Listening plays an important role in solving a problem. So I will listen to
their problems and solve them so that they could actively engage in the classroom. It has
been found evidence that giving out leadership authorities to the students, it will increase
their productivity and performance in the class (Anderson & Lu, 2016).
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Environment possesses importance in developing interests of students. I will make sure that
the environment of my class is so appealing that everyone in my class including me stays
motivated. It is important to give some minutes during a lecture to the students so that they
could absorb the content that has been delivered. To enhance the student’s learning
experience in the class, four factors play an important role, Motivation, group learning, skill
development and transfer of knowledge (Leow et al, 2016). I will have normal conversations
with the students. I will not let them feel like they are talking to their teacher rather a friend.
This will enable them to share their problems with me more comfortably than to share with
me as a teacher. To understand more about students and to have a proper look at them I will
have a separate interaction with every student. Every student has its own capabilities and
mental abilities. Everyone is not same. It has been found evident that teacher’s competence
increases the performance of the student (Sultan & Shafi, 2014). With the help of
understanding and incorporation of different learning styles, a teacher can create an
environment which would enhance the creativity and performance of the students (Sowle et
al., 2016). Intelligent students pick things easily while dull students take time. My focus
would be more on these students who are dull, I will let them be part of intelligent students,
by giving them chance to prove their capabilities. Giving a chance to prove themselves
increases their confidence. I am sure this will help them to get motivated and work hard.

Example

My educational philosophy is based on active learning method, which is a part of social

constructivism theory. The purpose of developing an educational philosophy is to improve
effectiveness and my classroom interaction. Four different areas are identified that will
increase the classroom effectiveness.

Learning Environment

As a teacher or facilitator, I am responsible for establishing an environment that will enable

and values the learning of both the teacher and the students. I believe that students will learn
when they take responsibility for determining what they want to learn and learn what is
personally beneficial to them. The environment of a classroom must be collaborative, safe
and professional. This will allow students to express their views freely and they can discuss
their opinions freely.

Flexibility

I will be able to adopt multiple roles. Roles like Facilitator, coach, mentor, teacher,
counsellor or instructor. Every role has its own function. The teacher provides an
information, the instructor gives instructions, and a mentor gives guidance on professional
grounds, a consultant who helps students in problem-solving. I will be able to adopt such
roles, this will help students to ask any question that comes to their mind.
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Authenticity

Authenticity would be more important for me as a teacher. If I don’t know something I will
admit that I don’t. Although I will make sure that for next time I know the answer for sure by
looking for the answer to the question. In my lectures, I will smile often and laugh with the
students to increase their engagement in the class. While encountering a problem I will offer
options but I will make them solve the problem on their own rather than focusing on the
offers I will make.

In the 5 E model of instruction, students construct knowledge and meaning from their
experiences. This model was developed as part of a BSCS (Biological Sciences Curriculum
Study) to improve the science and health curriculum for elementary schools. The 5 E method
is an example of inquiry-based learning, in which students ask questions, decide what
information enhances their understanding, and then self-assess.

Fast Facts: 5 E Instructional Model

• The 5 E method is a constructivist model of learning. It includes five stages: engage,

explore, explain, extend, and evaluate.

• Each stage of instruction details the ideas, concepts, and skills needed for student
inquiry. In addition, there are expected behaviors for teachers and students, as well as
opportunities to demonstrate learning through application.

• The strength of the 5 E model is that it provides multiple opportunities for assessment
and opportunity for differentiation.

The research showed positive results when the 5 E model was adopted by schools.
Standardized tests scores showed that those students in classrooms using the BSCS science
program for two years were four months ahead of students in other classrooms. According to
the published report, "the sustained use of an effective, research-based instructional model
can help students learn fundamental concepts in science and other domains."

Learn What These 5 US Presidents Did After Holding Office

In this constructivist model of learning, there are five stages in learning, and each stage
begins with the letter E: engage, explore, explain, extend, and evaluate.

Engage Stage

To engage students, teachers should connect the topic or concept at hand with prior
understanding. Students are encouraged to ask questions or draw on experiences. The teacher
does not correct any misconceptions about the topic or concept but does make notes about
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revisiting these misconceptions. The purpose of the engagement stage is to get students
excited and ready to explore the topic or concept.

Explore Stage

Once students are interested, they can begin to investigate the problems associated with the
topic or concept. Students pose real questions and develop hypotheses. The key concepts in
the topic are identified while teachers provide hands-on activities. Students develop the skills
that are needed to test their ideas. The teacher does not provide direct instruction at this time.
Instead, the teacher leads students through inquiry-based questions as students work
cooperatively in groups. During this stage, time is given to students to refine their hypotheses
as they begin to reflect on the results of their investigations.

Explain Stage

Students develop explanations for what they have already observed. They define the
necessary vocabulary and connect their findings to prior knowledge. The teacher should
support student discussion and answer student questions. While this stage is a direct
instruction phase, the discussions mean that this new information is shared collaboratively.

During this stage, students understand this information through a single example. For
example, they may understand the life cycle of one species or a particular form of
government. They will need the time, which is provided in the next stage, to internalize their
understanding before comparing and contrasting.

Extend Stage

Research shows that students need to solidify their understanding by connecting what they
have learned to something real. They need to move from a single example in the Explain
stage to a generalization that can be applied in other examples. In applying this information,
students may formulate new hypotheses. The new hypotheses can be tested in new
investigations. In practicing new skills, students may take data and make new conclusions. In
the investigations during the extend phase, students use the vocabulary and concepts in their
discussions and their writing.

Evaluate Stage

In the final stage, students return to the engage phase to compare their earlier understanding
of what they know now. They address any misconceptions they held, and the teacher makes
sure these misconceptions are corrected. They reflect on what they know, and how they are
now able to prove what they know in writing, discussion, and demonstration.

Research shows that the evaluate stage should not be skipped. A unit test is not a part of this
stage since the teacher can complete a formal evaluation after the evaluation stage. Instead,
teachers can evaluate the learning that has taken place through a problem scenario where
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students should apply their new knowledge. Other evidence of understanding can be done
through formative, informal performance, or summative assessments.

Planning the 5E Model

Teachers who plan to use the 5 E model should be aware that they should use this design for
units of two to three weeks. Each stage should be planned to include one or more lessons.

The co-creator of the 5 E model, Rodger W. Bybee, explained,

“Using the 5Es model as the basis for a single lesson decreases the effectiveness of the
individual phases due to shortening the time and opportunities for challenging and
restructuring of concepts and abilities—for learning,”

The 5E Model helps students to use inquiry to connect new information with prior
knowledge through practice and reflection. The teacher becomes a facilitator or guide who
builds inquiry, exploration, and assessment into daily instruction approach.

5E Example: Math

In a 5 E model for math, for example, a unit on rational numbers coming from mathematical
and real-world situations could include converting between standard decimal notation and
scientific notation.

Engage: Students are given cards with rational numbers and asked:

• Where do you think that number should go on a number line?

• Do you think it could be placed in more than one place?

Explore: Students use cards to order, match, and compare the rational numbers.

Explain: The teacher provides examples of times people may use Scientific Notation;
students practice organizing cards using what they know about Scientific Notation.

Extend: Students try out their new understanding of rational numbers.

Evaluate: Students create a visual representation to organize and display the relationship
between sets and subsets of numbers.

Teachers can use the evaluate stage to determine how well students can use scientific
notation and convert numbers in scientific notation to standard decimal notation.

5 E Model for Social Studies

In social studies, the 5E method can be used in a unit that addresses forms of representative
government.
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Engage: Students take a poll that asks what criteria they would like in a representative
government

Explore: Students explore different forms of representative governments including direct

democracy, representative democracy, presidential democracy, parliamentary democracy,
authoritarian democracy, participatory democracy, Islamic democracy, and social
democracy.

Explain: Students define terms and determine which representative government best fits the
criteria from the poll.

Extend: Students apply what they have learned about representative government to real-
world examples.

Evaluate: Students return to the information from the poll, adjust their criteria and then
fashion a new form of representative government.

5 E English Example

In ELA, the 5 E model can be used in a unit designed to help students better understand
transition words through visual and kinesthetic activities.

Engage: Students are handed transition words cards that they can act out (first, second, after,
later).

Explore: Students organize lists of transition words (by time, to compare, to contrast, to
contradict) and discuss how transition words change understanding when applied to different
passages.

Explain: The teacher corrects any misconceptions while students define terms, determine
what would be an excellent visual representation of a transition word and what body action
best represents that transition word.

Extend: In groups, students visually represent the transition word through visual or
kinesthetic means in new passages provided by the teacher.

Evaluate: Students share their representations and act them out.