5.7 References Four Corners: Brainstorming FishBow! . y v=) \,_ RolePlay:https://www, youtube, com/watch?v=az21aNAatfs, 7 Now let us check what we have learnt so far. Develop two activities for school students for face-to-face mode. Make necessary assumptions 36processes, which depend on experience to produce change or development in how the individual makes sense of the world. The stimulation of moral development requires that the teacher create the conditions for specific modes of classroom interaction. Such interaction requires that students go beyond the mere sharing of information--they must reveal thoughts, which concern their basic beliefs Thus an overall scientific approach toward learning will ensure that today’s generation is taught in a more scientific manner and education reaches each child to make him a better citizen of the world. 5.5 Exercise Now let us check what we have learnt so far. 1. Differentiate between Teacher-driven and Student-driven approaches of teaching. 2. List and explain two Small Group instructional strategies 3. List and explain two Large Group instructional strategies 4, Explain the educational implications of pedagogy. Describe its application in any subject. 5.6 Chapter End Assignment a Now let us check what we have learnt so far. Scenario 1 You are the science teacher for grade 2. You have to teach them the topic ‘Water Cycle” in a teacher-driven approach. How will you plan and strategize the entire session using the points mentioned above Scenario 2 In your class your have to discuss the advantages and disadvantages of ICT. How will you use a Leamner-Driven approach for the same? (You can select any one strategy). 353. In Student-Centered Learnii 9 * Focus is on both students and instructor. * Focus is on language use in typical situations (how students will use the language) * Instructor models; students interact with instructor and one another. * Students work in pairs, in groups, or alone depending on the purpose of the activity. * Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise, * Students answer each other's questions, using instructor as an information resource. Select the Small group strategy/ies a) Role Play b) Brainstorming ¢) Four Corners d) All of the above Urecdback s3 Answer Key: 1-¢ 5.4 Educational Implications of Pedagogy How we understand learning has implications for the learning outcomes we value and how we seek to achieve them particularly when we want to do something about learning. Pedagogy defines the relations between teaching and learning, roles and responsibilities of the teacher and the learner, and the goals of education using the cognitive- constructivist and situated-social views of learning. It highlights the different aspects of the teaching-learning process and supports different ways of optimal learning. Pedagogy aims to understand the process of learning of considering the various aspects associated with learning such as + Learning ability of the human mind in a physiological sense * Age of the child + Psychosocial development of the child at that age + Learner background and the context. * Learning Style Pedagogy plays an important role in values and moral education as their needs is seen to be arising in today’s world. The cognitive structures of the mind consist of active 34igure 5.2 Student-Driven Learning + Co-operative Learning Collaboration and cooperation are required vital skills in today's world. It is proven that learners learn better through active interaction with others. This not only keeps them engaged in the learning process but also leads to scaffolding and faster learning. Traditional instruction often doesn’t leverage this potential of learning with and from peers. Cooperative learning is an instructional strategy that encourages students to learn together but holds each student accountable for his or her learning. Students are organized into small groups to solve problems and complete challenging assignments. This approach differs from group work because the assignment and the individual roles within the group are defined clearly. As students recognize the value of each team member's contribution, collective responsibility develops. Individual roles within the group are defined clearly. As students recognize the value of each team member's contribution, collective responsibility develops. To ensure that students work as a cooperative team rather than as individuals within a group, teachers can put several conditions in place: Co-operative Learning Strategies are divided into 1 Large-Group Strategies Eg. Brain Storming * Role Play * Concept Attainment Model + Project Based Learning 2 Small -Group Strategies. * Group Discussions * Four-Corners + Fish-Bowl 33e Assess students learning using formative assessment. * Manage the classroom to create a safe and supportive environment. * Continually assess and adjust lesson content to meet students’ needs ageivtee l1) Select the correct option In this approach traditionally the students listen passively a) Teacher -driven approach b) Learner-driven approach 5.3 Student-Centered Learning Student-centered learning is based on the belief that active involvement by students increases learning and motivation. Good student-centered learning highlights the importance of the student’s role in acquiring knowledge and understanding. Within the context of course standards, this approach empowers students to ask questions, seek answers and attempt to understand the content. In this approach the teacher and students share the responsibility for instruction and assessment. The levels of student involvement may vary. The low end may consist of the teacher's incorporation of student needs, interests, learning styles and abilities. High levels of student involvement may consist of students’ playing a role in planning instruction. Regardless of the level of involvement, the basic expectation is that the teacher and students are partners in instruction and learning. Students who are engaged in the instructional process are more likely to maintain an interest in what they study than are those who are passive recipients of the content. However, teachers cannot assume that their guidance and support not necessary. While student-centered instruction focuses on the student rather than the teacher, it always is driven by the content standards. Teachers need to help students identify areas of interest, construct research questions, develop objectives and plan methods of evaluation. Teachers also must consider instructional methods that encourage students to discuss and debate issues, explore problems, generate and test hypotheses, and examine their thinking processes. 32Figure 5.1 Teacher-driven Approach In teacher-directed learning provides explains the key concepts and procedures effectively and directly. Teachers structure the classroom environment and learning activities to teach students specific facts or procedures. Teachers-model expected behaviors and provide detailed feedback on student progress. Teachers check for understanding by asking questions and encouraging students to think about and react to the information presented. This approach sets clear expectations for student performance and makes the teacher responsible for directing the learning. However this approach may decrease students’ motivation to learn. If instruction fails to take into account the students’ background knowledge, interests and needs, they likely will lose interest. To connect what is being taught to things with which students are familiar, teachers must have deep knowledge of their subject matter and know their students well, In the teacher-driven approach: + Focus is on instructor + Focus is on language forms and structures (what the instructor knows about the language) + Instructor talks; students listen * Students work alone + Instructor monitors and corrects every student utterance + Instructor answers students’ questions about language + Instructor chooses topics + Instructor evaluates student learning * Classroom is quiet Some points to note while following the teach-driven approach are: * Design lessons based on students’ learning styles. + Group students by shared interest, topic or ability for assignments, 31Chapter 5: Instructional Strategies for School Children 5.0 Objective: At the end of this chapter you will be able to + State the two approaches of Instructional Strategies for children + List instructional Strategies for each type of approach * Explain the educational implications of pedagogy 5.1 Introduction Vidya Mandir is a traditional school where the teacher teaches the class. Most of the students listen to the teacher and ask questions only when allowed to do so. They are silent during most of the session. Gurukul is a school where many new approaches to education are experimented. The teachers use a lot of scenarios, activities and questioning skills to explain concepts, In which school would you like to teach? Instructional strategies for school children are of two types: Teacher-directed component — this is a more conventional approach where the teacher is the primary ‘giver’ of knowledge. The teacher gives direct instruction about the notations used to represent functions. This is usually done through a lecture or similar methods. The learners are generally listening passively and are later tested for their comprehension Student-centered component — this is a more modern approach where the students are involved in numerous activities to help them understand the topic. Students conduct experiments, bring in real-life scenarios and find examples of functions in other courses. They are actively participating in learning In the following sections we will see how both approached can be designed in an effective way. 5.2 Teacher-directed instruction In a teacher-directed classroom, the teacher decides the plan, strategy, tools and method of teaching. The teacher-directed approach generally provides students with a a detailed step wise process for complex topics. It is a linear approach to learning: the shortest, quickest method of spanning the gap between not knowing and knowing. The lecture is an example of teacher-directed instruction, where the teacher gives information and the student has no scope to arrive at it by him/herself. 30teaching a) True b) False SY Answer Key 1-b 4.7 Exercise Now let us check what we have learnt so far. i, What are the various types of media? Give examples li, Explain how computer aided instruction can be used for learning. ili, State the modes of CAI, Give example of each (you may refer the internet to find relevant websites). iv. Explain the benefits of media to children and the cautions in using media v. Discuss the use of media by instructors. 4.8 Chapter End Assignment ros §j Scenario Now let us check what we have learnt so far. 1. You have to design teaching materials for workshop on ‘Swachh Bharat (Clean India) for 10 standard students’ 2. Describe the media you will choose and when will you use It 29. Using media often requires additional work (e.g. setting up of Projector before class). . Media scenes (e.g. humor, drama, terror, and language) may distract some students from the theories and concepts the scenes portray. Some students may become offended by media with objectionable content. . Utilizing media takes time away from other classroom activities. Instructors need to decide whether the media makes its point efficiently and with enough effect to warrant the use of class time. Media that are short (generally 10 minutes or less) minimize the class time spent on content unrelated to the learning objectives. 4.6 Instructor-led Learning Using media requires that the instructor step to use modern methods of teaching and facilitate learning by encouraging students to learn through the media. This approach works best when students are prepared. If students are not adequately informed about tthe goals and approach to learning, they will struggle to make the connection between the learning objectives and the media that they are exposed to. When to introduce media? + Before learning the concept Showing media before the discussion gives students an image to which they can ‘compare the topics under discussion. This approach also allows recollection of prior knowledge and helps maintain focus on the topic + After a brief introduction but before learning the concept ‘This method provides students with a brief understanding of what the media is about and what to look for - helping to focus attention while watching the media. + After learning the concept Showing media after describing a theory or concept allows the instructor to use the scenes as a case study. This approach helps students develop their analytical skills in applying what they are learning. + Before and after Repeating the media is especially helpful when trying to develop student understanding of complex topics. Utilize the media before the discussion to give students an anchor. Guide students through a description or discussion of the topics. Rerun the media as a case study and ask students to analyze what they see using the theories and concepts just discussed. Also punctuate the rerun with an active discussion by asking students to call out the concepts they see in the scenes. This method helps to reinforce what they have just learned. ages Select true or False 1, __In instructor-led approach the instructor can allow the media to do all the 284.4 How Media can Benefit Children For younger children, the developmental benefits of media include developing: + Literacy skills - for example, learning alphabets and numbers through Television shows or through educational games + Social skills - for example, learning cooperation by watching TV shows or other media showing cooperative and helping behavior. For older children, there are: + Intellectual benefits - for example, developing cognitive skills by playing computer games, or developing morals and values by comparing family values with those found in fiction and dacumentary content + Educational benefits - for example, encouraging reading, particularly after watching a program or movie based on a book. Being able to access wide variety of relevant electronic content. * Social benefits - for example, joining online clubs such are using social networking sites, or playing computer games with friends and family and using relevant online medium that promote collaborative learning + Creative benefits - for example, developing skills in imagination, art and modelling, music and media, through using relevant software to create a picture, or watching work published by other people in electronic domains. Match the following Benefits. Skills i, Intellectual a) Modelling and art li, Educational b) Collaborative learning ill, Sociat €) Cognitive iv. Creative d) Varied content ao~ i rE Answer Key: i-c, li-d, ili-b, iv-a 4.5 Cautions in Using Media . Media used should be compliant to copyright. Using media which is copyright restricted may have legal implications. 274.3 Computer Aided Instruction The advancement in computer technology is increasing finding its use in the classroom. The newer low cost devices with more power are more and more reachable to wide number of learners. They give instructions to the learner, call for responses, give a feedback the results, and modify his further learning accordingly. The computer can also be used for evaluations. It measures each student's attainments, compare them with past performances, and then advises teachers on what parts of the curriculum they should follow next. There are several modes of computer aided instruction- Tutorials: these are used to impart knowledge and learning Drill and practice- these are used to practice learning Games: learning happens through entertainment and fun Simulations- these create a virtual replica of the learning context where the learning can virtually practice various scenarios and the system responds the way the actual context would have. For e.g. a simulated driving lesson on a virtual car model Each mode requires different types of media depending on the learning requirement. In a fully computer-assisted instruction program, the computer can replace the teacher in providing the learner with drill, practice, and revision, as well as testing and diagnosis. The form of the teaching may be simply linear where one instruction is followed by the other or branching where the response at each steps decides the next step. Te “<= Select the correct option i. Types of CAI a) Tutorial b) Drill and Practice ©) Books d)a&b e) b&c ii, Media may cause hindranc learning a) True 6b) False aE Answer key i-d, ii-a 26In lectures and recordings, however the teacher records his/her sessions, but usually the learner response is passive due to the one-way communication channel. Furthermore, in lectures, students may be focused on taking notes which may inhibit complete grasp of the content. Visual and Observational Media Visual and Observation media includes things that will help the student to visualize the concepts in the mind, this could include: objects and models, diagrams, charts, graphs, cartoons, and posters; maps, globes, and sand tables for illustrating topographical items; pictures, slides, filmstrips, motion pictures, and television. These objects can be displayed using blackboards, bulletin boards, display cases, tables and areas, museums, flannel boards, and electric boards. Even field trips and the use of visiting authorities or subject matter experts (usually called resource people) are considered part of visual and observational programs. Demonstrations, dramatizations, role play, experiments, and creative activities are usually included In general, pictures and diagrams, fieldwork, and experiments and observations are all used as concrete leads to the mental visualization and generalizing, abstracting, and explaining resulting in learning. The teacher must use media to promote elaboration and discussion along with careful guidelines. Visual material, however can even cause hindrance e.g. distracting images in a visual may take the focus away from the main content. Reading-Writing Media Reading and writing have been used extensively in traditional education. Traditionally a textbook is the common mode of communication between a teacher and a learner. The material in a textbook is focused on the subject area, and designed as per the learner requirements, Just as text book are used for reading exercise books, worksheets etc. are traditionally used for writing. Various ICT options like soft copies of the content in the form of tutorial for reading and electronic writing or sketching device are available today. grivtes Select the most suitable media: 1. Your school team has to dance to a particular musical song. You will play the song on: a) Listening Media b) Visual Media c) Reading Media Answer Key 1-a 25Chapter 4: Media for Children 4.0 Objectives At the end of this chapter you will be able to: + State the various types of media + Explain how computer aided instruction can be used for learning. * Discuss the modes of CAI. + Explain the benefits of media to children and the cautions in using media * Suggest how instructors should use media. 4.1 Introduction (a Box 4.1 Gurukul is a modern day school. They use a lot of digital aids for teaching. Teachers make use of videos and other visual electronic content while teaching. Resource links are often shared with students, who then explore them at home and discuss higher the concept and questions with the teachers. The children use web links, recorded podcasts, visuals etc. for their assignments. The advancements in Information and communication technology (ICT) have resulted in newer methods and strategies in teaching. Computers, the Internet, broadcasting technologies (radio and television), and telecom are being increasingly used in the field for education. Educators are using these means as aids for effective teaching and to increase their student base through different modes of teaching like online learning and blended learning. However technology is used to aid the teacher rather than substitute him/her. ICT makes the use of diverse media for teaching. These acts as aids to help the student visualize the concepts to understand them better and improve the retentive memory of students, Teachers can use media to improve student engagement and motivation through interactive content. 4.2 Types of Media Speaking and Listening Media Speaking and listening Me focused on recording sound. Lecturers can record their lectures in several forms such as CD-ROMs and other portable file formats. Podcasts (audio recordings) have been popular form of instructions due to their far reach. In developing countries such podcasts are used via radio to take education to remote populations, Recordings enable one to store lecture material, this poses a new possibility to record the content from the nest of teachers and to use it on occasions and places where the teacher is not available. This approach is most suitable for adult learners. 24grivter Match the following: I. Physiological a) Ethically right and wrong 2, Cognitive b) Physical Development 3,_Emotional/ personality ¢) Related to Aptitude 4,_ Social-interactional d) Perception of the world 5. Attitudinal e) Relation b/w teachers and peers 6, Moral based f) Motivation odbyack Answer Key: 1-b, 2-c, 3-d, 4-e, 5-f, 6-a 3.10 Exercise i. List any three behavioral strategies and their implications ji, Explain the importance of rules and their timely communication to the student lil, State the measures that the teacher can take to control disruptive behavior iv. Explain the Importance of positive reinforcement and how it should be given to the students 3.11 Chapter End Assignment ro |, In the above Scenario exercise 3.1 make assumptions about Ravi and Geeta and explain at least 3 learner characteristics. Design a strategy for effective learning considering the characteristics discussed by you. 3.12 References3.9 Learner Characteristics The characteristics of the learner that impact learning are «Physical and physiological * Cognitive * Moral / values based * Emotional/ personality + Social-interactional * Attitude towards learning 1 Physical and physiological ‘As described by Erik Erikson the learner goes through various physical and psychosocial stages in his life. These stages pass from infancy to late adulthood. The stage of his/her life and the extent of development and maturity has a direct impact on learning. 2 Cognitive As per Piaget, cognitive development is different at different stages in life. For e.g. your children has developed only pre-operational skills while Concrete operational skills develop in slightly older children. These need to be considered while designing the content and methods of instructions. 3. Moral/Value based As per William Perry, learners move from viewing truth in absolute terms of Right and Wrong (obtained from “Good” or “Bad” Authorities) to recognizing multiple, conflicting versions of “truth” representing legitimate alternatives. 4 Emo! nal/ personality A learner's emotional development and personality will impact how he perceives the world and interprets his experiences. This has a dramatic impact on how he learns in both a formal and an informal environment. 5 Soci interactional As per Bruner (promoted scaffolding) and many other leading psychologists interaction with teachers and peers was crucial for effective learning. The approach to collaborative learning is getting more and more popular due to its several benefits, This means that the learner’ social and interactions characteristics will determine his/her quality of learning. 6 Attitude towards learning Attitude towards learning is one of the most fundamental characteristics of the learner which will determine the extent of his learner. It governs various aspects such as his motivation, dedication and perseverance to attain knowledge. 223.7 Managing Academics ‘The focus is on academic tasks and learning as the central purpose of student effort, rather than on good behavior for its own sake. The teacher should: ~ Avoid ambiguity in instructions ~ Avoid unclear sequencing, chunking - Set difficulty of sessions from simple to complex ~ Avoid internal and external distractions - Students must be ownership for their work. 3.8 Positive Reinforcement Positive Reinforcement can be anything done by the teacher in order to encourage repetition of good behavior by the student. This is mostly done through genuine and effective praise. Effective praise: 1. Is delivered when the student performance is desirable or there is a genuine accomplishment. 2. Specifies the praiseworthy aspects of the student's accomplishments. 3. Is expressed spontaneously and genuinely using non-verbal signs of credibility. 4. Is given for genuine effort, progress or accomplishments 5. Helps students to better appreciate their thinking, problem-solving and performance. 6. Attributes student success to effort and ability, implying that similar successes can be expected in the future, 7. Encourages students to appreciate their accomplishments for the effort they expend and their personal gratification ore Scenario: You have been appointed as the class teacher for 8" standard students. i. Ravi, your student, is restless and is disturbing your explanation. Select the strategies you will use to contro! his disruptive behavior. a) Punish him b) Briefly instruct him c) Scold him ii, Geeta has shown consistent improvement in her performance. State how you will use praise to encourage her and motivate others in the class. a) Appreciate the specific area b) Ignore her achievement c)_Constantly praise her before all Answer Key: i-b, ii-a 21or may not do during these times. * Use of materials and equipment such as the stationary, storage, supplies, and special equipment. * Instruction pertaining seating arrangements + Protocol to answer questions - for example raising of hand * Independent group work such as laboratory Select the correct options 1. State true or False It is a good practice to change rules on an ongoing basis througout the academic year a) True b) False 2. Scenario: You have been appointed as the class teacher for 8" standard students You will give instructions for: a) Stationary b) Seating ©) Labs d) All of the above e) None of the above Answer Key 1-False, 2-d 3.6 Managing Inappropriate Behavior Some of the strategies to manage inappropriate behavior involve: Move close to the offending student or students, make eye contact and give a signal to stop the offensive behavior. - Call the student's name or giving a short verbal instruction to stop behavior. - Redirect the student to appropriate behavior by stating what the student should be doing; citing the applicable procedure or rule. Example: "Please, look at the chart and read with me” - More serious and offending behaviors such as fighting, continuous interruption of lessons, and possession of drugs, copying and stealing require direct action according to school board rule. 202. Show and tell your students what you want. 3. When you get what you want, acknowledge (not praise) it. 4, When you get something else, act quickly and appropriately. 3.4 Classroom Arrangement While good classroom arrangement may not assure good behavior and effective learning, poor planning in this area can create conditions that hinder learning. The teacher must be able to view all students at all times and to monitor work and behavior. The teacher should also be able to see the door from his or her desk. There should be no obstructions in the frequently used areas of the room. Students should be able to see the teacher and presentation area without any discomfort . Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student reference materials should be readily available. . The aesthetics of the classroom should be conducive to learning 3.5 Behavioral Expectations Classroom Management Timely Communication of Rules Communication of Rules Control negative behavior and use positive Maintain interest in Learning Keep Students Engaged actively in Learning Create a positive atmosphere Explore and use appropriate learning resource Fig. 3.1 Behavioral Expectations The above figure summarizes the overall behavioral strategies to be adopted by the teacher in the class. * Expectations are generally conveyed in the form of rules and procedures. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be displayed in the classroom and their compliance should be monitored constantly. * Do not formulate classroom rules which you are unwilling to enforce. * School-Wide rules and regulations particularly safety procedures should be explained carefully to all learners. Explicit instructions should be given for: * Start and end of Lectures, including attendance procedures and what students may 19Chapter 3: Classroom Management Learner Characteristics 3.0 Objectives At the end of this chapter you will be able to: * Describe classroom management + Explain the importance of classroom management. * State the importance of classroom management. * Discuss the various strategies for effective classroom management. * State the characteristics of learners 3.1 Introduction Box 3.1 Reena teacher teaches Class IV. She never scolds her students. She has told the rules to her students at the start of the term. There is a ‘time-out’ corner for children who distract other students in the class. Classroom management involves classroom strategies and arrangements to facilitate and maintain appropriate behavior of students. The purpose of implementing classroom management strategies is to promote social behavior and increase students’ engagement. Effective classroom management principles subject area and grade level agnostic. It is important to gain school wide support to classroom management programs in order to implement them in an effective manner. 3.2 Importance of Classroom Management Effective classroom management: * Creates and maintains a disciplined environment in the classroom which promotes focus at the learning content. * Increases meaningful academic learning and facilitates social and emotional growth of the learner. * Decreases negative behaviors and increases engagement time of the learner with the content. Chaotic classroom environments can pose huge issues for teachers and increase teacher stress and impede learning. Therefore, it is important to use effective classroom Management strategies at the universal level, as they promote positive outcomes for students. 3.3 Classroom Management Context 1 Know what you want and what you don't want. 18