AIOU Assignment BEd 1.5 Year 2.5 Year 8601 General Method of Teaching Assignment 2

AIOU Assignment BEd 1.5 Year 2.5 Year 8601 General Method of Teaching Assignment 2

Note: For Other Assignment of BEd 1.5 Year or 2.5 Year Please click on the Links Below:

• BEd 1.5 Year
• BEd 2.5 Year

Q.5 What is an activity? Discuss the importance of activity method. Name the different types of activities you would use in English?

Answer:

Activity method is a technique adopted by a teacher to emphasize his or her method of teaching through activity in which the students participate rigorously and bring about efficient learning experiences. It is a child-centered approach. It is a method in which the child is actively involved in participating mentally and physically. Learning by doing is the main focus in this method. Learning by doing is imperative in successful learning since it is well proved that more the senses are stimulated, more a person learns and longer he/she retains. Pine G (1989) mentions that in an activity based teaching, learners willingly with enthusiasm internalize and implement concepts relevant to their needs.

So our understanding on the activity method by now should mean any learning that is carried out with a purpose in a social environment, involving physical and mental action, stimulating for creative action or expression.

Why do we need to use activity based learning method?

The information processing theory in psychology views learners as active investigators of their environment. This theory is grounded in the premise that people innately strive to make sense of the world around them. In the process of learning, they experience, memorize and understand. Students need to be provided with data and materials necessary to focus their thinking and interaction in the lesson for the process of analyzing the information. Teachers need to be actively involved in directing and guiding the students’ analysis of the information. It requires active problem solving by students in finding patterns in the information through their own investigation and analysis. With continued practice in these processes, students learn not the content of the lesson but also develop many other skills.

• It enhances creative aspect of experience.
• It gives reality for learning.
• Uses all available resources. 
• Provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills and values.
• Builds the student’s self-confidence and develops understanding through work in his/her group.
• Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading.
• Develops happy relationship between students and students, teachers and students.
• An activity is said to be the language of the child. A child who lacks in verbal expression can make up through use of ideas in the activity.
• Subjects of all kind can be taught through activity.
• Social relation provides opportunity to mix with others.

Kinds of activities:

The activities used in this strategy can be generalized under three main categories:

• Exploratory - gathering knowledge, concept and skill.
• Constructive - getting experience through creative works.
• Expressional – presentations.

The Activities you could focus on:-

Experiencing:

watching, observing, comparing, describing, questioning, discussing, investigating, reporting, collecting, selecting, testing, trying, listening, reading, drawing, calculating, imitating, modeling, playing, acting, taking on roles, talking, writing about what one can see, hear, feel, taste, experimenting and imagining.

Memorizing:

Sequencing ordering, finding regularities and patterns, connect with given knowledge, use different modes of perception, depict.

Understanding:

Structuring, ordering, classifying, constructing, solving, planning, predicting, transferring, applying knowledge, formulating ones individual understanding, interpreting, summarizing, evaluating, judging, explaining and teaching.

Organizing activities:

The process of organizing activities must be based on curricular aims bringing together the needs, ideas, interests and characteristics of the children with the knowledge, skill, experience, and personality of the teacher within a given environment. The extent to which the teacher works with students individually or in groups affect the relation the teacher has with each child.

Steps required for Effective Organization of Activities.

a. Planning.

b. Involving children in the learning process.

c. Each child is made an active learner.

d. For each activity ensure you follow the principles of:

• What?
• How? Work directions step by step, including:
• With whom? Where? How long?
• What after?

e. Ensure you give clear instructions before each activity. It must focus on the above a, b, c, d.

*********************************************************************************

Q.2 Explain (i) the structure of guided discussion method (ii) the assessment procedure of classroom discussion.

Answer:

The guided discussion pedagogy is an active learning technique which offers many benefits to your students. Guided discussion exposes students to a variety of diverse perspectives, helps them recognize and investigate their assumptions, improves listening and conversation skills, fosters connection to a topic, and affirms students as co-creators of knowledge. As they participate in discussion, students situate new knowledge within the context of their current understandings, thus facilitating a more thorough understanding of the course material. Despite the many benefits, instructors are sometimes hesitant to start discussions because of its unpredictable aspect and its potential challenges. This worksheet offers basic tips and strategies on how to effectively plan and conduct classroom discussions, as well as prevent problem situations. Guided discussion, when used 

strategically and intentionally, can excite and engage students, fostering a deeper understanding of the content and its application to their lives.

A common challenge of guided discussion is involving all students and keeping all the student voices in balance. You may have one student that dominates the discussion, a select group that participates while the others remain silent, or a student who never contributes no matter how “inviting” the discussion. One way to foster active and equal engagement is to divide the class into groups. Three is an effective group size namely because it is small enough that students feel comfortable sharing and large enough that they feed off each others’ ideas. Whether or not you divide the class into groups, you can help discussion by creating a democratic culture in your classroom. Preface the discussion by saying “I really would like to hear from everyone on this issue, so let’s be careful that we keep our voices in balance”. Ask students to offer their insight into what makes for a good discussion. If a student begins to dominate, you could divert to others by saying “So Leslie has expressed her perspective on the issue, now let’s hear some other reactions”. For a student who undercontributes, you may ask the student to summarize the previous points, and ask “What is your perspective on the issue?” If the problem of the talkative student continues, however, speak to the student privately. Tell her that you really value and appreciate her contributions but need to be able e to hear from less participatory students as well.

Assessment procedure of classroom discussion:

Whole-class discussions can encourage students to learn from one another and to articulate course content in their own words. While generally not conducive to covering large amounts of content, the interactive dynamic of discussion can help students learn and motivate them to complete homework and to prepare for class. Leading discussions in which students contribute meaningfully requires a great deal of instructor forethought and creativity. The suggestions below can help you to facilitate good class discussions and improve your classroom climate, a piece of the Fearless Teaching Framework.

Devote a moment to communicating the value of discussion to your students. It may help to convey your rationale for discussion, perhaps deepening not only their sense of why they are expected to engage in active learning but also their engagement with the course.

Before Class

• Review lesson-related material, even if you have already mastered content. Extemporaneous recall can breed trouble.
• Plan. Write out more discussion questions than you think you will need before class begins, but don’t treat your questions like a to do list. Your questions should be a resource for you; they should not inhibit your students from taking the discussion in a productive direction.
• If students were assigned reading prior to a class meeting, plan to use the text. You may want to begin class with a short reading from the text and have discussion flow from that reading.
• During Discussion
• Every student should have an opportunity to speak.
• Encourage students to look and talk to each other rather than to just look and talk to you. Too often “discussions” take the format of a dialogue between teacher and a series of students.
• Before the discussion starts, ask your students to take several minutes to write down everything they know about the topic of the discussion. This will prime them for the discussion.
• If possible, make the class space more conducive to discussion. Arrange seats in a circle or in a manner that enables students to see each other easily. Don’t let students sit in seats that are outside this discussion space.
• After asking a question, wait at least eight to ten seconds before calling on someone to answer it (measure the time by counting silently to yourself). Otherwise, you signal they need only wait a few seconds for the “right” answer to discussion questions.

*********************************************************************************

Q.2 What is cooperative learning and what are different strategies used for it?

Answer:

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.). Furthermore, the teacher's role changes 

from giving information to facilitating students' learning. Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. Cooperative learning has also been linked to increased levels of student satisfaction.

Five essential elements are identified for the successful incorporation of cooperative learning in the classroom:

• positive interdependence
• individual and group accountability
• promotive interaction (face to face)
• teaching the students the required interpersonal and small group skills
• group processing.

According to Johnson and Johnson's meta-analysis, students in cooperative learning settings compared to those in individualistic or competitive learning settings, achieve more, reason better, gain higher self-esteem, like classmates and the learning tasks more and have more perceived social support.

Cooperative Learning Strategies To Try Today

Let’s face it, there are a lot of cooperative learning strategies out there to choose from. The most popular and most-utilized of the cooperative learning strategies is probably the Think-Pair-Share technique. This is where students think about a topic or question, then pair up with a classmate and share their thoughts about it. Educators use these types of cooperative learning strategies in their classrooms because first, they get the students to work together in a team, and second because they are an effective way for students to learn. However, it’s always a good idea to try out a new strategy or two to change things up a bit. Here are five cooperative learning strategies you probably haven’t tried yet.

1. Focused Listing Cooperative Learning Strategy

If you’re looking for a new brainstorming strategy then you’re going to love this one. The focused listing strategy is designed for students to generate words to define or describe something. For example, you would give the students a main topic, then ask them to create a list of words or phrases that describe that topic. From there, you can put students into small groups to discuss their lists or

learningkidunya.blogspot.com

8 For More AIOU Solved Assignments Contact: 0345-5233973 / 0312-5233973

Shkeducation@gmail.Com

you can first put them into groups to generate the lists. Once the lists are completed, you can use the list to help facilitate a small group or whole-group discussion. If you are using the focused listing as a gateway to your lesson, then you can choose one list that all students agree upon and use that.

2. One-Minute Papers

This strategy can be used to gather feedback from you students after a lesson is taught. First, write the following questions on the front board and have students answer them by themselves.

• What was the most important thing you learned from the lesson?
• What is still unclear about the lesson? What questions do you still have?
• What is one thing about the topic that you want to know more about?

Next, put students together into groups to facilitate a discussion. Have students do a Round Robin (take turns talking) and discuss each of their answers to the questions listed on the board. Once students have all answered the questions, then have students figure out which answers they have in common. They can then take this information and come up with the most popular answer to each question, which they then can discuss with the class as a whole.

3. Uncommon Commonalities

If you are looking for a strategy that will help your students become more cohesive, then this is a great one to try. Group students into teams of four and have them come up with a team name. Give each team member a piece of paper and have them fold it the long way in fours and label each section, 1, 2, 3, and 4 at the top. Next, write a question on the front board, such as “How many siblings do you have?” The teams’ goal is to discuss the question with their group and figure out what they all have in common. If all four team members have one brother, then they will write that in column four, if all three of them have one brother then they will write that in column three and so on. The activity continues with each new question that is put on the board.

4. Forced Debate

This strategy requires students to use their communication skills to work within a group. Here’s how it works: The teacher writes a proposition on the front board, such as “Should there be a vending machine in the school cafeteria?” then the students who agree move to one side of the classroom and the students who disagree move to other side. Once students are on one side of the classroom, that is now their group. The teacher then forces them to debate the opposing side that they have chosen.

This strategy really utilizes students’ critical thinking skills and forces them to really think about the question as a whole in order to argue for the opposing side rather than what they really feel about the question.

5. Cooperative Graffiti

Another great brainstorming technique to try is cooperative graffiti. This strategy requires students to think about a topic and write down as many ideas as possible using different-colored pens. To start, divide students into small groups and give each group a large, butcher block piece of paper and a variety of colorful pens. Write down a broad topic on the front board, and on your command “Go!”, instruct students to write down as many ideas as they can that correlate with the topic you wrote on the board. Once the time is up (about 5-10 minutes), then have students try and organize their colorful ideas into categories.

Five Basic Principles of Cooperative Learning

There are five fundamental elements involved in cooperative learning. In fact, these five elements distinguish cooperative learning from other forms of group learning. These elements can be thought of as pieces in a puzzle. When all of these elements are present in a learning situation, the result is a cooperative learning group. The five basic elements of cooperative learning are:

• Positive interdependence
• Individual and group accountability
• Interpersonal and small group skills
• Face-to-face promotive interaction
• Group processing

*********************************************************************************

Q.4 a) Critically analyze importance of set induction.

Answer:

Set induction is about preparation, usually for a formal lesson. When the students are set, they are ready to learn ('are you set?'). Set induction is thus about getting them ready, inducing them into the right mind-set.

Sets are used before any new activity, from introduction of a new concept to giving homework. It is important in each set both to create clarity about what is expected happen (both what you will do and what they should do), and to create motivation for this to occur, with students being fully engaged in the learning.

Set induction can be done by such as:

• Explaining potential benefits to the learner.
• Giving clear instructions.
• Describing what is going to happen.

The STEP acronym may be used to help remember what to do:

• Start: Welcome the students, settle them down and gain attention.
• Transact: Understand their expectations and explain yours. Link with previous learning.
• Evaluate: Assess the gap between their expectations and current reality. Clarify any discrepancies for them.
• Progress: Move on to the main body of learning.

Why

Perrott (1982) identified four purposes of set induction.

1. Focusing attention on what is to be learned by gaining the interest of students.
2. Moving from old to new materials and linking of the two.
3. Providing a structure for the lesson and setting expectations of what will happen.
4. Giving meaning to a new concept or principle, such as giving examples.

So what?

So if you are teaching, think about and prepare carefully for getting your students in the right state of mind to be ready to understand and learn.

*********************************************************************************

Q.3 b) Discuss different techniques of students evaluation.

Answer:

Evaluation is the process of determining the worth of a program. A plan must be made to accurate evaluate any type of program, whether it is a training course or concerns the effectiveness of and customer satisfaction with a new product. Many different types and methods of evaluation are available depending on the information that needs to be assessed.

Formative Evaluations

Formative evaluations are evaluations that occur during the process. These evaluations are used to measure how well the process is proceeding overall and if changes are necessary. For example, in an educational setting, a teacher may ask the students to write a short paper reflecting on the topic just presented. The teacher can look at these reflections to determine if the students are understanding the material and make changes in their instruction to help students as they progress in the classroom.

Summative Evaluations

The summative evaluation occurs at the end of the program. The evaluation considers the effectiveness of the program as a whole and makes suggestions to improve it. Businesses, for example, may ask that consumers complete surveys and questionnaires after services have been rendered to gather information. This information can help businesses learn if additional training of its employees needs to be completed or if the products and services it offers meet the needs of its clients.

Process Evaluation

Process evaluations focuses on how a program was implemented and how it operates. The goal of the process evaluation is to see if the program is meeting its intended goals. The evaluation includes looking at how the program is delivered, the services it delivers and how it was carried out. Process evaluation can determine why a program was successful or unsuccessful and provides information such as whether the program can be replicated.

Impact Evaluation

Impact evaluations measure the program's effects and the overall effectiveness of realizing the goals of the program. The most effective impact evaluations are those that occur over longer periods of time as opposed to those programs that evaluate the immediate before and after of a program. Long-term evaluations give a broader, more complete view of the outcomes of the program. Impact evaluations tend to be more expensive due to the time frames involved, according to the Minnesota Department of Health.

Outcome Evaluations

Outcome evaluations measure the short-term impact of implementing programs. The evaluation gives information on how well the program is reaching its target audience. This can help gauge the initial impact a program has and how the program is being received. The outcome evaluation is able to assess the changing attitudes and knowledge of the target audience.

*********************************************************************************

Q.5 Describe the purpose of teaching tools. How many types are there of teaching tools?

Answer:

Learning is more powerful and dynamic with tools that are already right in front of you – and it’s up to educators to impress this on students in the classroom. When you bring real things and authentic daily- life situations into the classroom, listening becomes discovering, interest becomes wonder, and passive learning becomes active exploration. Lessons come to life with touch, motion, and sound. Teacher resources, insights from fellow educators, and personalized support help you teach every subject, from reading to coding, in ways that kids really get. All of which makes those magical, a-ha moments happen much more often. For everyone. The most powerful tools for learning are the ones students love to use.

Teaching Tools include:

1-Teaching Aids.

They include:

(Cards, Charts, grids, Pictures, Drawing, photos, magazines, worksheets, mindmapping. Technology, Video, digital material, data show, CDs, Electronic prohrama, Dictionary, Websites,The comuter, the internet, E-Book, Intelligent board, Blackboard, Realia, actual fields, Real situations, Online Dictionaries, Graffic Organizers, virtual tours of their latest exhibits,The real daily environmental things......)

2-Teaching resources / Material :

They include:

A-The actual daily- life sites and environmental realia.

B-Concrete teaching Material.e,g.(Book, classroom supplies for teachers, Realia, CD, Vedio tape, tablet, iPad, Mac, and Apple TV ..) 

C-Theoritical teaching material. e.g.(Workshops, Training units)

3-Online Teacher's Tools / Resources:

1. Google DOC's.
2. Wordpress.
3. Google forms.
4. Logomaker.
5. Internet readings.
6. Kahoot.
7. The Web Resources.
8. Voice of America Learning English.

4-Electronic teaching and learning programs:

( Word program, Excel program, Power-point program, Access program, MS picture management program, Movie-maker program, Free-mind program, Lingoes program, Celestia program, Yanka program, Anki program, Jing program, Hot potatoes program, MS Mathematics program, the Sage program, Chemistry crocodile program, Physics Crocodile program and a lot of other electronic programs. Electronic teaching enables the teacher to do an electronic lesson plan and give an electronic lesson presentation.)

5-Teaching methods.

They include:

(Active learning method, Projects, Inquiry-based teaching method, discovery method, Acting the scenes, Pointing, Role-playing, Elicitation, CLT Method, Internet-based teaching method, Brainstorming method, Electronic programs teaching, Classroom Network, observation, imitation, repetition, Music, Songs, Games, Storytelling, Puzzles, Riddles, Story theatre, Solving problems, Playing roles, Changing roles,pair woek, Dialoguing, Group work, Co-Curriculum activities, Involvement, Engagement, Debating, Interviewing, Practical learning, analysis, Practice and research, Synthesis, Evaluation, Imagination.......).

*********************************************************************************