Q.

1 Give answer to the following short questions: (5x4=20)

i. The personal and professional qualities of teachers.
Ans:A great teacher is one a student remembers and cherishes forever. Teachers have
long-lasting impacts on the lives of their students, and the greatest teachers inspire
students toward greatness. To be successful, a great teacher must have:

An Engaging Personality and Teaching Style

A great teacher is very engaging and holds the attention of students in all discussions.
Clear Objectives for Lessons
A great teacher establishes clear objectives for each lesson and works to meet those
specific objectives during each class.
Effective Discipline Skills
A great teacher has effective discipline skills and can promote positive behaviors and
change in the classroom.
Good Classroom Management Skills
A great teacher has good classroom management skills and can ensure good student
behavior, effective study and work habits, and an overall sense of respect in the
classroom.
Good Communication with Parents
A great teacher maintains open communication with parents and keeps them informed
of what is going on in the classroom as far as curriculum, discipline, and other issues.
They make themselves available for phone calls, meetings, and email.
High Expectations
A great teacher has high expectations of their students and encourages everyone to
always work at their best level.
Knowledge of Curriculum and Standards
A great teacher has thorough knowledge of the school's curriculum and other standards
they must uphold in the classroom. They ensure their teaching meets those standards.
Knowledge of Subject Matter
This may seem obvious, but is sometimes overlooked. A great teacher has incredible
knowledge of and enthusiasm for the subject matter they are teaching. They are
prepared to answer questions and keep the material interesting for the students.
Passion for Children and Teaching
A great teacher is passionate about teaching and working with children. They are excited
about influencing students' lives and understand the impact they have.
Strong Rapport with Students
A great teacher develops a strong rapport with students and establishes trusting
relationships.
ii. What is a case method?
Ans: The case method is a teaching approach that uses decision-forcing cases to put students
in the role of people who were faced with difficult decisions at some point in the past. In sharp
contrast to many other teaching methods, the case method requires that instructors refrain from
providing their own opinions about the decisions in question. Rather, the chief task of instructors
who use the case method is asking students to devise and defend solutions to the problems at the
heart of each case

iii. Define and compare active learning and cooperative learning.

Ans:Active learning is any teaching method that gets students actively involved; cooperative
learning is one variety of active learning which structures students into groups with defined roles for
each student and a task for the group to accomplish
iv. What is lesson planning? Write down the five merits of lesson planning
for the teachers.
Ans:A lesson plan is a teacher's detailed description of the course of instruction, or 'learning
trajectory' for a lesson.Lessons that are well planned are more likely to help students and
teachers...
Avoid frustrations and unpleasant surprises
Stay on track
Achieve their objectives
Lesson planning also allows the teacher to visualize (and, therefore, better prepare for)
every step of the teaching process in advance.
Lesson plans also provide a record that allows good, reflective teachers to go back,
analyze their own teaching (what went well, what didn't), and then improve on it in the
future.
In addition, this record will save you time in the future. When you teach similar lessons
you can refer back to your old lesson plan (kept on file) and "recycle" the successful
elements (instead of starting "from scratch").
v. Define the term inquiry approach, enlist the methods that come under
the umbrella of this approach.
Ans:Inquiry-based learning is an umbrella term, encompassing a range of
teaching approaches which involve stimulating learning with a question or issue and
thereby engaging learners in constructing new knowledge and understandings.
Inquiry-based learning can be done in multiple formats, including:
Field-work
Case studies
Investigations
Individual and group projects
Research projects
Q.2 Define and explain the concept of effective teaching. Highlight the
principles of effective teaching. (20)
Ans:The term teaching effectiveness had its heyday in the 80s and early 90s during
that period when so much work on student ratings was being done. Its connection to
evaluation activities remains and even end-of-course ratings are often thought of as
measures of teaching effectiveness. Given its continuing importance, it is a term we
should regularly revisit.
Definitions for teaching effectiveness abound, which makes it difficult to identify any
one as definitive. Weve defined it by asking those concerned (teachers, students, and
administrators) what the term means to them. Here are some examples of how weve
asked and whats been answered. When asked to list in order of importance the three
most important abilities, students, teachers, and administrators agreed on the same
three cultivate thinking skills, stimulate interest in the subject, and motivate students
to learn but not in the same order.
A few principles of effective teaching are as follows.
Activate Learning
Make sure your students are engaged in the learning process by having them participate
at every level of the process. Rarely should teaching be just lecture.
Multiple Methods
Make sure to repeat key concepts in several different medias or venues. Students learn
at different paces and through different means. Material should be presented
rhetorically, visually and in writing for the most effective learning.
Cooperation
Cooperation between students is as important as the relationship between the teacher
and the student. Often, students working in collaboration can work out concepts that
may not have come across in a teacher-dominated setting.
Command Respect
While a good relationship depends on mutual consideration, the teacher should
command attention and respect. Learning is more effective when the teacher is seen as
an authoritative source of information and structure.
Deadlines
Students, and people in general, often enjoy boundaries more than seems obvious.
Frequent and precise deadlines, even for multiple stages of a single project, will help
students produce real progress.
Feedback
Returning information beyond just a grade can help students more effectively process
feedback and improve on subsequent assignments. Evaluation of past effort cements
what was learned.
High Expectations
Keeping high expectations for every student, regardless of past performance, is an
important part of driving learning forward. Let them know what you expect up front,
then help them amend their work until they achieve it.
Q.3 What is Gange s frame work for instructional
development? (20)
According to Robert Gagn (1985) there are nine events that provide a
framework for an effective learning process:

THE NINE STEPS

1. Gain attention: This can be thought of as a interest device or teaser, such
as the short segment often shown in a TV program right before the opening
credits that keeps you watching the program. The ideal is to grab the learners'
attention so that they will become involved in the learning process. You can use
such interest devices as:
o Storytelling
o Demonstrations
o Presenting a problem to be solved
o Identifying why it is important to them
Wick, Pollock, Jefferson, and Flanagan (2006) describe how the research also
supports extending the interest device into the workplace in order to increase
performance when the learners apply their new skills to the job.
2. Provide a Learning Objective: This allows the learners to organize their
thoughts on what they will learn and perform. There is an old saying among
presentation professionals to tell them what you're going to tell them, tell them,
and finally tell them what you told them. This works by helping to cue the
learner on the goals of the instruction and how they will be able t o use their new
skills in the workplace.
Learning Objectives are normally designed for the instructional designers and
trainers, rather than the learners, thus they must be transformed into a more
causal language.

3. Stimulate recall of prior knowledge: This allows the learners to use two
important learning processes:
o Retrieval Practice: Retrieval enhances learning by retrieval-specific
mechanisms rather than by elaborative study processes and is an effective tool to
promote conceptual learning (Butler, 2010; Karpicke, Janell, 2011) .
o Scaffolding is building upon the learners' previous knowledge and skills.
Taking practice tests allows learners to retrieve and reconstruct their
knowledge. Remembering information we are organizing allows us to create
patterns, cues, and connections that our brains can recognize.
Scaffolding is the support that a skilled performer gives her apprentices in
carrying out a task (Collins, Brown, Holum, 1991). It is accomplished by
building upon the student's prior learning. The basic steps
of scaffolding include:
1. Start by building on what the learners already know
2. Add more details and information over a period of time
3. Allowing the learners to perform on their own
 4. Afterwards, the fading process begins by slowly removing the support in
order to give the learners more responsibility.
In addition, part of stimulating recall is having the learners take notes and
drawing mind maps. Learning is enhanced by encouraging the use of graphic
representations when taking notes (mind or concept maps).
4. Present the material: Sequence and chunk the information to
avoid cognitive overload. Blend the information to aid in information recall.
This is directly related to Skinner's sequenced learning events by allowing the
learners to receive feedback on individualized tasks, thereby correcting isolated
problems rather than having little idea of where the root of the learning
challenge lies. Bloom's Taxonomy and Learning Strategies can be used to help
sequence the lesson by helping you chunk them into levels of difficulty.
5. Provide guidance for learning: Provide coaching on how to learn the
skill. The rate of learning increases because learners are less likely to lose time
and become frustrated by practicing the wrong way or using poorly understood
concepts. Coaching the learners to learn-to-learn also has the benefit of helping
them to gain metacognitive skills that will aid them with future performance
initiatives.
6. Elicit performance: Practice by letting the learner do something with the
newly acquired behavior, skills, or knowledge.
In addition, demonstrate as required (modeling). Albert Bandura (1997) noted
that observational learning may or may not involve imitation. For example if
you see someone driving in front of you hit a pothole, and then you swerve to
miss it, you learned from observational learning, not imitation (if you l earned
from imitation then you would also hit the pothole). What you learned was the
information you processed cognitively and then acted upon. Observational
learning is much more complex than simple imitation.
Q.4 Why is outlining of goals/objectives necessary before planning a
lesson? How are objectives stated in behavioral terms? (20)
A lesson plan is the instructors road map of what students need to learn and how it will
be done effectively during the class time. Before you plan your lesson, you will first need
to identify the learning objectives for the class meeting. Then, you can design
appropriate learning activities and develop strategies to obtain feedback on student
learning. A successful lesson plan addresses and integrates these three key components:
Objectives for student learning
Teaching/learning activities
Strategies to check student understanding
Specifying concrete objectives for student learning will help you determine the kinds of
teaching and learning activities you will use in class, while those activities will define
how you will check whether the learning objectives have been accomplished (see Fig
LEARNING OBJECTIVES TELL STUDENTS WHAT IS IMPORTANT
Without learning objectives it is difficult for students to know what they are supposed to
be learning. In a lecture, a teacher can talk extensively about a case, but unless she states
explicitly, it can be difficult for the students to know where to direct their attention.
LEARNING OBJECTIVES ENABLE GOOD ASSESSMENT DEVELOPMENT
Each year as we wrote our assessments we would go through the learning objectives and
make sure they were assessed. This way the assessment was fair and applied to the
course.
LEARNING OBJECTIVES ENCOURAGE REFLECTION AND GOOD COURSE
DESIGN AND DEVELOPMENT
As instructors write and review the learning objectives in a course, they can identify the
level of learning that is specified in each. At an entry-level course, it is acceptable to have
a number of lower level learning objectives.
ASSESSMENT DRIVES LEARNING
students will learn what is assessed, and nothing else. When we write exams we are
also writing learning materials for future students. One of the most common ways to
prepare for an assessment is to do exercises from previous assessments.

INFORMATION PROMOTES EQUITY AND REDUCES UNNECESSARY

STRESS

The use of learning objectives can help reduce the gaming aspects that can proliferate
in the absence of clear information.
Q.5 Define and describe the term motivation. What are different types of
motivation? Discuss in detail. (20)
Definition:
Motivation is defined as an internal drive that activates behavior and gives it
direction. The term motivation theory is concerned with the processes that describe why
and how human behavior is activated and directed

types of motivation
There are many different theories of motivation. In Educational Psychology, we focus specifically on
motivation for learning rather than for behavior. The major types of motivation for learning are
intrinsic and extrinsic
 Intrinsic motivation
Intrinsic motivation comes from within the student or from factors inherent in the task being performed.
For example, students who love to read are intrinsically motivated to read - there is something about
reading that they enjoy and that makes them want to do it even if there is no "reward" for it.
Extrinsic motivation
Extrinsic motivation comes from sources external to the student and the task. It can come through praise,
recognition, or a system of rewards. For example, for students who do not enjoy reading, a token
economy involving stickers or a class store may prompt them to read more often.

As teachers, we hope to promote intrinsic motivation in our students as it encourages life-long learning. It
is difficult to encourage intrinsic motivation all of the time, however, especially because we spend over
900 hours per year in the classroom. Some strategies for promoting intrinsic motivation include arousing
interest in the subject matter, maintaining curiosity, using a variety of interesting presentation modes,
and helping students set their own goals. A number of other strategies such as student choice,
demonstrating the relevance or usefulness of content, and collaboration can also help encourage intrinsic
motivation.
We will sometimes need to use extrinsic motivators, as well. Be sure to use them only when the task is
uninteresting to students, and make sure that the motivators are contingent on performance and
recognize competence. Extrinsic motivators can also help to develop intrinsic motivation.

ASSIGNMENT NO. 2

Q.1 What is an activity? Discuss the importance of activity method. Name different types of
activities you would use in teaching English. (20)
Ans 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.
Importance of activity 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 students 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.

Role of a Teacher in an Activity Based Method

A planner, an organizer and evaluator.

Facilitator.
Decision maker.
Knowledge imparter
Disciplinarian

Q.2 Analyze the effectiveness of guided discussion method. Explain the structure of guided
discussion method.
Ans
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.
Effectivenessof guided discussion method

The following list provides a useful framework for teachers to use in assessing participation in class
discussions:
Initiating: proposing tasks or procedures, defining problems, identifying action steps
Eliciting: requesting information, inviting reactions, and soliciting ideas.
Informing: offering information, expressing reactions, and stating facts.
Blocking: introducing irrelevancies, changing the subject, questioning others' competence.
Entrenching: expressing cynicism, posing distractions, digging in.
Clarifying: clearing up confusions, restating others' contributions, and suggesting alternative ways of
seeing problems or issues.
Clouding: creating confusion, claiming that words can't "really" be defined, remaining willfully puzzled,
quibbling over semantic distinctions, obscuring issues.
Summarizing: pulling together related ideas, offering conclusions, stating implications of others'
contributions. Interpreting: calling attention to individual actions and what they mean
. Consensus proposing: asking whether the group is nearing a decision, suggesting a conclusion for
group agreement.
Consensus resisting: persisting in a topic or argument after others have decided or lost interest, going
back over old ground, finding endless details that need attention.
Harmonizing: trying to reconcile disagreements, joking at the right time to reduce tensions,
encouraging inactive members.
Disrupting: interfering with the work of the group, trying to increase tensions, making jokes as veiled
insults or threats.
Evaluating: asking whether the group is satisfied with the proceedings or topic, pointing out implicit or
explicit standards the group is using, suggesting alternative tasks and practices.
Structure of guided discussion method
Clarify the objective of the discussion:
what the topic is and the ground rules (e.g., everyone's contributions will be valued;
a wide range of points of view will be expressed, try to understand points of view different from your
own).
Frame several thought-provoking starter questions to begin the discussion.
Do not be caught with nothing to say.
The teacher's role is to facilitate the discussion.
Try to bring reluctant members into the discussion with encouraging questions.
This means carefully monitoring the discussion and the amount of speaking time each individual is using.
Take steps to ensure that one or two people do not dominate the discussion.
This combination of encouragement and knowing how and when to limit discussion takes skill and
practice.
Be prepared to clarify remarks, but refrain from injecting your own point of view.
Commit to hearing and paraphrasing the students' contributions.
Summarize the discussion at the end, but be sure that the summary reflects the diverse viewpoints
presented. Ask for more information to help clarify or make the response more specific: "Can you give me
an example?" or "What exactly do you mean?"
Restate what you have heard. Also called paraphrasing, this technique lets the participant know that her
or his ideas have been heard correctly or gives her or him the opportunity to correct misunderstandings. It
also serves to encourage the speaker to expand on any point made.
Use questions to introduce larger issues and develop critical thinking: "Can we take this one step
further?;" "What solutions do you think might solve this problem?;" "How does this relate to what we
have learned about..?;" "What are the differences between ... ?;" "How does this relate to your own
experience?;" "What do you think causes .... ?;" "What are the implications of .... ?"
Accept controversial answers to create an atmosphere of open inquiry and debate. Encourage learners to
assess and evaluate each other's solutions. Ask the same question of several participants to elicit a range
of responses.
Use open-ended questions (those that can't be easily answered with a simple yes or no) to encourage
participants to provide longer, more thoughtful answers. Try not to answer your own questions. Avoid
rhetorical questions or those that have an obvious answer: "Don't you think that ... ?" Try instead to make
a statement and invite a reaction: "[Someone] thinks that.... What do you think?" Encourage learners to
share knowledge and experience based in their cultures, without asking them to be spokespersons for that
culture. Ask learners to share a "critical incident" from their own lives that relates to the topic. Look for
non-verbal cues. If someone seems perplexed, try: "You seem puzzled, "You seem to feel differently, what
is your point of view?" If she or he seems angry, try: "Could you give us an idea of what you are
disagreeing with?"
To help your participants look at their ability to participate in group discussions, you might ask one of
the students to keep track and provide feedback on the process. Have them look at these factors: Who
talks? For how long? How often? Whom do people look at when they talk: individuals, the group, nobody?
Who talks after whom, or who interrupts whom?

Q.3 Define the terms Evaluation and Students Evaluation. Highlight the importance of
students evaluation.Answer:-
Evaluation: Evaluation is a systematic determination of a subjects merit, worth and
significance, using criteria governed by a set of standards. It can assist an organization,
program, project or any other intervention or initiative to assess any aim, realizable
concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of
achievement or value in regard to the aim and objectives and results of any such action that has
been completed. The primary purpose of evaluation, in addition to gaining insight into prior or
existing initiatives, is to enable reflection and assist in the identification of future change.
Evaluation is often used to characterize and appraise subjects of interest in a wide range of
human enterprises, including the arts, criminal justice, foundations, non-profit organizations,
government, health care, and other human services. It is long term and done at the end of a
period of time.
STUDENTS EVALUATION IN AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016
STUDENTS EVALUATION:-
Student evaluation is an assessment by learners of the service provided by the institution, be it
solely of the classroom experience or of all aspects of the learning experience. In some countries,
such as the United States and Canada, student evaluation has the same meaning as assessment
of students learning.
IMPORTANCE OF STUDENTS EVALUATION:-
Assessment is an integral part of instruction, as it determines whether or not the goals of
education are being met. Assessment affects decisions about grades, placement, advancement,
instructional needs, curriculum, and, in some cases, funding. Assessment inspire us to ask these
hard questions: Are we teaching what we think we are teaching? Are students learning what
they are supposed to be learning? Is there a way to teach the subject better, thereby promoting
better learning? Todays students need to know not only the basic reading and arithmetic skills,
but also skills that will allow them to face a world that is continually changing. They must be
able to think critically, to analyze, and to make inferences. Changes in the skills base and
knowledge our students need require new learning goals; these new learning goals change the
relationship between assessment and instruction. Teachers need to take an active role in making
decisions about the purpose of assessment and the content that is being assessed. When
assessment works best, it does the following:-
PROVIDES DIAGNOSTIC FEEDBACK:-
What is the students knowledge base?
What is the students performance base?
What are the students needs?
What has to be taught?
HELPS EDUCATORS SET STANDARDS:-
What performance demonstrates understanding?
What performance demonstrates knowledge?
What performance demonstrates mastery?
EVALUATES PROGRESS:-
How is the student doing?
What teaching methods or approaches are most effective?
What changes or modifications to a lesson are needed to help the student?
RELATES TO A STUDENTS PROGRESS:-
What has the student learned?
Can the student talk about the new knowledge?
Can the student demonstrate and use the new skills in other projects?
MOTIVATES PERFORMANCE:-
For student self-evaluation:-
Now that Im in charge of my learning, how am I doing?
Now that I know how Im doing, how can I do better?
What else would I like to learn?
FOR TEACHER SELF-EVALUATION:-
What is working for the students?
What can I do to help the students more?
In what direction should we go next?

Q.4 Describe the purpose of teaching tools and how many types of teaching tools are used in the
classrooms? (20)

Teaching Tools
The world is full of resources you can use to enrich the classroom experience, and you probably
have some personal favourites already.
As we all know that today's age is the age of science and technology. The teaching learning
programs have also been affected by it. The process of teaching - learning depends upon the
different type of equipment available in the classroom.
purpose of teaching tools
1) Every individual has the tendency to forget. Proper use of teaching aids helps to retain more
concepts permanently.
2) Students can learn better when they are motivated properly through different teaching aids.
3) Teaching aids develop the proper image when the students see, hear taste and smell properly.
4) Teaching aids provide complete example for conceptual thinking.
5) The teaching aids create the environment of interest for the students.
6) Teaching aids helps to increase the vocabulary of the students.
7) Teaching aids helps the teacher to get sometime and make learning permanent.
8) Teaching aids provide direct experience to the students.
Types of Teaching Aids
There are many aids available these days. We may classify these aids as follows-
Visual Aids
Audio Aids
Audio - Visual Aids
1) Visual Aids
The aids which use sense of vision are called Visual aids. For example :- actual objects, models,
pictures, charts, maps, flash cards, flannel board, bulletin board, chalkboard, overhead
projector, slides etc. Out of these black board and chalk are the commonest ones.
2) Audio Aids
The aids that involve the sense of hearing are called Audio aids. For example :- radio, tape
recorder, gramophone etc.
3) Audio - Visual Aids
The aids which involve the sense of vision as well as hearing are called Audio- Visual aids. For
example: - television, film projector, film strips etc.
Importance of teaching aids
Teaching aids play very important role in Teaching- Learning process.
1) Motivation
teaching aids motivate the students so that they can learn better.
2) Clarification
Through teaching aids, the teacher clarifies the subject matter more easily.
3) Discouragement of Cramming
teaching aids can facilitate the proper understanding to the students which discourage the act of
cramming. 4) Increase the Vocabulary
Teaching aids helps to increase the vocabulary of the students more effectively.
5) Saves Time and Money
When the uses teaching aids, it saves him from the long explanations that may take time for
students understand
6) Classroom Live and active
Teaching aids make the classroom live and active.
7) Avoids Dullness
This means the class becomes more active, lively and participatory
8) Direct Experience
Teaching aids provide direct experience to the students which make them learn easily