Assignment # 1

Subject: General Methods of Teaching

Submitted by: Rukhsana

Submitted To: Mr: Farhad Ali Sir

Roll No CE607983

Course 8601

Programme B.ED (1.5 years)

Semester Spring 2021

Address: Village & P/O Haryan Kot, Teh: Dargai, Distt:

Malakand
Q.1 (i) Define teaching and elaborate old and new aspects of
teaching.
ANS:
Old aspect of teaching
The measure of efficiency in teaching besides the material presented narrows down
to the process used in the teaching system. If we consider the available methods for
teaching today, the debate will definitely occur between the old schooling systems
versus the new schooling system. The new modern systems are in-line with the new
technologies as well as expectations students will face once they pursue
higher education or join the workforce.such as allowing the students to sit in silence,
and one student to read one lesson after another, until everyone was invited. The
teacher listened to each student reading and expected them to learn and memorize
their homework. There is a written or oral test at the end of the unit. This completed
process called the homework reading test. Learning traditional methods can ensure
that students' efforts are rewarded and used effectively,
and follow clear rules of student behavior. Modern progressive teaching and
education reform means teaching and teaching from a completely different
perspective. Progressive educational practice focuses on the individual needs of
students, rather than assuming that all students have the same level of understanding
.Modern teaching methods are more based on activities and use methods of
questioning, explanation, presentation and collaboration. Modern teaching methods
are interval teaching, for example, requiring students to switch quickly between
classes. Provide 10 minutes of knowledge on the subject in a PowerPoint
presentation, and then spend 15 minutes on exercise. The goal of interval learning is
to get a higher score and be effective! Some people think this is much more effective
than teaching students to use traditional methods for four hours to help brain cells
establish the necessary connections to remember knowledge. It can also help people
relax. Sonia Jackson wrote an interesting blog post titled “Modern teaching methods
are getting smarter”, he explained: “The traditional chalk and tremor teaching
methods that have been hundreds of years old have been compared with the ready-
made teaching methods. Modern, more revolutionary teaching methods have been
compared., the effect is not good. Today in school. Encourage more students to
interact, transcend the boundaries of authority, and emphasize performance.
Conclusion Because traditional methods use repetition and memory information to
teach students T. This means that they have not developed their own critical thinking,
problem-solving skills and decision-making skills. Modern teaching encourages
students to collaborate, thereby improving work efficiency. At the same time, both
traditional and modern teaching methods are effective and useful in today’s
education. Sarah Wright, who wrote on the TES blog, explained: “As with most
things, it’s all about balance. It’s okay to try new and innovative methods.
New aspects of teaching.
Flipped Classroom
Flipping the classroom is one of the very popular modern methods in recent years.
This is an educational method that overturns the traditional elements of teacher-led
teaching: basic teaching materials are taught by students at home and then in
class.The main purpose of this method is to optimize class time, for example by
meeting the special needs of each student, developing joint projects or completing
specific tasks.
Project-Based learning
With the emergence of new information and communication technologies in schools,
new teaching methods and new versions of existing methods have emerged, which
are now being revised and updated to achieve digitalization. based on. Training
(PBL). The core of PBL is to enable students to acquire key knowledge and skills
by developing projects that can deal with real-world problems. Project-based
learning or complex tasks are the best teaching guarantee for effective development
today. Key skills to acquire knowledge of course content. Starting from specific
problems, instead of traditional theories and abstract models, students’ ability to
retain knowledge and develop complex skills such as critical thinking,
communication, collaboration or problem-solving has been significantly improved.
Co-operative/Colaborative learning
Together is stronger. The simplest concept is collaborative learning, which is a
method used by teachers to group learners together and therefore has a positive effect
on learning. Those who support this model believe that group cooperation can
improve students’ attention, participation, and learning ability. The ultimate goal is
always group-oriented and can be achieved after each participant successfully
completes the task. It is built on the basis of a group of 3-6 people, where each
member has a specific role, and to achieve the goal, it is necessary to interact and
work together in the context of mutual learning. The ultimate goal is always
commonplace and will be achieved after each participant successfully completes the
task. On the other hand, one-on-one learning forces students to focus on achieving
their goals without relying on other students.
Gamification
The practice of integrating game mechanics and dynamics into non-gaming
environments or gamification has been practiced for a long time, but in recent years,
especially in the development of video games, this phenomenon has reached an
unprecedented level and is the most popular One of the most discussed phenomena
is the current and future trends in the EdTech industry. Since the 1980s,
internationally renowned games such as the international TV series “Carmen
Santiago or Rabbit Reader” (infographic below) have been popular worldwide and
educational The number of genres is also steadily increasing, not just for the general
public. , But they are increasingly specifically designed for students and private
courses.
Problem-Based Learning
Problem-based learning (PBL) is a periodic learning process with many different
stages, starting from asking questions and acquiring knowledge, which in turn causes
a problem to become more and more complex. Exploratory exercises carried out by
learners but have been transformed into useful data and information. Some educators
believe that this method has four main advantages: cultivate critical thinking and
creativity, improve problem-solving skills, and enhance students Enthusiasm to
strengthen knowledge sharing in difficult situations
Thinking-Based Learning
In addition to the debate on the effectiveness of learning by remembering facts and
data related to education, one of the most discussed aspects is the need to show
students how to use the information received in the classroom. , Contact, debate…
In short, turn information into knowledge. The purpose of thinking-based learning
(TBL) is to develop thinking skills beyond memory, while developing learners’
effective thinking skills.
Competency-based learning,
as the name implies, all teaching methods focus on acquiring knowledge, developing
skills and forming work habits. Competence-based learning (CBL) is a number of
strategies to achieve this goal. Regarding the title, teachers can complete the
curriculum without obvious deviation, but they can focus on the curriculum in other
ways through practical examples, so as to provide students with more practical
teaching content.
(ii) Highlight the principles of effective teaching.
ANS:
Principles of effective teaching
Based on the literature and the experience of the teaching faculty, ten principles of
effective teaching were recommended: 1) create an active learning environment, 2)
focus attention, 3) connect knowledge, 4) help students organize their knowledge,
5) provide timely feedback, 6) demand quality, 7) balance high .
Lists of effective teaching are ten a penny – some useful, some not so much. There
are some great ones: Tom Sherrington has put together a really useful (and
practical) set of principles, Shaun Allison and Andy Thereby make a powerful case
for six key focuses, and researchers such as Rosenshine have brought
together research-based insights on instruction.Here I’ve reproduced eight ideas
coming mainly from cognitive psychology summarised by Ruth Pawley for the
Optimus Education Knowledge Centre. You can check out the original article
here and get some resources for embedding it with the mastery lesson plan and
Ruth’s webinar on developing pupils’ memory.It’s important that we understand
what makes effective teaching. A 2014 survey found that as many as 90% of teachers
thought that individuals learn better in their preferred learning style – despite the
lack of any evidence to support this. At the same time many effective techniques are
underused.
1. Develop mastery learning
Rosenshine’s research on effective teaching advocates ‘mastery learning’ which
builds automatic fluency in key concepts. He recommends:
Beginning lessons with a 5-8 minute review of previous learning presenting new
material in small steps with student practice after each step limiting the amount of
material students receive at one time – reviewing is as important as new content
Re-teaching material when necessary.
2. Don’t dismiss knowledge as ‘lower order’
What Makes Great Teaching states that ‘the most effective teachers have deep
knowledge of the subjects they teach?’ Rosenshine found that ‘one characteristic of
effective teachers is their ability to anticipate students’ errors.’
Deep knowledge is vital to achievement: breadth of knowledge is one of the key
influencing factors for academic attainment.
Deep knowledge is also vital to memorising and thinking. Cognitive scientists such
as Daniel Willingham have found that a memory replete with facts learns better than
one without.
3. Expect excellence from all
Shaun Allison, Deputy Head teacher of Durrington High School, writes that ‘all,
most, some’ learning objectives ‘stifle aspirations of what students can achieve.’
Think in terms of expected learning gains:
 What deep understanding or technical proficiency will students gain mastery
of?
 What will excellence look like?
 Set a single, challenging objective for all students with appropriate
scaffolding.
4. Guide learning
What Makes Great Teaching recommends ‘reviewing previous learning, providing
model responses for students [and] progressively introducing new learning
(scaffolding). Rosenshine’s research shows that the most successful teachers spent
more than half of the class time lecturing, demonstrating, and asking questions.
Cognitive scientists such as Kirschner also recommend guided practice: ‘When
dealing with novel information, learners should be explicitly shown what to do and
how to do it’.
They also recommend worked examples over problem solving tasks. Worked
examples aid learning because they reduce working memory load and focus on the
essential relations between problems.
Rosenshine recommends:
 giving clear and detailed instructions and explanations
 providing worked examples of problems or tasks
 Providing a number of examples.
5. Ensure that students have to think hard
Coe says that ‘learning happens when people have to think hard’. Teachers should
ask themselves questions like ‘Where in this lesson will students have to think hard?’
Desirable difficulties which make short-term performance harder cause better long-
term learning. These include:
 varying the conditions of practice
 spacing practice sessions with gaps to allow forgetting
 interleaving rather than blocking topics
 Using retrieval quizzes to test recall.
6. Put deliberate practice into lessons
What Makes Great Teaching recommends giving adequate time for practice to
embed skills securely? Practice of new learning should be spaced over at least three
occasions. This overlearning creates fluent understanding and transfers learning to
the long-term memory.
Rosenshine found that the most effective teachers understood that ‘material will be
forgotten unless there is sufficient rehearsal.’ His research also suggested that the
optimal success rate in practice was 80%: students were learning but still challenged.
Rosenshine recommends:
 providing a high level of active practice for all students
 guiding students as they begin to practice
 preparing students for independent practice
 Monitoring students when they begin independent practice to provide
feedback and corrections.
7. Test to improve learning
If long-term memory doesn’t change, it’s very difficult to say what has been learned.
Information should be ‘overlearned’ by 20% to optimize recall.
Dunlosky’s research recommends the following methods:
 practice testing improves memory retrieval and is more effective than re-study
or concept mapping when frequent, spaced and with feedback
 spacing practice forces students to think harder and interleaving practice
strengthens memory retrieval
 elaborative interrogation enhances learning by integrating new information
with prior knowledge
 Self-explanation helps students understand processes.
8. Use questioning frequently and rigorously
What Makes Great Teaching recommends effective questioning, which require all
students to process and rehearse material? Rosenshine criticised ‘the least effective
teachers [who] asked only nine questions in a 40-minute period.’
Rosenshine recommends:
 Asking a large number of questions to check for understanding
Q.2 (i) Describe the teacher's personality traits to create and
maintain a classroom/ learning environment.
ANS:
Passionate about Education. Successful teachers are passionate about education. ...
Dedication. Google Teaching, and many articles will tell you that it's one of the
hardest jobs in the World.. The personality traits that make up an individual
determine how successful he or she is.There are certain personality traits that help
teachers and students succeed. Success may mean different things for different
people. Teachers and students who hold the majority of the following characteristics
are almost always successful regardless of how success is defined.
Adaptability
This is the ability to handle a sudden change without making it a distraction.
 Students who have this trait can handle sudden adversity without letting
academics suffer.
 Teachers who have this trait are quickly able to make adjustments that
minimize distractions when things do not go according to plan.
Conscientiousness
Conscientiousness involves the capacity to complete a task meticulously with
efficiency and of the highest quality.
 Conscientious students can produce high-quality work consistently.
 Conscientious teachers are extremely organized and efficient, and they
provide their students with quality lessons or activities daily.
Creativeness
This is the ability to use original thinking to solve a problem.
Students who have this trait can think critically and are adept problem solvers.
Teachers who have this trait are able to use their creativeness to build a
classroom that is inviting to students, create lessons that are engaging, and
incorporate strategies to individualize lessons for every student.
Determination
A person with determination can fight through adversity without giving up to
accomplish a goal.
 Students who have this trait are goal orientated, and they do not allow
anything to get in the way of accomplishing those goals.
 Teachers with determination figure out a way to get their job done. They do
not make excuses. They find ways to reach even the most difficult students
through trial and error without giving up.
Empathy
Empathy allows a person to relate to another individual even though she may not
share similar life experiences or problems.
 Students who have this trait can relate to their classmates. They are
nonjudgmental. Instead, they are supportive and understanding.
 Teachers who have this trait can look beyond the walls of their classroom to
assess and meet their students’ needs. They recognize that some students live
a difficult life outside of school and try to figure out solutions for helping
them.
Forgiveness
Forgiveness is the capacity to move beyond a situation in which you were wronged
without feeling resentment or holding a grudge.
 Students who are forgiving can let things go that could potentially serve as a
distraction when they have been wronged by someone else.
 Teachers with this trait can work closely with administrators, parents,
students, or other teachers who may have created an issue or controversy that
was potentially detrimental to the teacher.
Genuineness
People who are genuine demonstrate sincerity through actions and words without
hypocrisy.
 Students who show genuineness are well-liked and trusted. They have many
friends and are often looked upon as leaders in their classroom.
 Teachers with this trait are viewed as highly professional. Students and
parents buy into what they are selling, and they are often highly regarded by
their peers.
Graciousness
Graciousness is the ability to be kind, courteous, and thankful when dealing with any
situation.
 Students who are gracious are popular among their peers and well-liked by
their teachers. People are drawn to their personality. They often go out of their
way to help others any time an opportunity arises.
 Teachers who have this trait are well respected. They are invested in their
school beyond the four walls of their classroom. They volunteer for
assignments, help other teachers when needed, and even find ways to assist
needy families in the community.
Gregariousness
The ability to socialize with and relate to other people is known as gregariousness.
 Students who have this trait work well with other people. They are capable of
making a connection with just about anyone. They love people and are often
the center of the social universe.
 Teachers who have this trait can build strong, trusting relationships with their
students and families. They take the time to make real connections that often
extend beyond the walls of the school. They can figure out a way to relate to
and carry on a conversation with just about any personality type.
Grit
Grit is the ability to be strong in spirit, courageous, and brave.
 Students who have this trait battle through adversity and stand up for others,
and they are strong-minded individuals.
 Teachers with grit will do anything to be the best teacher they can be. They
will not let anything get in the way of educating their students. They will
make difficult decisions and serve as an advocate for students when
necessary.
Independence
This is the ability to work through problems or situations on your own without
requiring assistance from others.
 Students who have this trait do not rely on other people to motivate them to
accomplish a task. They are self-aware and self-driven. They can accomplish
more academically because they do not have to wait on other people.
 Teachers who have this trait can take good ideas from other people and make
them great. They can come up with solutions to potential problems on their
own and make general classroom decisions without consultation.
Intuitiveness
The ability to understand something without reason simply through instinct is
intuitiveness.
 Intuitive students can sense when a friend or a teacher is having a bad day and
can try and improve the situation.
 Teachers who have this trait can tell when students are struggling to grasp a
concept. They can quickly assess and adapt the lesson so that more students
understand it. They are also able to sense when a student is going through
personal adversity.
Kindness
Kindness is the capacity to help others without the expectation of getting anything
in return.
 Students who have this trait have many friends. They are generous and
thoughtful often going out of their way to do something nice.
 Teachers who have this trait are very popular. Many students will come into
class looking forward to having a teacher with a reputation for being kind.
Obedience
Obedience is the willingness to comply with a request without questioning why it
needs to be done.
 Students who are obedient are well thought of by their teachers. They are
typically compliant, well-behaved, and seldom a classroom
discipline problem.
 Teachers who have this trait can build a trusting and cooperative relationship
with their principal.
Passionate
People who are passionate get others to buy into something due to their intense
feelings or fervent beliefs.
 Students with this trait are easy to motivate. People will do anything for
something about which they are passionate. Taking advantage of that passion
is what good teachers do.
 Passionate teachers are easy for students to listen to. Passion sells any topic,
and a lack of passion can lead to failure. Teachers who are passionate about
their content are more likely to produce students who become passionate as
they learn.
Patience
The ability to sit idly and wait on something until the timing is perfect is patience.
 Students who have this trait understand that sometimes you have to wait your
turn. They are not deterred by failure, but instead, view failure as an
opportunity to learn more. They reevaluate, find another approach, and try
again.
 Teachers who have this trait understand that the school year is a marathon and
not a race. They understand that each day presents its challenges and that their
job is to figure out how to get every student from point A to point B as the
year progresses.
Reflectiveness
Those who are reflective can look back at a point in the past and draw lessons from
it based on the experience.
 Such students take new concepts and mesh them with previously learned
concepts to strengthen their core learning. They can figure out ways in which
newly acquired knowledge is applicable to real life situations.
 Teachers who have this trait are continuously growing, learning and
improving. They reflect on their practice every day making continuous
changes and improvements. They are always looking for something better
than what they have.
Resourcefulness
Resourcefulness is the ability to make the most of what you have available to solve
a problem or make it through a situation.
 Students who have this trait can take the tools they have been given and make
the most out of their ability.
 Teachers who have this trait can maximize the resources they have at their
school. They are able to make the most out of the technology and curricula
that they have at their disposal. They make do with what they have.
Respectfulness
The ability to allow others to do and be their best through positive and supportive
interactions is respectfulness.
 Students who are respectful can work cooperatively with their peers. They
respect the opinions, thoughts, and feelings of everyone around them. They
are sensitive to everyone and try to treat everyone as they want to be treated.
 Teachers who have this trait understand that they must have positive and
supportive interactions with every student. They maintain the dignity of their
students at all times and create an atmosphere of trust and respect in their
classroom.
Responsibleness
This is the ability to be accountable for your actions and to carry out tasks that have
been assigned in a timely manner.
 Students who are responsible can complete and turn in every assignment on
time. They follow a prescribed schedule, refuse to give in to distractions, and
stay on task.
 Teachers who have this trait are trustworthy and valuable assets to the
administration. They are regarded as professional and often asked to help out
in areas where there is a need. They are highly reliable and dependable.
(ii) Enlist the role of a primary teacher.
ANS:
Role of primary teacher
To be successful you’ll need to be committed to the role, organised, learn from prior
lessons and want to help children to achieve the best they can. From my experience
as a teacher working outside the classroom, sometimes till late at night is essential
to be prepared for each lesson. Working hours per week will be 50-55 hours with
lesson plans, marking and other paperwork to complete on a weekly basis at school
or at home. At the start of the school year you’ll detail schemes of work for each
subject and year group according to the national curriculum. Before arriving at
school each morning you will have a lesson plan for the day’s lesson with topics to
cover.
Instruct Students
The main responsibility of a Primary Teacher is to provide instruction in math,
English, social studies and other subjects in the classroom. Following federal and
state standards for specific subject areas, Primary Teachers create lesson plans for
classroom and homework assignments. Primary Teachers must take various learning
styles and abilities into account when developing these plans and modify as needed.
Primary Teachers must review and grade assignments and tests and log these grades
for each students. This responsibility would include integrating educational
technology as needed.
Assess Student Performance
It is up to the Primary Teacher to evaluate each student’s performance and academic
growth. They must track quality of work, class participation, and completion of
assignments and understanding of the material being covered in each subject. They
must ensure that students are meeting the grade requirements as set by their state
board of education.
Manage Discipline in the Classroom
Primary Teachers must ensure a safe and effective learning environment for all
students. They must address any unruly or disruptive behaviors from students and
take disciplinary action when needed. Primary Teachers need to establish a set of
rules for their classroom and maintain these rules throughout a school year. When
necessary, Primary Teachers must involve school administrators, counselors and
parents in addressing repeated or ongoing issues relating to problematic behaviors.

Primary Teacher Skills

A Primary Teacher should possess strong organizational, leadership and
communication skills. They should be excellent team players, as they will often need
to collaborate with school administrators, other teachers and parents, but also have
the ability to work independently while teaching a classroom of 20-25 students. They
should also be strong problem solvers when applying classroom management
strategies. Good listening skills are also important for Primary Teachers. In addition
to these general skills, a Primary Teacher could be expected by potential employers
to possess the following skills.
Core skills: Based on job listings we looked at, employers want Primary Teachers
with these core skills. If you want to work as a Primary Teacher, focus on the
following.
 Developing engaging lesson plans and curricula
 Preparing progress reports, report cards and student evaluations
 Assessing students’ abilities and development
 Implementing activities to stimulate student learning
 Understanding and using educational technology
 Possessing knowledge of core standards for various subject areas
 Obtaining state teaching licensure
Advanced skills: While most employers did not require the following skills,
multiple job listings included them as preferred. Add these to your Primary Teacher
toolbox and broaden your career options.
 Ability to adopt diverse teaching methods
 Pursue professional development opportunities
 Willingness to work outside of the classroom to help students build academic
skills

Q.3 Why is outlining of goals/objectives necessary before

planning a lesson?
ANS:
To know what you want to cover in the class that adheres to the curriculum.
(instructional goals). What concepts do you expect students to have learned during
that class. How you are going to measure what concepts students have understood
from that class? (assessment goal).
Outline exactly what material students will be getting; how students will be using
the concepts and materials given in class and when during the class will they be
doing an activity to tie all materials and concepts into an exercise that they will be
doing either in class or for homework
The lesson plan is a road map for the teacher, explaining what students should learn
and how to do it effectively in class. Before planning a course, you must first define
the learning goals for the class gathering. You can then design appropriate learning
activities and develop strategies to get feedback about student learning. A successful
curriculum plan will consider and integrate these three key components:
 Learning objectives,
 Teaching activities,
 Learning strategies to test students’ comprehension.
You define the type of teaching that will be used in the classroom, and these actions
will determine how you verify that your learning goals have been reached.
Steps to Create a Lesson Plan the following six steps can help you create your first
lesson. Each step is accompanied by a series of thought-provoking questions that
will help you plan your teaching activities.
(1) Describe learning objectives.
The first step is to determine what you want your students to learn and do before the
end of the course. Answer the following questions to determine the learning goals
of your students: What is the topic of this course? What did the students learn? At
the end of the course, what should you know and what can you do? What do I hope
you learn from this course?
After describing the learning goals of the class gathering, please categorize them by
semester. This step prepares you to manage your study time and achieve key learning
goals, in case you run out of time. Consider the following questions: What are the
key concepts, ideas, or skills you want students to learn and use? Because they are
important? My time is up, which one shouldn’t be missed? Conversely, if I don’t
have enough time, what can I skip?
(2) Make an introduction.
After arranging the learning objectives in order of importance, carry out some
specific activities to help students understand and apply the knowledge they have
learned. Since your students come from different academic and personal
backgrounds, they may already be familiar with this topic. Use a question or task to
measure students’ preconceived knowledge of a topic or their subject.
For example, you can do a simple survey, “How many people have heard of X? If
so, please raise your hand.” You can also collect by sending students an email survey
or asking them to comment on flashcards Background information about the students
before the class.
This additional information can help shape your vision, learning activities, etc. When
you have an understanding of the students’ familiarity with the subject, you also
have an understanding of the things that need to be focused on. Make a creative
introduction to the topic to stimulate interest and ideas. You can use different
methods to motivate students (for example, personal anecdotes, historical events,
thought-provoking dilemmas, real life examples, short video clips, practical
applications, research questions, etc.).
When planning your profile, how do you verify that students understand or have
preconceived ideas about this topic? What general ideas (or possible
misunderstandings) about the topic might the student know or accept? Introduce a
topic?
(3) Plan specific course activities (the main part of this course)
Prepare different methods of explanatory materials (examples in real life, analogies,
pictures, etc.) to attract more students’ attention and attract different learning styles.
When planning examples and promotions, please estimate how much time you will
spend. Take the time for detailed explanations or discussions, but be prepared to
jump quickly to various applications or problems and determine the strategies that
will test the understanding.
These questions will help you determine the learning activity you will use: What
should I do to explain a topic? How would I describe the subject in different ways?
How can students participate in the topic? What relevant examples, analogies or real-
life situations can help students understand the topic? What should students do to
better understand the subject?
(4) Arrange comprehension tests.
After explaining the topic and explaining it with various examples, you need to test
the student’s understanding: how do you know that the student is learning? Consider
some specific questions, ask students to check their understanding, write them down,
and then rephrase them so that you are ready to ask questions in a different way.
For any educator, creating a successful lesson plan is a daunting task, especially if
there is no good lesson plan template. Therefore, we created a free Word document
with a lesson plan template that you can download and make your course look great!
Check out our 5 tips to develop a great lesson plan to help you succeed in class.
Although different teachers have different teaching styles, a lesson plan should be
made on each teacher’s checklist.
When making a lesson plan, imagine the problems that may arise when teaching the
lesson and how to avoid them. Making a plan is important for effective use of study
time. Find the main points: provide accommodation for students who need extra
help, and provide welfare for students who need extra help. There should be a clear
relationship between assessment and course objectives. Evaluation types include
(but are not limited to): exams, quizzes, group projects, oral reports. Katie Dyer uses
22 simple formative assessment methods to measure how well students learn
different ideas. Make it relevant. This will help your students understand complex
topics more easily.
Also, look for ways to link to previous courses and build on your courses. If you
have extra time, please consider how to use your course in future courses. Practice
the demonstration by creating a script to practice the demonstration course. You
don’t have to read the script verbatim when introducing a course to students, but
scripts are a valuable tool for focusing on a topic.
Reviewing your scripting practices and practicing the presentation will also help you
spot flaws in the plan so that you can fix them before introducing them to your class.
Conclusion: “Planning is nothing, planning is everything?”-Dwight D. Eisenhower
Planning does not guarantee that you can plan smoothly, but it does provide you with
better opportunities than no planning. No matter which class management concept
you adopt, the lesson plan should be part of your style.
Teachers have many tools, but it should be one of the most important tools for
success. Slow down and reconsider the production process of planned courses, and
all teachers can benefit from it. Use our lesson plan template in the Word document
to form a reliable lesson plan, which will help you succeed!

Q.4 (i) Highlight the Hunter's seven steps of lesson planning.

ANS:
Madeline Hunter's 7 Step Lesson Plan
I. Getting students set to learn
Step 1: Review -- Typically at the beginning of the lesson, review previous material
that is relevant to this lesson.
Step 2: Anticipatory Set -- Getting students to focus their attention on the material
to be presented -- getting them interested or prepared for what they are about to learn.
Step 3: Objective -- State the objective for the lesson.

II. Instruction
Step 4: Input and Modeling -- Presenting new information to students. Once the
material has been presented, using them to show students examples of what is
expected as an end product of their work.

III. Checking for understanding

Step 5: Checking Understanding -- Determining whether or not students are making
sense of the material as the material is being presented.
Step 6: Guided Practice -- Immediately after instruction students are given the
opportunity to apply or practice what they have just learned and receive immediate
feedback.

IV. Independent practice

Step 7: Independent Practice -- After students appear to understand the new
material, they are given the opportunity to further apply or practice using the new
information. This may occur in class or as homework, but there should be a short
period of time between instruction and practice and between practice and feedback.

(ii) How is 5E's model of lesson planning different from the

others models?
ANS:
5E’s model of lesson planning different from the others models
When choosing a teaching mode, teachers will look for strategies that can help
students thoroughly understand new concepts. The purpose is to attract students,
motivate them to learn and guide them to develop skills. One way is to conduct
research. A method based on the 5E model, which is based on active learning.
Research shows that a series of events that promote learning is called the learning
cycle.
Educators J. Myron Atkin and Robert Karplus proposed in 1962 that an effective
learning cycle includes three key elements: exploration, application of terminology
and concepts. “In his plan, this research enables students to show interest in the topic
at hand, ask questions, and find dissatisfaction with their current understanding. New
ideas and terminology are introduced, mainly by trainers, but by trainers it was
negotiated with the students.
Finally, using this concept gave students the opportunity to use their new ideas in
the classroom, test their new knowledge in a new environment, and evaluate the
completeness of their understanding,” Kimberly Danner (Kimberly D. Tanner) said
in “Ordering Items: Use 5E Model”. Integrate learning with people’s learning.
Theoretical basis. The discoveries of Atkin and Karplus directly influenced the
development of the 5E model, which aims to enable students to gradually understand
a concept through a series of set steps or stages. These stages include participation,
research, interpretation, elaboration and evaluation. Class teacher and students on
the desk 5E Type 5E was developed in 1987 as part of the Life Science Project,
encouraging active learning and collaborative learning. Students can jointly solve
problems and explore new concepts by asking questions, observing, and analyzing.
Drawin.
The 5E model is based on constructivist learning theory, which assumes that people
build knowledge and meaning based on experience. Through understanding and
thinking activities, students can make new knowledge consistent with previous
ideas. According to industry expert Beverly Jobrack, “Research-based learning,
active learning, experiential learning, discovery research, and knowledge
construction and other educational campaigns are different types of constructivism.
In the classroom, constructivism requires teachers to address questions, research,
and evaluate Incorporate their teaching methods. In many ways, this means that the
teacher plays the role of facilitator and guides students in learning new concepts.
Explaining Model 4 of Lily’s online graduate education program.
The Model Explained.
The following is an overview of the five stages of the 5E model.
ENGAGE.
In the learning cycle, teachers will try to understand the prior knowledge of students
and find knowledge gaps. It is also important to arouse interest in future concepts so
that students are ready to learn. Teachers can ask students some introductory
questions. Or write down what you already know on the subject. This is also the first
time that the concept is introduced to students.
EXPLORE.
Exploring In the learning stage, students will actively explore new concepts from
specific learning experiences. They may be required to follow the scientific method
and interact with peers for observation. At this stage, students can learn.
EXPLAIN.
The teacher-led stage can help students synthesize new knowledge and ask questions
when they need further explanation. In order to make the interpretation stage more
effective, teachers should ask students to share experiences during the exploratory
stage, and then introduce information technology more directly. Consistent with
learning mode 5E: a learning cycle method based on research-based science
teaching. This can also happen when teachers use video, computer software, or other
means to improve comprehension.
ELABORATE.
This phase of phase of developing the 5E model aims to enable students to apply the
knowledge they have learned. This helps them deepen their understanding. Teachers
can ask students to make presentations or conduct other research to enhance new
skills. At this stage, you can gain knowledge before the exam.
EVALUATE
Evaluation Model 5E allows formal and informal evaluations. At this stage, teachers
can observe their students to see if they fully understand the basic knowledge. It is
also helpful to determine whether students take different methods to solve problems
based on what they have learned. Other useful elements of the assessment phase are
assessments, peer reviews, written assignments and exams.
Application and effectiveness of 5E Model
When a student encounters a new concept for the first time, the application and
validity model 5E is most effective. According to co-author Roger W. Bybee, Model
5E is best used within two to three weeks, with each stage serving as the basis for
one or more different courses. A class will reduce the efficiency of each step because
it reduces the time and opportunities for learning challenging and reorganizing
concepts and skills,” Bibi explained. If too much time is spent in each stage, the
structure will not be effective and students may will forget what you have learned.
Consistently using an effective research-based teaching model can help students
explore basic concepts in science and other fields. BSCS 5E Learning Model: Origin
and Effectiveness The following research illustrates the positive effects of the 5E
model in the classroom: A study found that the 5E model in biochemistry and
molecular biology “has better ability to absorb scientific knowledge than traditional
teaching…” Education in Ural Biology… Emerging Trends in International
Education and Its Impact Magazine Discovered 5E Learning Cycle The model has a
positive impact on student performance and the consistency of knowledge.
The 5E model enables educators to create unique learning experiences for learners.
Teachers who can use teaching models such as Model 5E in the classroom can help
students build a solid knowledge base through active participation. Leslie
University’s online graduate courses provide teachers with knowledge and tools that
can be effectively taught to students in modern classrooms. Leslie has a professional
degree in mathematics, science, etc., which provides educators with an opportunity
to deepen their understanding of current methods and improve their teaching skills
and evaluation strategies. Leslie Online Education Program.
Lesson Model Comparison:
The teaching plans of 5E and Madeline Hunter are similar and different from each
other. I think these two lesson plans give teachers a good idea of what to teach them
and what students need to know after class. In addition, both lesson plans provide a
lot of knowledge to learn. Student-centered learning. One of the main differences I
noticed is that Madeline Hunter’s plan requires teachers to consider teaching
different ways of learning. In the process of “simulation” and “re-learning”, the
teacher must find the path that all students take. In the 5E lesson plan I wrote, you
can see how I explained the components of the lesson on the blackboard. In Madeline
Jäger’s timeline, “Lesson I Written” not only explained the components on the
board, but also included visual elements including: T-charts, animations and video
clips (during the “simulation” process). During the “further training”, I decided to
add an audiobook for my audiologist students. Madeline Hunter’s lesson plan made
me think of other ways to teach my explanations. One of them gave me the
opportunity to re-learn students. On the other hand, Model 5E does not require
teachers to “think all students”, nor does it require teachers to “retrain” students who
need additional training. In addition, in Madeline Hunter’s lesson plan, students are
taught “modeling” before individual practice. In this way, students can do the basics
by themselves. In the 5E course plan, students must study before they study. The
lesson plan requires students to establish their own connections before accepting
previous guidance or experience. Ultimately, both lesson plans can be used to
include and evaluate student learning, but Madeline Hunter’s plan reinforces the
goals in the 5E plan, which is very useful for different types of learners. Madeline
Hunter’s lesson plan best fits my belief that I believe that many students will use
different learning methods. No student should be regarded as a purely visual,
auditory or kinesthetic student. Learning styles can also be changed, which means
that teachers must be willing to focus on different learning styles in each lesson.
Madeline Hunter’s lesson plan requires teachers to consider how “all students” can
make connections. I like how Madeline Jäger’s teaching enables teachers to re-teach
students who have not made the right connections. Providing students with a
backstory before starting research will reduce the connection between students and
events. The student has an idea about what to look for. Taking into account my
spelling, Madeline Hunter’s lesson plan made me feel more comfortable and
confident in get out of class, because I know that after class I will teach “all students”
and those who don’t understand

Q.5 Explain different theories of motivation.

ANS:
Motivation Theories
Motivation is a state-of-mind, filled with energy and enthusiasm, which drives a
person to work in a certain way to achieve desired goals. Motivation is a force which
pushes a person to work with high level of commitment and focus even if things are
against him. Motivation translates into a certain kind of human behaviour. It is
important to ensure that every team member in an organization is motivated. Various
psychologists have studied human behaviour and have formalized their findings in
the form various motivation theories. These motivation theories provide great
understanding on how people behave and what motivates them.
Motivation is a huge field of study. There are many theories of motivation. Some of
the famous motivation theories include the following:
1. Maslow’s hierarchy of needs
Abraham Maslow postulated that a person will be motivated when his needs are
fulfilled. The need starts from the lowest level basic needs and keeps moving up as
a lower level need is fulfilled. Below is the hierarchy of needs:
Physiological: Physical survival necessities such as food, water, and shelter.
Safety: Protection from threats, deprivation, and other dangers.
Social (belongingness and love): The need for association, affiliation, friendship,
and so on.
Self-esteem: The need for respect and recognition.
Self-actualization: The opportunity for personal development, learning, and
fun/creative/challenging work. Self-actualization is the highest level need to which
a human being can aspire.
The leader will have to understand the specific need of every individual in the team
and accordingly work to help fulfil their needs.
2. Hertzberg’s two factor theory
Hertzberg classified the needs into two broad categories namely hygiene factors and
motivating factors.
Hygiene factors are needed to make sure that an employee is not dissatisfied.
Motivation factors are needed for ensuring employee's satisfaction and employee’s
motivation for higher performance. Mere presence of hygiene factors does not
guarantee motivation, and presence of motivation factors in the absence of hygiene
factors also does not work.

3. McClelland’s theory of needs

McClelland affirms that we all have three motivating drivers, and it does not depend
on our gender or age. One of these drives will be dominant in our behaviour. The
dominant drive depends on our life experiences.
The three motivators are:
Achievement: a need to accomplish and demonstrate own competence People with
a high need for achievement prefer tasks that provide for personal responsibility and
results based on their own efforts. They also prefer quick acknowledgement of their
progress.
Affiliation: a need for love, belonging and social acceptance People with a high need
for affiliation are motivated by being liked and accepted by others. They tend to
participate in social gatherings and may be uncomfortable with conflict.
Power: a need for control own work or the work of others People with a high need
for power desire situations in which they exercise power and influence over
others. They aspire for positions with status and authority and tend to be more
concerned about their level of influence than about effective work performance.
4. Vroom’s theory of expectancy
Victor Vroom stated that people will be highly productive and motivated if two
conditions are met:
 people believe it is likely that their efforts will lead to successful results
and
 Those people also believe they will be rewarded for their success.
People will be motivated to exert a high level of effort when they
believe there are relationships between the efforts they put forth, the
performance they achieve, and the outcomes/ rewards they receive.

5. McGregor’s theory X and theory Y

Douglas McGregor formulated two distinct views of human being based on
participation of workers. The first is basically negative, labelled as Theory X, and
the other is basically positive, labelled as Theory Y. Both kinds of people exist.
Based on their nature they need to be managed accordingly.
 Theory X: The traditional view of the work force holds that workers are
inherently lazy, self-centered, and lacking ambition. Therefore, an
appropriate management style is strong, top-down control.
 Theory Y: This view postulates that workers are inherently motivated and
eager to accept responsibility. An appropriate management style is to focus
on creating a productive work environment coupled with positive rewards and
reinforcement.
Conclusion
Motivation is the state of mind which pushes all human being to perform things with
the highest spirit and with positivity. The leader will have to ensure that every
individual in the team and the organization is motivated. The various motivation
theories helps in understanding what will motivate people.
End
Thank You So Much
Sir