Code No 623 Teaching Strategies at Elementary Level Assignment no 1 autumn 2021

Code No 623 Teaching Strategies at Elementary Level, AIOU

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Question No 1

What are the factors which affect the teaching learning process? Discuss in detail with reference to teaching learning process at elementary level of education.

Learning is an innate nature of man which exists in his environment or for what the circumstances are favorable. Creation of environment for learning is called teaching. The aim of teaching is to make the learner learn. There is no meaning of until the learner is able to learn. Though man also learns without teaching, but teaching is necessary for purposeful learning. This is the reason that teaching-learning is taken as a joint concept. When we take teaching-learning as a joint concept, it has five components – learner ( student ),trainer ( teacher ), materials to be taught ( curriculum ),teaching methods and environment for teaching-learning. It is necessary to maintain these five components properly in order to make the process of teaching-learning effective. The factors related to them are the factors that affect teaching-learning.

The second most important component of the process of teaching-learning is the teacher.

1. Personality of the teacher:

Personality is a multidimensional concept. A teacher’s personality includes his physical and mental health, his physical constitution, his speech, his knowledge, his skill of

Communication and his behavior with students etc. It has been observed that the more attractive a teacher is, the more effective is the process of teaching-learning.

2. Knowledge of the teacher:

The clearer a teacher is in his knowledge and skill to be taught, the more

Effective is the process of teaching-learning.

3. Communicating skill of the teacher

Having knowledge is one thing, and communicating his knowledge properly is another thing. When a teacher communicate his knowledge and skill in proper way, the teaching-learning process becomes more effective.

4. Behavior of the teacher towards students:

If a teacher behaves with the student with love, sympathy, and cooperation, then the process of teaching-learning becomes very effective.

   Factors related to Curriculum

1.   Nature of the subject matter

Nature of the subject matter means its direct and indirect components and its formal and informal form. A text material can be direct for children of one level and indirect for children of another level. In the same way, it can be formal for the children of one level and informal for the children of another level. The direct and formal text material is helpful for effective teach-ing learning process.

 

 

2.   Organization of the subject-matter

If the text material is organized in a logical sequence i.e. from simple to complex and from direct to indirect and is presented in that form, the teaching-learning occurs in more proper form

3.   Relation of subject-matter with life

If the subject-matter is related to the level of utility of present and future life of the children, then, it influences the process of teaching-learning. The more useful a subject-matter is for life, the faster the children learn it.

His approach to the study of classroom teaching-learning processes concentrates on pupil time and the various ways in which it is used. The conceptual framework contrasts with earlier studies that report teacher behavior as the most direct influence on pupil achievement. Two premises form the basis of the framework: (1) The total amount of time devoted to a particular instructional topic is the most important determinant of pupil achievement; and (2) There is enormous variation in learning time for different pupils. The foci of the conceptual model are pupil pursuits and activities, teacher activities being relevant only in the way they influence those of the pupil. The leading organizational concept is an "a priori" concept of time in the Kantian sense. A pupil spends a certain amount of time in school as defined by educational policy. The time factor preconditions educational effects by defining the quantity of schooling. Amounts of schooling have strong, causally interpretable relations to achievement. Pupil activities and time allocations are additionally influenced by outside administrative and organizational superstructures. Teacher planning and classroom carry through, teacher evaluation procedures, and policy research emerge as unexamined but vital foci for further research.

Question No 2

What is the difference between teaching method and teaching strategy? What steps need to be adopted, while using new teaching strategy in classroom?

Methods and strategies are two different terms, but both are essential to make a class full of students of different caliber and understand the same subject. The method is a process, procedure, or way something is done or implementing a plan. While on the other hand, strategy is the goal, set of actions, or plans to achieve one aim or something. Let me clarify it with an example: strategy is how a teacher makes a whole year’s plan to complete a specific book or syllabus, and the method is how that teacher delivered the lecture or which way the teacher selects to do a task.

And there is a list of teaching methods and strategies acquired by the teachers or instructors that you will read below. The ideal teaching method is the one in which the learning of students occurs the most. Teaching and learning are considered the two sides of a coin, and for completing the teaching side, teachers should consider all the teaching strategies and methods. Teachers are the main asset of a country because they are nation builders. Teachers and education systems play a vital role in building an individual’s character, and great teachers have set examples of changing their student’s lives. Therefore, one country should invest more in its educational institutes and teachers to succeed. You can find an endless amount of stories about how appropriate teaching methods and strategies have brought remarkable changes in a student’s life. The art of teaching matters a lot. To be a successful teacher, one should know all the possible teaching methods and strategies and use them correctly because students learn better when their teacher knows which teaching method will engage the students more.

   Types of teaching methods

The way of teaching is categorized into different types of teaching methods adopted by the teachers, and most of them are mentioned below:

·       Teacher centered method

It is the method where the teacher is the only expert or an authority figure for the learners or students. They rely on the expert and receive knowledge to achieve positive grades in the end exams or assessments. The lecture method is used in the teacher-centered method, and it requires very little involvement of students or learners during the teaching process. It is also called a closed-ended method if the involvement of learners or students is zero.

·       Learner-centered method

In this teaching method, the teachers play a dual role. They act as learners and teachers; they learn new things every day while delivering the lecture. The learner-centered method is beneficial for both teacher and the student. The best way to implement this method is to follow the class’s discussion, inquiry-based, or discovery strategies.

A teaching strategy is the method you use to convey information to your students. There may be a particular strategy that works well with your group of students one year that won’t work with your students the next year. Because of this, it’s important to have lots of teaching strategies in your toolbox. Here are some of the top ideas for you to use.

 

 

   Teaching Strategies

·       Modeling

After telling students what to do, it’s important to show them exactly how to do it. Regardless of how clear your directions are, it’s a good idea to model how you expect them to complete an assignment, so they understand exactly what they’re supposed to do. This will be especially helpful for your students who are visual learners. For example, if you assign a science lab, physically demonstrate each step of the lab before the students do it on their own.  The same goes for actually solving a math problem step-by-step on the board before asking students to do similar problems on their own. But it’s also really helpful to do a demonstration of annotating a passage in class so that students have an idea how to annotate meaningfully on their own.

2. Addressing Mistakes

If you’ve ever accidentally spelled a word wrong on the board, you know that students love to identify mistakes. When you’re teaching a new skill, try providing an example that includes mistakes. Let students practice the skill by identifying and fixing the mistakes for you. For example, many students cringe at learning grammar through traditional drills and lessons, but many can identify errors organically, even if they don’t know exactly how to fix them. Try passing out an assignment and deliberating including grammar errors, talk through the assignment in class, and see what students are able to catch. Then, have a discussion about why the mistakes might be wrong and see what students can come up with, then provide a mini lesson on the grammar errors at hand.

Question No 3

Explain discussion method of teaching. How a successful discussion can be carried out in classroom during teaching?

Discussion Method of Teaching If you are looking Discussion Method of Teaching then this is the right place for you. In this Post you can find Discussion method of teaching pdf, discussion method of teaching, importance of teaching through web, what are the advantages of discussion method of teaching, types of discussion method of teaching is here. Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand.

Discussions may occur among members of a dyad, small group, or whole class and be teacher-led or student-led. They frequently involve discussion of a written text, though discussion can also focus on a problem, issue, or topic that has its basis in a “text” in the larger sense of the term (e.g., a discipline, the media, a societal norm). Other terms for discussions used for pedagogical purposes are instructional conversations and substantive conversations.

·       Facilitating Effective Discussions

Students discussing “Initiating and sustaining a lively, productive discussion are among the most challenging activities for an instructor" Here are some strategies that will help you prepare for and lead an effective discussion.

·       Preparing for a discussion

Plan how you will conduct the discussion. Although the ideal discussion is spontaneous and unpredictable, you will want to do some careful planning. You should have a clear goal/objective for the discussion, a plan for how you will prepare the students, and a general idea about how you will guide the discussion

Remember that in the modern classroom, there are many ways to be "present" and to "participate."  Reevaluate your course participation and attendance policies to be certain that they are assessing what you want them to assess, encouraging what you want to encourage, and that there aren't other options that can accomplish the same goals.  For instance, if you value the exchange of ideas, does it matter whether this happens in class or online.

Help students prepare for the discussion. You can distribute a list of questions for each discussion, ask students to bring in their own questions, suggest key concepts or themes for them to focus on, or ask them to collect evidence that clarifies or refutes a particular concept or problem. Discussions will be more satisfying for you and your students if they are prepared.

Establish ground rules for participation in a discussion. In order for a discussion to be effective, students need to understand the value of actively listening to their peers, tolerating opposing viewpoints, and being open-minded. They also need to recognize the importance of staying focused and expressing themselves clearly. You might spend the first session with your students exploring the characteristics of effective and ineffective discussions.

Clearly communicate how much time you have for questions or discussion, and what you are looking for from this time.  Do you ideally expect every student to have a question? Are you looking for problem-posing, questions of clarification, extensions, applications, critique?  Don't assume that students know what the pedagogical purpose of the discussion is.

Ask students to state their name before they begin speaking. Use their name when responding to their question or point.

Keep background noise to a minimum.  One person speaking at a time is essential if all students are expected to listen.

Be ready and willing to work with sign interpreters or CART interpreters during question and discussion periods. Slow down when you are using big words or complicated phrases and spell out key names, and urge students to do the same.  See this advice about working with interpreters during lectures.

·       Starting a discussion

Refer to questions you distributed. Start the discussion by asking one of the study questions you assigned or by asking group members which of the questions they found most challenging.

Make a list of key points. Identify and list the important points from the reading and use these as a starting point for discussion.

Use a partner activity. Ask students to come to the discussion with 3 or 4 questions prepared. Start the discussion by having students pair off and alternate asking and answering their questions.

Use a brainstorming activity. Ask students to contribute ideas related to the discussion topic (no matter how bizarre or farfetched) and write all ideas on the board. After a set period of time or when students have run out of ideas, critically evaluate all the ideas or categorize themes.

Pose an opening question and give students a few minutes to record an answer. The process of writing down their answers will enable students to generate new ideas as well as questions. After they have finished writing, ask for volunteers or call on students to share their ideas. This activity also gives quieter students the opportunity to prepare answers they can share with the group.

Question No 4

What is activity based method of teaching? Discuss the steps involve in activity based method and role of teacher while using this method of teaching.

Activity-based Teaching/Learning: Learning by doing is very important in successful knowledge because it is proved that more the senses are inspired, more a person learns and longer he/she retains. Activities bring activeness and smartness among the learners. Because we know that education means all round improvement of the child, therefore we have to organize numerous activities to build up the learner's personalities in several ways. Activity-based instruction technique acts as a dynamic problem solver for the learners. It improves innovative part of experience and gives reality for learning. It gives various experiences to the learners to encourage the acquisition of information, experience, abilities and qualities. It builds the students self-confidence and creates understanding through works. It creates cheerful relationship and enthusiasm for them. If child is given the chance to investigate by his own and gave an ideal learning environment, then the learning gets to be cheerful and durable. It inspires the learners to apply their innovative ideas, information and minds in solving problems. Under Activity based learning instruction key focus is on child or we can state that it is one of child focused approach. It creates self-learning ability among the students and allows a student to learn according to his or her ability. “It is the old pattern to give all the resources to the inactive learner by the teacher. The innovative pattern is to dynamically connect learners with the resources and each other.”

According to Husain, Anwar and Mazola (2011), Activity-based learning integrated with peer instruction creates an ideal situation for teaching science subjects and specially physics. In an activity-based learning class, students are actively involved in hands-on experiences and get chance to relate abstract ideas and theories with concrete observations. This helps them to make deep understanding of scientific concepts.  Academic achievements and attitudes towards activities.

Step 1: Analyzing needs for implementing an active learning strategy

Before deciding on an active learning strategy, analyze the need. Ask yourself: Evidence & Data

What evidence is there that a particular active learning strategy will enhance my teaching and learning or improve learning?

Step 2: Identify topic and questions

The first step is to identify the topics you wish to apply active learning strategies. Additionally, identify the overarching questions about this topic.

Step 3: Identify learning objectives & outcomes

Next, define the learning objectives and outcomes for each topic:

Give an example of a well-written learning objective with outcome: Students will collaborate in small groups (2-3) to conduct a research study on water pollution. Learning outcome: Students will demonstrate their understanding by gathering data, analyzing data, providing written results that meet professional research standards, and presenting orally and pictorially to the class the results [Outcome].

Step 4: Plan and design the activity

Now that you have clearly identified learning objectives and outcomes, you can begin to plan and design the activity through considering the following questions: Will the activity occur in the classroom, outside the classroom, or both? Prepare a timeline plan to help you manage the activity and keep students on task. Provide clear and specific instructions to students before the session. Describe how students will engage with each other and complete the activity. Outline the steps.

Establish and communicate ground rules and guidelines for group etiquette. Assign roles and responsibilities for any group work, collaboration, discussions or debate. Provide an agenda that includes a timeline of the topics and activities to be covered during the session. Provide verbal feedback that is consistent and fair.

Consider how the in-class activity will continue after class in order to extend the learning process and experience. Communicate to students after the session. Prepare a rubric for assessing student effort. Determine what kind of technology or media you will need for the classroom, for students to access outside the classroom, etc.

 

 

Step 5: Identify sequence of learning events

Next, plan the sequence of learning events that will best meet the learning objectives and outcomes. Active learning does not have to replace traditional lecturing; instead, it may be interspersed with the ways you usually conduct the class. For example, you could lecture for 10-15 minutes, carry out an active learning activity, and, then, return to lecturing. Or, one week you could lecture, but assign an active learning activity for homework; then, the next week, you could flip your class and carry out active learning exercises with students already familiar with the lecture material during class time. There are many ways to sequence the learning events. Your job is to carefully think through the planning and delivery of these events to support your learners.

Step 6: Evaluate and assess

You should analyze the effectiveness of the active learning activity and assess whether or not it aided student understanding and met the associated learning objectives. Please see the next section for specific information on how to complete this evaluation and assessments.

 

 

Question No 5

What are the conditions used for inquiry teaching? Explain in detail.

An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning, says our workshop author Joe Edline 1. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.

"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.

A Context for Inquiry

Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers.

Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as "fluff" learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.

Importance of Inquiry

Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data.

 

Educators must understand that schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge . . . a process supported by inquiry learning. In the past, our country's success depended on our supply of natural resources. Today, it depends upon a workforce that "works smarter."

Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.

Content of disciplines is very important, but as a means to an end, not as an end in itself. The knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes  

I will start my topic with a quotation from Albert Einstein:

‘I never I am only attempt to provide condition in which they learn   Inquiry teaching makes Student Activity involved in their own Learning. Learning Starts when Student Is Presented With A Problem Some Ideas To Find The Answer Of That Problem. Sentence Teacher Thinks That for Students' Involvement in Inquiry Oriented activities they need to design Investigation from scratch and conduct them on their own but this is not true. Students cannot be able to design and conduct investigations write a bi at elementary level. In fact spite of their age more students needs a lot of us to develop their abilities.

When a teacher wants to shave his or her focus from teaching to learning engineer class, designing of opportunity is very important to develop the skills and achieve particular goals. Teacher must develop an environment in which students find out there need to know and deposition following on their own. There are many factors which help to promote learning in the classroom. Teachers can control some of them like use of materials, use of classroom, space and fixed time for each activity to develop learning environment but keep in mind that the main purpose should be inspired curiosity in the student behind all factors.

1. Setting of stage

Curiosity in the classroom can be promoted by encouraging enquiry  is important to start your class by making student comfortable to ask  questions and make sure that all questions must be acknowledged. Student not always be ready to raise hands in the class. Some alternative methods can be used to talk with those reserved students to know about their thinking for example they can be Ask to write a piece of paper at the end of class.

Enquiry based learning will take place when students are encouraged to develop their own questions and lead them to their own investigations. It is important to provide which learning environment and access to variety of Apparatus and resources to develop student’s through investigation.

2. Engage students in designing the learning environment

Teachers should invite students to come up with ideas and plans to use time in space in the classroom. Students must have a voice in determining what is required teacher student and them to take responsibility for their learning. Must have access resources to track their inquiries.

3. Reflect the nature of enquiry

The learning environment should replicate the same academic strictness approach in social standard justice scientist pursue your inquiries. According to literature on inquiry and national science education standard enquiry help students develop such abilities and temperament that will serve them all through their lives. To create such a in reflecting environment teacher should:

·       Should respect for different ideas skills experiences

·       Represent and highlight their abilities approach and importance of enquiry.

·       Make students be able to set goals plan activities access their work

4. Integrate science laboratories into regular class Day

Inquiry is a key to science and inquiry oriented instructions students in investigation. It is important to teach them that doing science is so much important as learning science. Teacher should incorporate large in daily science classes to show that science is a lab.

5. Use of management strategies to facilitate inquiry

Classroom management, teaching and learning are related to one another. Research has shown us that good teachers always show important management skills to promote vigorous involvement of students during inquiry activities. Inquiry based classroom always give liberty to students to plan their own learning, discuss, involvement in activities and explorations within a structure. Teacher use management skills to provide this structure to help students to create a safe systematic and suitable environment to learn.