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Course: Teaching Strategies of Elementary Level (623)

Semester: Autumn, 2019
Level: B. Ed
Assignment No.02

Q. 1: a) What are the advantages of inquiry teaching?

Answer:

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery learning”
movement and relies upon the idea that individuals are able to learn by investigating
scenarios and problems, and through social experiences. Rather than having to memorize

information from printed materials, instructors encouraged their students to conduct

investigations that would satisfy their curiosity, help them broaden their knowledge base and
develop their skills and mental frames.It’s important to remember that inquiry-based learning
is not a technique or practice per se, but a process that has the potential to increase the
intellectual engagement and deep understanding of learners, urging them to:

 Develop their questioning, research and communication skills

 Collaborate outside the classroom
 Solve problems, create solutions, and tackle real-life questions and issues
 Participate in the creation and amelioration of ideas and knowledge
Benefits of Inquiry-Based Learning

As well as building skills to help students reach a high level of thinking, inquiry-based
learning can deliver other benefits to students and teachers.

1. Reinforces Curriculum Content

Whereas some see inquiry-based learning as a departure from the curriculum, you can use it
to reinforce relevant content and improve understanding of core concepts.

This is due to curiosity’s effect on the brain. When a concept sparks curiosity, there is
increased activity in the hippocampus — the region of the brain responsible for memory
creation.

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When students show more curiosity than normal regarding a specific topic, satiate it by
using their questions to introduce an inquiry activity in the coming days.

In doing so, they should effectively retain essential information gleaned during the exercise,
according to a study from the Association for Psychological Science.

2. “Warms Up” the Brain for Learning

Running a brief inquiry activity to start class can help students absorb information
throughout the day, according to the same study. Specifically, it states that curiosity
prepares the brain for learning — allowing students to become more proficient at
understanding and remembering skills and concepts.

3. Promotes a Deeper Understanding of Content

By delving into a concept through inquiry, students should see it as more than a simple rule,
idea or formula.

Many of them will understand:

 How the idea was developed

 Why the rule or formula works

 When they can properly apply the rule, idea or formula

This is because the process of asking open questions, solving them through original
strategies, empowers students to take ownership of their learning. Barring hiccups, they

should be able to build understanding of a concept through their own methods and thinking
styles. The same principle applies to experiential learning, which puts students at the center of
the learning experience.

4. Helps Make Learning Rewarding

Inquiry can help students see the intrinsic rewards of learning, says an oft-cited article from
the Harvard Educational Review.The author states that many kids learn in an attempt to earn
“the rewards of parental or teacher approval or the avoidance of failure.” As a result, they may
not appreciate the inherent benefits of learning.

5. Builds Initiative and Self-Direction

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Students can improve certain transferable skills through inquiry-based learning, many of
which relate to initiative and self-direction. This is evident when examining the steps of the
inquiry process. Students learn how to ask questions, investigate, discuss, collaborate,
cooperate and reach their own conclusions. Although they can separately build these skills
through other activities, self-guided inquiry and analysis synthesizes this development.

6. Works in Almost Any Classroom

Inquiry-based learning can also benefit teachers, as you can repurpose activities for almost
any classroom. Even regardless of grade and individual skill levels.

This is because you can:

 Adapt the pace and content to suit the needs of students

 Appeal to students who struggle to grasp content through traditional lessons

 Deliver exercises that greatly differ, using distinct content and investigation methods

7. Offers Differentiated Instruction

Running an inquiry-based learning activity will give you a chance to use differentiated
instruction strategies, appealing to the diverse learning styles of your students.

Students can work by themselves, or as part of a small or large group. Inquiry itself typically
involves methods such as discussion and guided research. You can also provide content in
form of text, audio, video and virtual or physical manipulatives such as building blocks.

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Q. 1: b) How inquiry teaching can be promoted in a classroom.

Answer:

Remember, the steps for using inquiry learning are:

1. Ask a question

2. Investigate answers

3. Create new understanding

4. Communicate findings

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5. Reflect

Let's say Francis needs to teach her students about a scientific topic, like force and motion.
Remember, the start of the inquiry process relies on asking questions, so Francis may engage
her students in wondering about a specific aspect of force and motion, such as gravity. By
leading her students to question what gravity is and how it works, she is encouraging them to
be curious and use inquiry skills.

She can ask them essential questions, those without simple answers that require much
thought and research, such as 'What would the world be like with less gravity?',
or foundation questions, that are more easily answered like 'What slows the force of gravity
down?'.

If Francis used the above foundation question, students then set about investigating answers.
They may be working to answer a question in one class period or investigating for several
days. Some students will use technology to research an answer, others experiment with ramps
and cars, others with balls or feathers dropped from a certain height. Francis sets these
learning opportunities up so students can investigate to find answers.

Their new learning helps them create understandings of gravity and friction. They meet to
share their learning, allowing for even more conversations and deeper discoveries. They
reflect on learning and synthesize new ideas and concepts, or align new learning with old.
Finally, they apply this new thinking to their next lessons, posing new questions about force
and motion.

Though teachers like Francis design these types of lessons that follow a specific process,
inquiry skills can also be used in isolation in different ways.

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Q. 2: a) Elaborate the concept of metacognition?

Answer:

Metacognition refers to “thinking about thinking” and was introduced as a concept in by John
Flavell, who is typically seen as a founding scholar of the field. Flavell said that metacognition
is the knowledge you have of your own cognitive processes (your thinking).Flavell (1979). It is

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your ability to control your thinking processes through various strategies, such as organizing,
monitoring, and adapting. Additionally, it is your ability to reflect upon the tasks or processes
you undertake and to select and utilize the appropriate strategies necessary in your
intercultural interactions.

Metacognition is considered a critical component of successful learning. It involves self-

regulation and self-reflection of strengths, weaknesses, and the types of strategies you create.
It is a necessary foundation in culturally intelligent leadership because it underlines how you
think through a problem or situation and the strategies you create to address the situation or
problem.

Many people become accustomed to having trainers and consultants provide them with
knowledge about cultures to the point where they are dependent on the coach, mentor,
trainer, or consultant. However, they need to learn to be experts in cultural situations
themselves through metacognitive strategies such as adapting, monitoring, self-regulation,
and self-reflection. Culturally intelligent leaders can use metacognition to help themselves
and to train themselves to think through their thinking.

Metacognition is broken down into three components: metacognitive knowledge,

metacognitive experience, and metacognitive strategies. Each of these is discussed in the
following sections.

Metacognitive knowledge involves (a) learning processes and your beliefs about how you
learn and how you think others learn, (b) the task of learning and how you process
information, and (c) the strategies you develop and when you will use them. Let us say you
have to learn a new language in 6 months. Here is how you would think about it, using
metacognitive knowledge:

 Learning Process: I am good at learning new languages and I think I can do this in the
time period I have been given.

 Task of Learning: To complete this task, I will need to think about the following:

o How soon can I get information to start learning the language?

o How long will it take me to learn the language?

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o What information is available to me to learn this new language?

o Is this language similar to a language I have learned before?

o Will I be able to learn the language in time?

o How hard will it be for me to learn this language?

o What do I need to do to learn the language?

 The Strategies: I think learning this new language is going to take me 12 months, but I
only have 6 months to prepare. I better find other ways to me meet this goal. I think I
will find out if there is an accelerated language class that I can take. Maybe I should
consider hiring a private tutor, or maybe I will just focus on learning the basics of the
language.

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Q. 2: b) Discuss various elements of metacognition in detail?

Answer:

When designing for transfer, knowledge of metacognitive training strategies alone is not
enough. Successful transfer is dependent on students being able to effectively control and
monitor their learning. This in turn is influenced by the elements of metacognition, some of
which are:

 Metamemory

 Metacomprehension

 Self-regulation

 Schema Training

Metamemory

Metamemory refers to learner awareness of which strategies are used, and should be used,
for certain tasks. It includes knowledge about memory systems and memory strategies.
Research indicates that young students and novice learners have difficulty accurately
estimating their comprehension and that metamemory strategy instruction should focus on
specific strategic knowledge. This may include knowing when, where, and how to use
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strategies. Variables related to person, and task and strategy should also be taken into
consideration. Variables such as feeling of knowing or judgment of recall readiness relate to
person while task variables include the perceived value of the task. Perceived self-efficacy is
also a factor as students with low self-esteem or external locus of control will not likely invoke
correction strategies.

Metacomprehension

Effective comprehension monitoring involves knowing when you don't understand and
knowing how to take remedial action to ensure successful comprehension. Remedial action is
more spontaneous when errors are detected in context as opposed to being detected in
isolation. The use of specified local criteria to gauge understanding improves detection.

Research with children has been varied; however it seems likely that young learners lack
metacomprehension strategies because of their limited opportunities to develop such skills.
On the other hand, older and more knowledgeable learners have acquired skills through
experience. It requires considerable effort to master metacognitive strategies; training should
be in accord with ages and expert levels of learners. Initial training should be specific and
embedded strategies must not overburden learners; in the likelihood of this happening it
would be preferable to have learners develop strategies outside the lessons.

The aim of methods to empower learners is to automatize strategies. Learners should be

helped to develop strategies based on independent and individual assessments of learning
needs, thus gaining executive control. It seems however that many strategies are learned best
if they are embedded in a lesson, so while strategies should facilitate learning of specific
content they should also promote strategy use.

Self-Regulation

Self-regulation refers to metacognitive adjustments students make concerning errors. This

may be as a result of inherent knowing, trial and error, or hypotheses formulation. Executive
control may be transferred to students through modeling as they adapt modeled processes
for their own use. Social interaction provides additional models while feedback from peers
lets learners observe the comprehension strategies of others. Since many researchers express

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concerns about reliance on external prompts, self-regulation should strive to strike a
complementary balance between external cueing and internal regulating mechanisms.

Schema Training

Schema training is important to meaningful learning because it helps learners generate their
own cognitive structures or frameworks for understanding information and experiences.
Learners who are informed about the significance of the training and master strategies during
training appear to use them independently and on a continuing basis. Individual schemas
result in less reliance on external mechanisms and more reliance on internalized
comprehension monitoring strategies.

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Q 3: a) Briefly describe various types of audio-visual aids.

Answer:

There are many different types of visual aids. The following advice will help you make the
most of those most commonly used.

PowerPoint (or equivalent)

Microsoft PowerPoint is probably now the most commonly used form of visual aid. Used well,
it can really help you in your presentation; used badly, however, it can have the opposite
effect. The general principles are:

Do Don't

use a big enough font (minimum 20pt) make it so small you can't read it

keep the background simple use a fussy background image

but don't over-do the animation - it gets

use animations when appropriate
distracting

use endless slides of bulleted lists that all look

make things visual
the same

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Overhead projector slides/transparencies

Overhead projector slides/transparencies are displayed on the overhead projector (OHP) - a

very useful tool found in most lecture and seminar rooms. The OHP projects and enlarges
your slides onto a screen or wall without requiring the lights to be dimmed. You can produce
your slides in three ways:

 pre-prepared slides : these can be words or images either hand written/drawn or

produced on a computer;

 spontaneously produced slides: these can be written as you speak to illustrate your
points or to record comments from the audience;

 a mixture of each: try adding to pre-prepared slides when making your presentation to
show movement, highlight change or signal detailed interrelationships.

Make sure that the text on your slides is large enough to be read from the back of the room.
A useful rule of thumb is to use 18 point text if you are producing slides with text on a
computer. This should also help reduce the amount of information on each slide. Avoid giving
your audience too much text or overly complicated diagrams to read as this limits their ability
to listen. Try to avoid lists of abstract words as these can be misleading or uninformative.

White or black board

White or black boards can be very useful to help explain the sequence of ideas or routines,
particularly in the sciences. Use them to clarify your title or to record your key points as you
introduce your presentation (this will give you a fixed list to help you recap as you go along).
Rather than expecting the audience to follow your spoken description of an experiment or
process, write each stage on the board, including any complex terminology or precise
references to help your audience take accurate notes. However, once you have written
something on the board you will either have to leave it there or rub it off - both can be
distracting to your audience. Check to make sure your audience has taken down a reference

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before rubbing it off - there is nothing more frustrating than not being given enough time!
Avoid leaving out of date material from an earlier point of your presentation on the board as
this might confuse your audience. If you do need to write 'live', check that your audience can
read your writing.

Paper handouts

Handouts are incredibly useful. Use a handout if your information is too detailed to fit on a
slide or if you want your audience to have a full record of your findings. Consider the merits
of passing round your handouts at the beginning, middle and end of a presentation. Given
too early and they may prove a distraction. Given too late and your audience may have taken
too many unnecessary notes. Given out in the middle and your audience will inevitably read
rather than listen. One powerful way of avoiding these pitfalls is to give out incomplete
handouts at key stages during your presentation. You can then highlight the missing details
vocally, encouraging your audience to fill in the gaps.

Flip chart

A flip chart is a large pad of paper on a stand. It is a very useful and flexible way of recording
information during your presentation - you can even use pre-prepared sheets for key points.
Record information as you go along, keeping one main idea to each sheet. Flip back through
the pad to help you recap your main points. Use the turning of a page to show progression
from point to point. Remember to make your writing clear and readable and your diagrams as
simple as possible.

Video (DVD or VHS)

Video gives you a chance to show stimulating visual information. Use video to bring
movement, pictures and sound into your presentation. Always make sure that the clip is
directly relevant to your content. Tell your audience what to look for. Avoid showing any
more film than you need.

Artefacts or props

Sometimes it can be very useful to use artefacts or props when making a presentation (think
of the safety routine on an aeroplane when the steward shows you how to use the safety
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equipment). If you bring an artefact with you, make sure that the object can be seen and be
prepared to pass it round a small group or move to different areas of a large room to help
your audience view it in detail. Remember that this will take time and that when an audience
is immersed in looking at an object, they will find it hard to listen to your talk. Conceal large
props until you need them; they might distract your audience's attention.

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Q 3. b) What are projected aids? Also explain its various types.

Answer:

Over time, technology has changed to allow people to communicate efficiently and has gone
from a means to make difficult tasks easier. Technology has always been a present force
acting in the world. It started out as simple tools created by the most primitive humans and
evolved into other tools that made life easier for the people and the inventor himself. In the
mid 20th century, the technological advances began to boom. Engineers and educators
began to look for new ways to make computers do tasks as media that would help them
during the class. Projected and electronic materials are forms of media which could be visual,
audio and audio-visual in nature that requires projection and electricity in their using process
for teaching and learning situation.

According to Burton (in Shabiralyani, Hasan, Hamad and Iqbal, 2015), visual aids are those
sensory objects or images which initiate or stimulate and support learning. It means that
visual aids are those aids which appeal to the sense of vision or the eye in which children can
see something (Dash and Dash, 2007). In a more complete meaning, Singh (2005) defines
visual aids as any device which by sight and sound increase the individuals' practice, outside
that attained through read labeled as an audio visual aids. Visual aids give chance to speakers
to make a more professional and consistent performance.

Projected visuals have been long popular as media as well as entertainment. Projected visuals
are media formats in which pictures are enlarged and displayed on a screen which are really
suitable for all use at all grade levels and for instruction in all curriculum areas. One
advantage of projected visual is that the teacher can maintain eye contact with the students.
The lighted screen is a silent shout, meaning that a shout likely to be heeded by even the
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most reluctant learners. The large, bright image captures the students’ attention as no other
technology can. Years ago, equipment like overhead projectors and posters provided the
common visual aids. With the evolution of multimedia, PowerPoint slide shows and portable
digital projectors for showing animated clips have become known.

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c) Differentiate between educational and instructional technology.

Answer:

The terms educational technology and instructional may seem compatible, but they have
important subtle differences. Educational technology embraces all areas of technology in any
fields of education. Instructional technology covers a narrow field dealing with all types of
teaching and learning. Instructional technology is defined as the theory and practice of
design and evaluation processes for learning. Instructional technology primarily goal is to
enhance the teaching and learning process. Educational technology primarily goal
technological literacy for everyone. The analysis between educational technology and
instruction technology are in fact found at the roots of their definitions. Instruction is a part of
the education as a whole but instruction unlike education is carefully mapped out in every
detail.

Instructional technology teaches about different ways you can use technology and also how
you can utilize it in various ways. Educational technology basically teaches many people
about technology like any other subject in class. Ways we can utilize both instructional and
educational technology in Elementary Education is by making it a part of our personal lives.
Ways we can make it a part of our personal lives is by making lesson plans for our students so
once we put a laptop in front of them we can teach them what is a mouse, what are keys, and
how to adjust the volume on the computer this would be a way to describe education
technology. After assigning an assignment such as making a cover sheet on Microsoft Word
would be an example of instructional technology. Various ways Criminal Justice Majors can
use instructional technology is by showing evidence in a court room from the projector
screen and also using the internet showing video clips of their offenders committing a crime.
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Educational technology falls into place because they have to make their evidence factual and
its way of going about doing that is to have proof of probable cause. All in all the Criminal
Justice Field displays education technology as a huge part of its’ curriculum; for the simple
fact that it focuses on the use of computers and audiovisual equipment due to Criminal
Justice being a very high tech major and relying on technology. While instructional
technology focuses more on the development of the learning system. So in a classroom
setting for a Criminal Justice course a lot of hands on lessons will be taught. So in conclusion
this is the difference between educational and instructional technology in the Elementary
Education and Criminal Justice fields.

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Q 4. a) How educational technology can be helpful in teaching-learning process in an

elementary classroom?

Answer:

The effective Use of Technology in Education has changed the face of education and it has
created more educational opportunities. Both teachers and students have benefited from
various educational technologies, teachers have learned how to integrate technology in their
classrooms and students are getting more interested in learning with technology. The use of
technology in education has removed educational boundaries, both students and teachers
can collaborate in real time using advanced educational technologies.

Technology has helped in the growth of mobile learning and long distance learning. The use
of internet technology has enabled teachers to reach students across boarders and also
students from developing countries have used internet technology to subscribe for advanced
educational courses. Many universities and colleges have embraced online education by
creating virtual classrooms. Online education is flexible and affordable, students can attend
classrooms during their free time, and they can also have a chance to interact with other
students virtually.

Recent advancements in educational technologies have yielded positive results in our

education sector. This new educational technology is supporting both teaching and learning
processes, technology has digitized classrooms through digital learning tools like, computers,

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iPads, smartphones, smart digital white boards; it has expanded course offerings, it has
increased student’s engagement and motivation towards learning.

(a) ADVANTAGES OF TECHNOLOGY IN EDUCATION:

1. Technology Unlocks Educational Boundaries: Technology supports Virtual or Online

Learning. Unlike physical classrooms, online learning is flexible and students from different
geographical locations can attend the same class with no need of traveling from those
locations. Advancement in virtual technology has supported face-to-face communication
between students and teachers in the virtual world. In this case, students can easily ask their
remote based educators’ questions using virtual communication tools like SKYPE. Online
education is a new wave in our education environment and it has made many educational
courses and material accessible to anyone in the world. Many colleges and universities are
blending their educational systems with online learning tools, this helps students of these
institutions learn from anywhere.

2. Technology Simplifies Access to Educational Resources: Technology helps students gain

access to open educational resources. These resources are kept under the public domain and
are freely available to anyone over the world-Wide-Web. These educational resources include
electronic books (e-books) , pod-casts, digital libraries, educational games, educational videos
and instructions, tutorials and much more. Teachers have embraced video hosting platforms
like Youtube, to upload recorded lectures, so that students who missed lectures can access
them from anywhere. Also the use of cell phones for educational purposes, helps students
and teachers access educational information using Edtech Apps . Teachers are also using
lesson videos and clips online to learn how other educators are using technology in
classroom and education, these techniques and approaches uploaded by other educators
promote self training and they help many teachers when it comes to integrating technology
in their own classrooms. Website like TeacherTube, Youtube, 02 Learn, are providing free
online lessons and videos to students, these videos have been created and uploaded by
teachers and experienced educators.

3. Technology Motivates Students: The use of computer based instructions makes students
feel in control of what they learn. Students find it easy to learn with technology
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because computers are patient compared to humans. Teachers publish educational
instructions on classroom blogs or they assign research work via email, and this gives a
student time to study on their own and have no fear of making mistakes during the process
of learning. Also the use of Gamification educational technologies has increased students
interest in learning, teachers use educational puzzles and video games to teach students how
to solve different academic challenges, this all process makes students love to learn.

4. Technology Improves Students Writing and Learning Skills: The use of computers in
the classroom has helped many students learn how to write well composed sentences and
paragraphs. Computers have word processing applications which students use to take notes
in the classroom, these word processing applications have built-in dictionaries which help
students auto-correct spelling errors and also correct their grammar in a sentence. Also
students using English teaching software and mobile applications like BUSUU. Many students
have used BUSUU APP to learn different languages online and they can also get access to
grammar guides provided by experienced publishers. Teachers encourage their students to
create personal blogs using free blog publishing services like BLOGGER & WORDPRESS,
students use these blogs to express them selves and share with friends, this process helps
students learn how to write creative blog posts.

5. Technology makes subjects easy to learn: Different types of educational software are
designed to help students learn various subjects easier. Many students complain that learning
Math is difficult, so some of them have decided to use educational Math software
like BrainingCamp. Students can use BrainingCamp to apply their Math knowledge and skills
to solve different math equations. BrainingCamp.com makes learning math very interesting.
Also students use math learning games to learn new skills of solving math equations.
Websites like IXL.COM, learninggamesforkids.com, help students of different grades to learn
simple math basics. Teachers and students can take advantage of sites like Edalive.com; they
create powerful educational software that motivates students to learn in a fun way. Some of
the best educational software on Edalive.com include:

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Q 4. b) How the instructional need for technology integration at elementary school
level?

Answer:

Successful technology integration is more than just getting the tools into the classroom; here
are some ideas on how to engage students and enliven your lessons with those tools. When
technology integration in the classroom is seamless and thoughtful, students not only
become more engaged, they begin to take more control over their own learning, too.
Effective tech integration changes classroom dynamics, encouraging student-centered
project-based learning.

Think about how you are using technology with your students. Are they employing
technology daily in the classroom, using a variety of tools to complete assignments and
create projects that show a deep understanding of content?

If your answer is "No," is it because you lack enough access to technology? Is it because you
don't feel ready? Or do you feel ready, but need additional support in your classroom?
Depending on your answer, your path to tech integration may look different from someone
else's. However varied access and readiness may be, tech integration can successfully occur in
any classroom.

Integrating technology into instruction can be an overwhelming task for classroom teachers.
How do new digital technologies fit with what I am currently doing? How do I add one more
thing to an already overcrowded day? How do I make the best choices? What does
technology have to do with literacy anyway? These are just some of the many questions
facing classroom teachers today that can lead to resistance in adapting technology for literacy
and learning.

The teachers at Benchmark School had these concerns. We knew technology was important
for preparing our students to be successful literacy learners, but we had more questions than
answers. Benchmark School is a small, independent school for students in grades 1–8 who
have challenges with how they process language or have experienced a mismatch in how they
learn related to how they have been instructed. A few years ago, the school took on the

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challenge of equipping its teachers and students to leverage the power of technology and
develop a framework for technology integration.

Fourth grade teacher Mary Kreul offered a number of Internet-based activities for all grade
levels.

 Visit the Web pages of state and local historical societies when studying your state or
locality; learn about the region's history and famous citizens, and access current
information about your area.

 Puzzlemaker can be used by teachers and students alike to develop crossword puzzles,
word searches, mazes, cryptograms, and more based on curriculum vocabulary and
concepts.

 ePals allows students to contact class or individual partners, work on writing skills,
exchange weather information, compare communities, and make new friends around
the world via e-mail.

 Blogging is similar to an online diary; it provides a quick and easy way for teachers and
students to share work, opinions, ideas, and information. Blogging can be used with 5-
and 6-year-olds, with high school students, and with elementary age students. For
more information about blogging, visit Weblogs in Education.

 Check the daily weather for the weather in states or countries students are studying in
social studies; add a math connection by using a graphing program to chart

temperatures, precipitation, or storms, and then compare the results to weather in your
area.

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Q 5. a. Compare Herbartian and Morrison's approach to lesson planning.

Answer:

Generally various approaches are used to make a lesson plan. These approaches are
Herbartian approach, Unit approach, Evaluation approach, and Project approach.

A brief description is provided:-

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1. Herbartian Approach is based on apperceptive mass theory of learning. All the
knowledge and information is to be given from outside by the teacher because the
student is considered similar to a clean slate. For the students, if an old knowledge
makes a base for new knowledge (his previous knowledge or experiences), it may be
acquired easily and retained for a longer period.

Herbart has given five steps:- Introduction, Presentation, Organistation, Comparison, and
evaluation. The main focus is on content presentation.

2. Unit Approach of Morrison is based on unit transaction and planning. The Morrison’s
lesson plan of teaching is cyclic; Morrison has given five steps for his ‘cyclephase’ of
teaching:- Exploration, Presentation, Assimilation, Organisation, and Recitation.

3. Evaluation Approach of B.S. Bloom in evaluation approach, education is objective

centered not content centered. The focus in this approach is on objective based
teaching and testing. It takes into consideration the learning objectives and teaching
methods on the basis of the objectives and to assess learning outcomes. Then, a
decision can be taken about objectives of learning are achieved or need to provide the
revision.

4. Project approach originated by Dewey and W.H.Kilpatrick stresses on group

activity, social activity, self activity, and related to real life experiences. It is a pre-
planned work completed by a person or group in social condition. Due to many
reasons, it is not necessary that a lesson plan made by a teacher will be successful at

every place and time. Many factors influence lesson planning such as

 Availability of teaching aids,

 Strength of students in the Class.

 Composition of the Class (Age wise).

 School Location (Area wise)

 The nature of the topic (Medium wise) etc.

The list is not enough, few other factors from own experiences can be added.

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Writing a lesson Plan: Many written lesson plans are used by practicing teachers. A teacher
needs some information about the class, students and their background before to attempt
the lesson plan. In general, a Macro Lesson plan is divided into many stages/steps. We had
introduced the approaches of lesson planning. Now, one can write a macro lesson plan based
on different approaches.

1. HERBARTIAN APPROACH

The steps are given below:

1. General information: regarding the topic, sub-topic, subject, time, class, and agelevel
of children.

2. Instructional Objectives (General Objectives and Specific Objectives): We know

that at different grade levels, all subjects have general objectives, and specific
objectives are written in behavioural terms. Specific Objectives focuses on the expected
outcomes of teaching and the topic in a given time period. These specific objectives
also known as instructional objectives, which are observable and measurable. It is
required to identify the behavioural objectives and state these objectives in a clear and
simple language.

3. Instructional Aids: The development of a new lesson plan is based on the standard
and knowledge of students. Instructional are used by the teacher to make understand
the chapter or topic easily. One picture delivers the message of thousand words.
Teacher assumes that the previous knowledge of students related to the content can
test and teaching will become easy through aids.

4. Introduction: in this step topic is introduced mainly through introductory questions or

by creating the appropriate situations. New knowledge or information of students is
linked with their previous knowledge by assuming and testing.

5. Presentation: In presentation the ways of relevant content is presented. A teacher

develops the lesson Plan by asking many questions and receiving responses presented
by the students’. Students’ response helps the teacher for further presentation of the
content. The presentation stage is interactive in the real classroom situation. It

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depends on teachers’ communication and teaching skills like questioning, explaining,
giving demonstration and providing reinforcement on desirable student behaviour.

6. Recapitulation: This step helps the teacher to find out the extent of learning that
occurs during instruction. The teacher does this by asking several questions. This stage
provides feedback to the teacher about the teaching learning process.

7. Blackboard summary: In the classroom during the instruction, the board is used by
the teacher to write the teaching points, summary and explanations. Board is used
simultaneously when lesson is being delivered in the classroom.

8. Home Assignment: At last, in the end of the teaching session, thought provoking,
suitable questions or activities must be planned and given to the students. It gives a
chance of revision or practice to the students. Home assignment also gives an
opportunity to students to assimilate, whatever they have learned.

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b. Prepare a lesson plan for any elementary school subject using Herbartian
approach to lesson planning?

Answer:

Date………. Class…………… Period………………..

Subject……………….

Topic………………

General Objectives

These objectives are formulated by the teacher in his subject keeping in view the entering
behaviors of the learners. For example:

1. To develop the knowledge of grammar among the students…

Specific Objective

These objectives are formulated on the basis of general objectives and considering the nature
of the topic and level of students. These are specified in terms of knowledge, skill or
appreciation. These objectives are written in behavioral terms. For Example:
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(i) Students will be able to recall the definition of noun.

(ii) Students will be able to enumerate the examples of noun….

Introduction.

Here, the teacher employs his insight and experiences for liking new knowledge with the
previous knowledge of the students. The topic is not introduced directly but it is usually
emitted by the student’s responses by asking introductory

questions.

Teaching Aids

Audio-visual aids are selected according to the proposed topic.

Previous knowledge

Students’ previous knowledge is mentioned. For example: Students are familiar with figure
of speech. They know that nouns are naming words.6.

Statement of Aim

The teacher gives his statement of teaching topic by incorporating the

student’s responses. For Example: “Today, we will study about the noun and its kinds.”

Presentation

The teacher prepares the developing questions after introducing the topic. The question are
arranged in logical sequence, i.e., from simple to complex, considering the structure of the
topic.

Explanation

The teacher is supposed to explain the answers of the given developing question. as whole of
the content-matter is in the question-answer form

Black-board Summary

The teacher has to prepare the black-board summary of his teaching point and explanations.

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Review Questions

The purpose of these questions is to practice the student’s learning and to evaluate their
performance whether they have comprehended the teaching unit or not. These review
questions are asked only after rubbing the black-board summary.

For example:

Q.1. What is the definition of ‘Noun’?

Q.2. Give some examples of Noun…..

Home assignments

At the end of the lesson plan, home assignment is given to the students on the same
teaching unit. The purpose of home work is to practice, to organize and to study the topic for
better understanding and retention.

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