This document discusses the meaning, importance, merits and demerits of assignments in social science teaching. It defines assignments as exercises given by teachers for students to complete outside of class. The document outlines different types of assignments and their purposes in enhancing learning. It provides characteristics of effective assignments and discusses their role in the teaching process. While assignments can help organize knowledge and prepare for exams, the document also notes potential demerits like overemphasis on facts and exam preparation over developing skills. Overall, the document presents an overview of assignments as an educational tool in social science classes.

1. WELCOME

2. SOCIAL SCIENCE

3. MEANING AND IMPORTANCE,MERITS
AND DEMERITS OF ASSIGNMENT
JIJO K

4. INTRODUCTION
 Social Science teaching needs to be revitalized for
helping the learner acquire knowledge and skill in an
interactive environment,
 The teaching of social science must adopt techniques
that promote creativity, aesthetics and critical
perspectives , and enable children to draw
relationship between past and present to understand
changes taking place in society.
 Various techniques of teaching, strategies, devices they
are not unrelated entities but are complementary to
each other

5. Teaching Techniques
 Dramatization
 Team Teaching
 Buzz Session
 Brain Storming
 Assignment
 Supervised Study

6. ASSIGNMENT
MEANING
 The term ASSIGNMENT is quite familiar to the
teacher as well as the pupil.
 Usually any exercise given by the teacher to the
pupil as part of the lesson, or any follow up
work suggested for study is called an
assignment.
 The principle aim of any education is to teach
the pupil to work on his own responsibility.

7. • The equipment he needs is the knowledge and the
ability to organize the time and the task and the self
discipline to carry it through.
• One of the most important item in supervised study
is the assignment.
• It’s a very useful device of teaching social science
particularly to the pupils in secondary and higher
secondary classes and above.

8. • Some significant topic or sub-topic is assigned to
the pupil for preparation, for study, for revision or
for some remedial work.
• Its believed that written assignments help in the
organization of knowledge, assimilation of facts and
better preparation for examination.

9. TYPES OF ASSIGNMENT
The teacher of Social Science can assign four
types of assignment.
 Preparatory Assignments
Study Assignments
Revisional Assignments
Remedial Assignments

10. • PREPARATORY ASSIGNMENT
These are meant to prepare the pupils for
the work which is to follow on the next day.
 STUDY ASSIGNMENT
These can be of various types; Problem solving
assignments ,assignments for making charts,
graphs, tables etc

11. • REVISIONAL ASSIGNMENT
These assignments are given for..
 Providing drill on what was learnt
 Checking retention and reproduction of the
information related to a topic or unit studied
 Checking the understanding of the ideas of a topic
taught

Assignments need to be worked out in advance
keeping in view the specific instructional
objectives of the subject matter being tested

12. • REMEDIAL ASSIGNMENTS
• These assignments are devised in the light of
pupil’s reactions to the three types of
assignments mentioned above .The purpose of
these assignments is to remove weak points and
clear misunderstandings

13. IMPORTANCE AND PURPOSES OF
ASSIGNMENT
Assignments, properly planned and executed have
great educational value. They enhance
comprehension and pave the way for further learning,
Assignments may serve the following purposes.
I. Assignments serve pupil needs by facilitating
learning effectively. Assignments make pupils active.
II. Assignments can enable pupils to discover
difficulties in learning and to be find out ways and
means to overcome them.

14. I. Assignments may stimulate interest arouse curiosity
motivation is highly fruitful in the development of
learning.
II. To provide educationally gainful experiences and to
illustrate them through examples assignments are
very effective.
III. To attain the different objectives of teaching the
subjects variety of suitable assignments can be
selected and given.
IV. To develop proper skills ,desirable attitudes and
interest assignments very helpful.

15. CHARACTERISTICS OF A GOOD
ASSIGNMENT
 Assignments should be challenging, but not threatening.
 Assignments should be interesting and appealing.
 Assignments should naturally grow out of the lesson. The
close connection between the lesson and the assignments
should be quite clear to the pupils.
 Assignment should motivate pupils.
 Assignments should be goal oriented.
 Assignment should be designed and worked out
cooperatively.
 Assignment must be specific and definite. They should be
stated in simple and clear language.

16. Assignment should have enough variety for motivating
children, creating mental activity appropriates for the
different objectives of teaching and for widening their
perspectives .
Providing and working out assignments should not be
postponed to the last moment.

17. Role Of The Assignment in
Teaching
The assignments have to play important roles at
all the three stages of lesson.
A. At the beginning of the lesson assignments will serve
the purpose of linking the acquired experiences of
children with the new knowledge .
B. During the development of the lesson the educative
process can be furthered through suitable
assignments.
C. Assignments are usually employed at the end of the
lesson. Acquired concepts are to be applied or
problem are to be solved.

18. Planning of Assignments
The teacher should observe the following
procedures for the formulation of assignments.
The interest of the pupils should be maintained
continuously throughout the lesson through effective
questioning and discussion.
The teacher should secure the active cooperation of
the pupils and their responses should become the
basis of developing the content.
The teacher should supply the list of resource material
or books for collateral reading if required.

19. Oral or written instructions should be given and
suggestions for overcoming difficulties should be
indicated.
The teacher should indicate the broad distribution of
the time schedule for the assignments.
The teacher should always assist the pupils when help
is sought. But he shouldn’t impose his suggestions
when not wanted.
The teacher should evaluate the impact of the
assignment while they are in progress.

20. KINDS OF ASSIGNMENTS

21. DEMERITS OF ASSIGNMENT
The present type of assignments reveal the following
defects
 The textbook assignments are mostly recapitulatory
exercise . The number of diagnostic and remedial
assignments are seldom considerable.
 most assignments have their emphasize on facts alone.
Other objectives of learning like the development of
concepts, critical thinking, essential skills and attitudes are
almost ignored.
 The assignments seem to be examination oriented. To
prepare the pupils for the examinations is the main
motive.

22.  Assignments afford only little scope for activity
approach in learning.
 The form of questions given as assignment mostly
conforms to the traditional patterns of essay type
items only.
 Assignments do not generally emphasize high
intellectual process of comprehension, exploring,
guessing or supposing.

23. CONCLUSION
 Assignment is very useful device of teaching social science.
It is believed that written assignments help in the
organization of knowledge assimilation of facts and better
preparation for examination.
 Assignment should motivate pupils
 It should naturally grow out of the lesson.
 We are giving an ASSIGNMENT to a student, we are help to
the preparation for exam and developing writing and
reading skills

24. THANKS
I WOULD LIKE TO THANK MY TEACHER
Mrs.K.P.VALSALA DEVI AND MY DEAR
FRIENDS WHO ARE HELPED ME THAT
SUBMITTING OR PRESENTING THIS SEMINAR.
VINEETH.V,
SOCIAL SCIENCE,
N.S.S. TRAINING COLLEGE,
CHANGANACHERRY.