As per the Syllabus prescribed by S.N.D.T. Women's University, Mumbai, for Science method Education, the presentation is prepared for Science Method Students and Teachers. The current part covers various Teaching Methods, Models and Strategies of Science Teaching.
Science Education Module 4 as per B.Ed. Syllabus.Samruddhi Chepe
The document discusses various topics related to evaluating student learning and teacher professional growth in science subjects. It covers the concepts of formative and summative evaluation, frameworks for assessing student performance in science through tools like observations, field diaries, projects, presentations and portfolios. It also discusses developing test items, aims not assessed in exams, and ways to support teacher professional development including seminars, collaboration and action research.
Ausbel's Reception Learning & Advance Organizer ModelHathib KK
David Ausubel introduced the advance organizer model of teaching. The model has three phases: (1) presentation of an advance organizer to link new content to prior knowledge, (2) presentation of the new learning task, and (3) strengthening cognitive organization through comparison/contrast and clarification. An advance organizer provides an introductory framework to facilitate meaningful learning. The model requires a structured social system with an active teacher role and collaboration between students. It aims to promote both instructional and nurturant learning outcomes. Different types of advance organizers include expository, narrative, skimmed, and graphic organizers.
The document outlines the objectives of teaching science at different educational levels according to the National Curriculum Framework of 2005 (NCF-2005). At the upper primary level, the objectives are to engage students in learning science principles through hands-on experiences and experiments, and to involve them in activities related to their environment and health. At the secondary level, the focus is on more advanced hands-on work and experimentation, as well as projects involving local science and technology issues. Finally, at the higher secondary level, the objectives shift to introducing science as separate disciplines, emphasizing experiments and problem-solving, and ensuring students learn core topics in depth with attention to recent advances in each field.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.
Jerome Bruner developed the concept attainment model of teaching in the 1950s. The model uses an inquiry process to help students understand concepts. It involves presenting examples and non-examples to help students identify the attributes that define a concept. The teacher guides students to form hypotheses about the concept and refines their understanding through discussion and additional examples/non-examples. The goal is for students to inductively derive well-defined concepts.
Hardware, software and systems approach to educationalAtul Thakur
The document discusses three approaches to educational technology: hardware, software, and systems.
The hardware approach focuses on developing electro-mechanical equipment like films and computers to mechanize the teaching process. The software approach uses principles of psychology for behavior modification through programs and materials. The systems approach views education as an interacting system and focuses on specific objectives, appropriate media, learner characteristics, and continuous evaluation.
Science Education Module 4 as per B.Ed. Syllabus.Samruddhi Chepe
The document discusses various topics related to evaluating student learning and teacher professional growth in science subjects. It covers the concepts of formative and summative evaluation, frameworks for assessing student performance in science through tools like observations, field diaries, projects, presentations and portfolios. It also discusses developing test items, aims not assessed in exams, and ways to support teacher professional development including seminars, collaboration and action research.
Ausbel's Reception Learning & Advance Organizer ModelHathib KK
David Ausubel introduced the advance organizer model of teaching. The model has three phases: (1) presentation of an advance organizer to link new content to prior knowledge, (2) presentation of the new learning task, and (3) strengthening cognitive organization through comparison/contrast and clarification. An advance organizer provides an introductory framework to facilitate meaningful learning. The model requires a structured social system with an active teacher role and collaboration between students. It aims to promote both instructional and nurturant learning outcomes. Different types of advance organizers include expository, narrative, skimmed, and graphic organizers.
The document outlines the objectives of teaching science at different educational levels according to the National Curriculum Framework of 2005 (NCF-2005). At the upper primary level, the objectives are to engage students in learning science principles through hands-on experiences and experiments, and to involve them in activities related to their environment and health. At the secondary level, the focus is on more advanced hands-on work and experimentation, as well as projects involving local science and technology issues. Finally, at the higher secondary level, the objectives shift to introducing science as separate disciplines, emphasizing experiments and problem-solving, and ensuring students learn core topics in depth with attention to recent advances in each field.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.
Jerome Bruner developed the concept attainment model of teaching in the 1950s. The model uses an inquiry process to help students understand concepts. It involves presenting examples and non-examples to help students identify the attributes that define a concept. The teacher guides students to form hypotheses about the concept and refines their understanding through discussion and additional examples/non-examples. The goal is for students to inductively derive well-defined concepts.
Hardware, software and systems approach to educationalAtul Thakur
The document discusses three approaches to educational technology: hardware, software, and systems.
The hardware approach focuses on developing electro-mechanical equipment like films and computers to mechanize the teaching process. The software approach uses principles of psychology for behavior modification through programs and materials. The systems approach views education as an interacting system and focuses on specific objectives, appropriate media, learner characteristics, and continuous evaluation.
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
This document defines improvised aids as homemade teaching apparatus created by teachers or students when the proper materials are unavailable. It discusses how improvised aids increase science learning by engaging the principle of "learning by doing." Examples of improvised aids include homemade torches, air capacitors, and vacuum cleaners made from plastic bottles. The document outlines the advantages of improvised aids such as being economical, developing skills, and introducing variety into experiments. It emphasizes that improvised aids motivate learning and engage students by incorporating direct experience.
This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.
Professional growth of science teacherKetan Kamble
The document discusses the need for professional growth among science teachers and identifies several avenues to achieve it, including updating knowledge of latest evaluation strategies, developing scientific attitude and values, learning new teaching methods and technologies, and gaining skills for student projects and career guidance. The professional growth is needed to keep teachers updated in their field and better able to guide students.
Challenges in integrating ict in school educationDr.Amol Ubale
There are several challenges to integrating ICT into school education. Some schools, especially in rural areas, lack adequate ICT infrastructure and internet connectivity. Teachers also need more training on how to create and implement lesson plans using technology. Issues like unreliable electricity supply and technical problems can disrupt the use of ICT in classrooms. Developing consistent ICT access and supporting teachers' professional development are important for successful educational technology integration.
The role of teachers has changed from the past to the present. In the past, teachers were seen as the sole source of knowledge and authority figures, while now they take on facilitator, supporter, and advisor roles. As technology and information access has increased, teachers are expected to develop students' skills, understand individual needs, and continually expand their own knowledge base. The ideal 21st century teacher will be understanding, well-prepared in their subject and teaching methods, able to facilitate both classroom and online learning effectively, and open to students' needs in a changing digital world.
Action research is a type of social research initiated to solve an immediate problems, led by individuals working in teams with others. It involves the process of actively participating in an organization change situation whilst conducting research.
The document discusses the Concept Attainment Model (CAM) instructional strategy. It was developed by Jerome Bruner and focuses on concept formation through inductive reasoning. With CAM, students are presented with examples and non-examples of a concept and must determine the underlying attributes. They form hypotheses, test them against the data, and refine their understanding until they can define the concept. CAM promotes active, inquiry-based learning and helps students examine concepts from multiple perspectives.
Manuscript magazines are documents written by hand before the invention of printing. Manuscripts were not defined by their content and could include writing, maps, illustrations. In India, palm leaf manuscripts were commonly used from ancient times until the 19th century. Paper spread from China via the Islamic world to Europe in the 15th century and replaced parchment. Modern variations include film/theater scripts and screenplays. Historical genres included Bibles which were widely studied in the Middle Ages, and Books of Hours which contained prayers and were popular devotional texts.
This document discusses different approaches to organizing physical science curriculum. It defines curriculum and provides approaches such as concentric, topic-based, historical, nature study, nature rambling, disciplinary, and interdisciplinary. The concentric approach spreads topics over multiple years, starting broadly and adding details each year. The topic approach divides the curriculum into related topic units. The historical approach emphasizes the evolution of science. Nature study and rambling focus on experiences with the natural environment. Disciplinary and interdisciplinary approaches integrate or combine subjects. The document concludes curriculum organization should be based on student needs and interests as well as the functional importance of content.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses social science museums and their importance in education. It defines a social science museum as containing artifacts and exhibits that represent valuable information about the past, including how people lived and how society and science progressed over time. The objectives of museums are to support visual and hands-on learning, stimulate enthusiasm for research, and instruct students in proper research and exhibition techniques. Museums make social science lessons more engaging by providing direct experience and adding reality to the classroom teaching.
Technology-enhanced assessment (TEA) uses technology to support assessment management and delivery, going beyond simply digitizing traditional assessments. TEA allows for new types of questions that demonstrate complex thinking and understanding through tasks like experiments, simulations, and real-world problem-solving. Teachers can use TEA to continuously track student progress, personalize learning, and intervene when needed. Key benefits of TEA include strengthening academic and social-emotional skills, providing real-time feedback, increasing accessibility, and adapting to individual learners through embedding assessment in the learning process. Common TEA tools include online tests, assignments, and learning assessments.
1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
This document discusses different types of teaching aids that can be used in science classrooms. It categorizes teaching aids as projected aids like overhead projectors, slide projectors, filmstrip projectors, and LCD projectors, non-projected aids such as graphs, diagrams, charts, and display boards, and activity aids like models, field trips, and science kits. Teaching aids are important as they motivate students to learn, help teachers clarify lessons, increase vocabulary, and save time and money. Projected aids allow teachers to present content visually while non-projected aids provide graphic representations and activity aids offer hands-on learning experiences.
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
Skill of reinforcement. Meaning of Skill of reinforcement, Nature of Skill of reinforcement, Definition of Skill of reinforcement, Merits of Skill of reinforcement, Components of Skill of reinforcement
Teaching of Science- Methodologies and Models of Teaching Science.Samruddhi Chepe
The presentation is suggested for the B.Ed. students of S.N.D.T. Women's University, Science Method study material. It provides complete syllabus based ppt for student reference.
Models of Teaching
How do models and methods of teaching differ?
Teaching is an interactive process, primarily involving class room talk which takes place between teacher and pupil and occurs during certain definable activity.
A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combination of these.
Models of teaching are nothing but planning of lesson to formulate its structure and outline useful for successful teaching.
American Educationists Bruce Joyce and Marsha Weill have invented these models of teaching.
5 aspects of a Model-
Objectives of a Model
Syntax
Support System
Social System
Principles of Reaction
Inquiry Training Model
Suchman’s Inquiry Training Model
J. Richard Suchman presented his model in the United States in 1962.
This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity
Suchman’s Theory:-
Student inquire when they are puzzled.
They can become conscious of and learn to analyze their thinking strategies.
New strategies of thinking can be taught.
Co-operative inquiry enriches thinking, helps student to learn about the tentative nature of knowledge & to appreciate alternative explanations.
When do we use this model
The Suchman’s Inquiry Training Model is most commonly used in
Science
Social Studies
Languages in Story Telling
Objectives of Inquiry Training Model
To develop scientific process skills-observing, collecting, and organizing data, formulating hypothesis, testing etc
To develop among students the strategies for creative inquiry.
To develop among students an independence or autonomy in learning.
To develop among students the ability to tolerate ambiguity.
To make students realize that all knowledge is tentative.
To develop verbal expressiveness among students.
Syntax
Phase I - Presentation of discrepant event
Phase II - Data gathering: Verification
Phase III - Data Gathering :Experimentation
Phase IV - Formulation of explanation
Phase V - Analysis of Inquiry process.
Phase I - Presentation of Discrepant (inconsistent) Event
Confrontation with the problem.
Explain inquiry procedures.
Present discrepant event.
Phase II- Data gathering : Verification(Yes/No)
Verify the nature of object & condition.
Verify the occurrence of the problem.
Phase III- Data Gathering :Experimentation (‘If‘)
Isolate relevant variables .
Hypothesize.
Phase IV- Formulation of Explanation
Organizing, formulating explanation
Formulate rules, explanations.
Phase V -Analysis of Inquiry Process
Analysis of Inquiry process.
Analyze Inquiry strategy.
Develop more effective ones.
Social System
The teacher exercises control over the interactions.
All the ideas are open for discussion.
Teachers and pupils participate as equal partners.
Support System
A set of confronting materials and resources relate
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
This document defines improvised aids as homemade teaching apparatus created by teachers or students when the proper materials are unavailable. It discusses how improvised aids increase science learning by engaging the principle of "learning by doing." Examples of improvised aids include homemade torches, air capacitors, and vacuum cleaners made from plastic bottles. The document outlines the advantages of improvised aids such as being economical, developing skills, and introducing variety into experiments. It emphasizes that improvised aids motivate learning and engage students by incorporating direct experience.
This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.
Professional growth of science teacherKetan Kamble
The document discusses the need for professional growth among science teachers and identifies several avenues to achieve it, including updating knowledge of latest evaluation strategies, developing scientific attitude and values, learning new teaching methods and technologies, and gaining skills for student projects and career guidance. The professional growth is needed to keep teachers updated in their field and better able to guide students.
Challenges in integrating ict in school educationDr.Amol Ubale
There are several challenges to integrating ICT into school education. Some schools, especially in rural areas, lack adequate ICT infrastructure and internet connectivity. Teachers also need more training on how to create and implement lesson plans using technology. Issues like unreliable electricity supply and technical problems can disrupt the use of ICT in classrooms. Developing consistent ICT access and supporting teachers' professional development are important for successful educational technology integration.
The role of teachers has changed from the past to the present. In the past, teachers were seen as the sole source of knowledge and authority figures, while now they take on facilitator, supporter, and advisor roles. As technology and information access has increased, teachers are expected to develop students' skills, understand individual needs, and continually expand their own knowledge base. The ideal 21st century teacher will be understanding, well-prepared in their subject and teaching methods, able to facilitate both classroom and online learning effectively, and open to students' needs in a changing digital world.
Action research is a type of social research initiated to solve an immediate problems, led by individuals working in teams with others. It involves the process of actively participating in an organization change situation whilst conducting research.
The document discusses the Concept Attainment Model (CAM) instructional strategy. It was developed by Jerome Bruner and focuses on concept formation through inductive reasoning. With CAM, students are presented with examples and non-examples of a concept and must determine the underlying attributes. They form hypotheses, test them against the data, and refine their understanding until they can define the concept. CAM promotes active, inquiry-based learning and helps students examine concepts from multiple perspectives.
Manuscript magazines are documents written by hand before the invention of printing. Manuscripts were not defined by their content and could include writing, maps, illustrations. In India, palm leaf manuscripts were commonly used from ancient times until the 19th century. Paper spread from China via the Islamic world to Europe in the 15th century and replaced parchment. Modern variations include film/theater scripts and screenplays. Historical genres included Bibles which were widely studied in the Middle Ages, and Books of Hours which contained prayers and were popular devotional texts.
This document discusses different approaches to organizing physical science curriculum. It defines curriculum and provides approaches such as concentric, topic-based, historical, nature study, nature rambling, disciplinary, and interdisciplinary. The concentric approach spreads topics over multiple years, starting broadly and adding details each year. The topic approach divides the curriculum into related topic units. The historical approach emphasizes the evolution of science. Nature study and rambling focus on experiences with the natural environment. Disciplinary and interdisciplinary approaches integrate or combine subjects. The document concludes curriculum organization should be based on student needs and interests as well as the functional importance of content.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses social science museums and their importance in education. It defines a social science museum as containing artifacts and exhibits that represent valuable information about the past, including how people lived and how society and science progressed over time. The objectives of museums are to support visual and hands-on learning, stimulate enthusiasm for research, and instruct students in proper research and exhibition techniques. Museums make social science lessons more engaging by providing direct experience and adding reality to the classroom teaching.
Technology-enhanced assessment (TEA) uses technology to support assessment management and delivery, going beyond simply digitizing traditional assessments. TEA allows for new types of questions that demonstrate complex thinking and understanding through tasks like experiments, simulations, and real-world problem-solving. Teachers can use TEA to continuously track student progress, personalize learning, and intervene when needed. Key benefits of TEA include strengthening academic and social-emotional skills, providing real-time feedback, increasing accessibility, and adapting to individual learners through embedding assessment in the learning process. Common TEA tools include online tests, assignments, and learning assessments.
1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
The document summarizes revisions made to Bloom's Taxonomy of learning domains. The original taxonomy developed in 1956 categorized learning objectives using nouns. It was revised in 2001 to use active verbs and be more relevant for teachers. The categories were renamed and the hierarchy was adjusted with Synthesis and Evaluation changing places. The revised taxonomy is also two-dimensional, with knowledge and cognitive process dimensions instead of being one-dimensional. It provides examples of applying the taxonomy to the story of Goldilocks.
This document discusses different types of teaching aids that can be used in science classrooms. It categorizes teaching aids as projected aids like overhead projectors, slide projectors, filmstrip projectors, and LCD projectors, non-projected aids such as graphs, diagrams, charts, and display boards, and activity aids like models, field trips, and science kits. Teaching aids are important as they motivate students to learn, help teachers clarify lessons, increase vocabulary, and save time and money. Projected aids allow teachers to present content visually while non-projected aids provide graphic representations and activity aids offer hands-on learning experiences.
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
Skill of reinforcement. Meaning of Skill of reinforcement, Nature of Skill of reinforcement, Definition of Skill of reinforcement, Merits of Skill of reinforcement, Components of Skill of reinforcement
Teaching of Science- Methodologies and Models of Teaching Science.Samruddhi Chepe
The presentation is suggested for the B.Ed. students of S.N.D.T. Women's University, Science Method study material. It provides complete syllabus based ppt for student reference.
Models of Teaching
How do models and methods of teaching differ?
Teaching is an interactive process, primarily involving class room talk which takes place between teacher and pupil and occurs during certain definable activity.
A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combination of these.
Models of teaching are nothing but planning of lesson to formulate its structure and outline useful for successful teaching.
American Educationists Bruce Joyce and Marsha Weill have invented these models of teaching.
5 aspects of a Model-
Objectives of a Model
Syntax
Support System
Social System
Principles of Reaction
Inquiry Training Model
Suchman’s Inquiry Training Model
J. Richard Suchman presented his model in the United States in 1962.
This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity
Suchman’s Theory:-
Student inquire when they are puzzled.
They can become conscious of and learn to analyze their thinking strategies.
New strategies of thinking can be taught.
Co-operative inquiry enriches thinking, helps student to learn about the tentative nature of knowledge & to appreciate alternative explanations.
When do we use this model
The Suchman’s Inquiry Training Model is most commonly used in
Science
Social Studies
Languages in Story Telling
Objectives of Inquiry Training Model
To develop scientific process skills-observing, collecting, and organizing data, formulating hypothesis, testing etc
To develop among students the strategies for creative inquiry.
To develop among students an independence or autonomy in learning.
To develop among students the ability to tolerate ambiguity.
To make students realize that all knowledge is tentative.
To develop verbal expressiveness among students.
Syntax
Phase I - Presentation of discrepant event
Phase II - Data gathering: Verification
Phase III - Data Gathering :Experimentation
Phase IV - Formulation of explanation
Phase V - Analysis of Inquiry process.
Phase I - Presentation of Discrepant (inconsistent) Event
Confrontation with the problem.
Explain inquiry procedures.
Present discrepant event.
Phase II- Data gathering : Verification(Yes/No)
Verify the nature of object & condition.
Verify the occurrence of the problem.
Phase III- Data Gathering :Experimentation (‘If‘)
Isolate relevant variables .
Hypothesize.
Phase IV- Formulation of Explanation
Organizing, formulating explanation
Formulate rules, explanations.
Phase V -Analysis of Inquiry Process
Analysis of Inquiry process.
Analyze Inquiry strategy.
Develop more effective ones.
Social System
The teacher exercises control over the interactions.
All the ideas are open for discussion.
Teachers and pupils participate as equal partners.
Support System
A set of confronting materials and resources relate
The micro teaching is used to train candidates to learn different teaching skills especially in teacher education courses. The concept of microteaching and various microteaching skills are explained. It will help to understand the concept of microteaching. It will also help to understand the meaning and subskills of different micro-teaching skills.
This document discusses various methods of teaching biology, including teacher-centered and student-centered approaches. It provides details on lecture-based methods like lectures and lecture-demonstrations, as well as student-centered methods like the scientific method, project method, heuristic method, and assignment method. Criteria for selecting teaching methods include class level and size, availability of time and materials, and the nature of topics. The roles of teachers and students differ between teacher-centered and student-centered approaches.
This document discusses various teaching methods, including team teaching, drill method, lecture method, recitation method, discussion method, activity method, inductive method, deductive method, question/answer method, and project method. For each method, a brief definition or description is provided. Team teaching involves two or more teachers jointly teaching a larger than normal class size. The drill method involves repetition of words or sentences by students. The lecture method is teacher-centered and involves the teacher providing information while students passively listen.
This document discusses effective lesson planning. It begins by defining a lesson plan as a teacher's detailed guide for instructing one class that outlines objectives and activities. Well-planned lessons provide structure for learners, help teachers stay organized, and demonstrate commitment. Good plans include coherence, variety, challenge, flexibility, and balanced ingredients. When planning, teachers should consider learners' backgrounds, content, and available resources. Lesson plans traditionally include objectives, activities, timing, evaluation. The document provides examples of lesson components and emphasizes the importance of involving learners through techniques like discussion and practice.
The document discusses the 5-E model of instruction for teaching science. The 5-E model includes 5 phases - Engage, Explore, Explain, Elaborate, and Evaluate. The Engage phase introduces a topic to spark curiosity. The Explore phase allows students to experiment. The Explain phase guides students to understand concepts. The Elaborate phase has students apply concepts to new situations. The Evaluate phase assesses student learning throughout the process. The 5-E model is based on an inquiry approach and is designed to help students develop scientific understanding.
The document discusses different teaching methods: lecture-demonstration, project method, and laboratory method. It provides details on the project method, including its definition, steps involved, advantages like maintaining student interest, and disadvantages like potential misuse of time. The laboratory method is described as utilizing real data/materials to improve understanding and develop skills like observation. Preparation, the work period, and culminating activities are outlined for effective use of these methods.
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
1. The document discusses various approaches and techniques used in science teaching including inductive-deductive, interdisciplinary, multimedia, and constructivist approaches.
2. Specific techniques covered include group discussion, brainstorming, team teaching, peer tutoring, concept mapping, seminars, and debates.
3. Each approach and technique is explained in terms of its definition, advantages, and role of the teacher.
Effective Walkthroughs in Math and ELA Classroomscatapultlearn
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
Some Ideas about effective teaching and assessmentIwan Syahril
The document discusses principles of effective teaching and assessment, outlining models of instruction and assessment, the importance of lesson planning and reflection, and characteristics of effective teachers such as having a sound understanding of their content, learners, and using a variety of teaching strategies like direct instruction, individual study, and indirect instruction.
The document discusses different approaches and methods for teaching, including teacher-centered, learner-centered, subject matter-centered, interactive, constructivist, and direct vs. indirect approaches. It also outlines specific teaching methods like direct instruction, demonstration, inquiry-based, and problem-solving methods. Formative and summative assessment types are defined as a way to check student understanding.
An outline of reasons why Outreach should be undertaken, followed by examples of Outreach that the British Crystallographic Association have performed and finally indicating the direction that this work will take in the future.
The document discusses pedagogical patterns, which are teaching strategies and best practices that are shared among educators. It describes the Pedagogical Pattern Project started in 1996 to observe, classify, and document effective teaching strategies for computer science courses. Patterns are described using a template including their name, description, context, solution, and related patterns. Examples provided are the "Early Bird" pattern of teaching important concepts early and often, and the "Toolbox" pattern. The repository of pedagogical patterns continues to be available online for educators to browse, assess in different subjects, and use the idea of collecting best practices in their teaching and research.
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
The document discusses various teaching methods including lecture, demonstration, and their purposes, techniques, advantages, and limitations. It provides definitions and purposes of lecture and demonstration methods. For lecture, it outlines techniques for preparation, delivery and conclusion. Demonstration method is described as a way to visually explain concepts and procedures to train observation skills. The document also lists factors to consider and best practices for effective demonstrations.
This document describes a workshop and mentoring program for preparing STEM teachers. It discusses challenges like teachers' limited understanding of effective science instruction and mentoring. The program included a two-quarter science methods and practicum course sequence for pre-service teachers, and a mentoring program where teachers received professional development on effective science practices and mentoring strategies. Surveys found that most teachers had little prior training in these areas. Analysis showed increases in teachers' use of effective science instruction and coaching stances after participating in the program. The program provides a model for developing mentor teachers' pedagogical knowledge and mentoring abilities.
Similar to Science Education Module 3 for B.Ed. Students and Science Teachers (20)
GAmes Lesson Note for the B.Ed., M.Ed. Students and Research Fellow in Educat...Samruddhi Chepe
1. The lesson plan describes a game to teach students about the classification of plants based on their growth habits.
2. The teacher divides the classroom into four squares labeled herbs, shrubs, trees, and climbers. Students take turns having the teacher call out a plant type and the student jumps into the corresponding square.
3. After playing the game, the teacher asks students questions about what they learned and how they felt during the activity to check their understanding of plant classification.
Evolution of Democracy by Samruddhi Chepe.pptxSamruddhi Chepe
Phase OneAssembly Democracy
Starting around 2,500 BCE, in lands now within the territories of Iran, Iraq and Syria
“During the first phase of democracy the seeds of its basic institution – self-government through an assembly of equals – were scattered across many different soils and climes, ranging from the Indian subcontinent and the prosperous Phoenician empire to the western shores of provincial Europe.
These popular assemblies took root, accompanied by various ancillary institutional rules and customs, like written constitutions, the payment of jurors and elected officials, the freedom to speak in public, voting machines, voting by lot and trial before elected or selected juries. There were efforts as well to stop bossy leaders in their tracks, using such methods as the mandatory election of kings…” (The Life and Death of Democracy, p.xvi)
Best-known example – Athens, 5th century BCE
Athenian Democracy
Direct democracy: citizens (about 10% of the population) participated directly in initiating, deliberating, and passing of, the legislation. The Assembly, no less than 6,000 strong (out of 22,000 citizens of Athens), convened about every 10 days. Supreme power to decide on every issue of state policy
Citizen juries: justice is responsibility of citizens (juries composed of 501-1001 citizens)
Appointment of citizens to political office by lot
Citizen-soldiers: every citizen had a duty to serve in the army
Ostracism: a bad politician could be kicked out of office by the people
Phase TwoRepresentative Democracy
Started around 10th-12th centuries in Western Europe with the invention of parliamentary assemblies
Reaches its classic forms in the 18th century. Officially regarded as normative today.
Marquis d’Argenson, Foreign Minister of French King Louis XV, 1765.
Phase Two
The Glorious revolution laid the foundation of the first democratic principles of the Rule of Law.
Earlier it was believed that the king was the ‘representative of the God’ and that the King’s wishes were the law.
The people strongly protested the idea and dethroned King James II of England.
They passed the Bill Of Rights which firmly stated that the country should be governed by the laws passed by the people and not by the whims of the king.
The French Revolution took place between 1789 and 1851.
In the revolution King Louis XVI was executed .
It was decided that the country should be ruled by the laws passed by the people.
It laid down the ‘Declaration of the Rights of Man’ which highlighted that liberty, Equality etc. were important in a Democracy.
In 1792, France became a Republic.
Phase Three Monitory Democracy
(term coined by John Keane)- After World War II
Increase citizen ability to control the state which is organized on the basis of representative democracy
Public integrity commissionsJudicial activismLocal courtsWorkplace tribunalsCitizens assembliesThink tanksThe InternetEtc.
How much power do they have? And whose interests do they serve?
Key
Various views on Human Learning - All 5 Theories Merged.pdfSamruddhi Chepe
Module 2:Various views on human learning (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to -
- compare various views on human learning
- consider various roles of learner and teacher for planning of various learning
situations
Contents
1. Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations (15)
Behaviourist (conditioning by Pavlov and Skinner in brief),
Cognitivist ( views of Bruner and Ausubel)
Course 4
Learning and Teaching
SNDT Women’s University, Churchgate, Mumbai 20 . 23
Information-processing view(Atkinson Shifrin)
Humanist( Carl Rogers)
Social-constructivist ( Views of Piaget and Lev Vygotski)
The document summarizes the objectives and activities of the Science Club - EUREKA at the school. It introduces the club master and the student members of 2022-24, including the President, Vice-President, Treasurer, Activity Coordinator and Secretary. It then lists some of the club's activities such as online activities held in 2021, planned science field visits, opportunities for students' creativity through a science exhibition, and classroom decoration. It concludes by mentioning the inauguration date of the Science Club on February 28th, 2022 and welcomes members from batches 2016 to 2022.
Skill of Probing Questions
Samruddhi Chepe
Questioning to promote higher-order Thinking
To open new ideas and creative mental habits
An open-ended- Which encourage divergent thinking
Nurturing educational environment strengthens the brain
Taxonomy of Benjamin Bloom
Categorized level of abstraction of questions-
Knowledge-List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension- Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application- Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Strategies to make classrooms more interrogative
Use the think-pair-share strategy to allow students to respond to questions cooperatively
Avoid predictable question patterns
Ask students to “unpack their thinking”
Promote active listening by asking for summaries
Ask students why they hold a particular position or point of view on a subject
Survey the class
Encourage student-constructed questions
Use hypothetical thinking
Employ reversals
Apply different symbol
Use analogies
Analyze points of view
Questioning skill
Structure-
Grammatically correct
Relevant
Specific
Concise
Process-
Speed of asking questions
Voice
Unnecessary repetition of questions as well as students’ answers
Distribution
Product-
Interest created, attentiveness
Rapport built
Previous knowledge of pupils
Maturity level of pupils
Difficulty level of questions
Avoid
Questions requiring yes or no answers
Leading, suggestive questions
Double barreled questions
Elliptical questions
General/ambiguous questions
Terms beyond the understanding of students
Rhetorical questions
Unnecessary repetition of questions
Unnecessary repetition of answers given by students
Answering your own
Showing anger, impatience, ridicule for wrong, inadequate or slow answer
Asking only the recall/memory based questions
Responses
No response
Wrong response
Partially correct response
Incomplete response
Correct (criterion) response
The components of skill of probing questions
Prompting- No response, a partially correct response or wrong response
Seeking further information- When response obtained from the student is incomplete
Refocusing- Correct response, to view students responses in relation to other similar situations
Increasing Critical Awareness-To increase student ability to look at situations deeply, critically
Criterion Response- To clear ideas and to get correct response
Guidelines……
Questions were grammatically correct
Questions were relevant to the top
Questions were specific
Questions were concise
Questions were put with paper pause
Questions were followed by proper pause
Questions were put with proper voice
Skill of Reinforcement
Need
Reinforcement is a term taken from Psychology of Learning. It is directly related with the learning of students. The term implies for the use of technique for influencing behaviour of individuals in the desired direction.
The concept is based on Hedonistic principle which states that an individual tends to repeat the pleasant experiences and avoid the unpleasant ones.
Thorndike’s Laws of Learning
Law of Readiness
Law of Repetition
Law of Effect
The third law is directly related to the skill of reinforcement. The action having pleasant results are learnt better.
Importance
Reinforcement hence constitutes one of the essential conditions of learning. It motivates and increases the speed of learning. The behaviour of the learner can be controlled and changed and thus can help learning.
Related Study ….
Pavlov
Skinner
Pavlov’s Classical conditioning
Skinner’s Operant conditioning
Objectives
To arrest the attention of the pupils and increase pupil’s verbal /nonverbal participation during teaching-learning process.
To use reinforcers selectively.
To motivate the pupils.
To control the destructive behaviour of pupils.
To provide feedback about the appropriateness of the feedback of the pupil.
Reinforcers
The stimuli that provide or contribute to the pleasant experience are called positive reinforcers, while the stimuli providing unpleasant experiences can be termed as negative reinforcers.
Positive reinforcers are used for strengthening the responses or behaviours and negative are used for eliminating the undesirable responses.
Reinfocers can be verbal as well as nonverbal.
The types of reinforcers are-
Types of Reinforcers
Positive Verbal Reinforcers Ex-good, yes, correct
Positive Non Verbal Reinforcers Ex-Smile , nod, patting
Negative Verbal Reinforcers Ex- No, Wrong, incorrect
Negative Nonverbal Reinforcers Ex- Frowning, shaking head.
Extra Verbal Reinforcers Ex-aah, hmm, unh-hun
Desirable Components
Acceptance
Supportive Denial
Praise
Acceptance with Personal Reference
Positive Non- Verbal Cues
Undesirable Components
Inappropriate use of verbal reinforcers.
Negative Verbal Cues
Lack of Reinforcement
Negative Non-Verbal Cues
Thank You
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
Evaluation Unit 4
Statistics in the View point of Evaluation
Unit 4 Syllabus-
4.2.1- Measuring Scales- Meaning and Statistical Use
4.2.2- Conversion and interpretation of Test Score
4.2.3- Normal Probability Curve
4.2.4- Central Tendency and its importance in Evaluation.
4.2.5- Dimensions of Deviation
The Unit 4 is all about Statistics…
Statistics is the study of the collection, analysis, interpretation, presentation, and organization of data.
In other words, it is a mathematical discipline to collect, summarize data.
Also, we can say that statistics is a branch of applied mathematics.
Statistics is simply defined as the study and manipulation of data. As we have already discussed in the introduction that statistics deals with the analysis and computation of numerical data.
Projective methods of Evaluation through Statistics-
Measurement is a process of assigning numbers to individuals or their characteristics according to specific rules.” (Eble and Frisbie, 1991, p.25).
This is very common and simple definition of the term ‘measurement’.
You can say that measurement is a quantitative description of one’s performance. Gay (1991) further simplified the term as a process of quantifying the degree to which someone or something possessed a given trait, i.e., quality, characteristics, or features.
Measurement assigns a numeral to quantify certain aspects of human and non-human beings.
It is numerical description of objects, traits, attributes, characteristics or behaviours.
Measurement is not an end in itself but definitely a means to evaluate the abilities of a person in education and other fields as well.
Measurement Scale-
Whenever we measure anything, we assign a numerical value. This numerical value is known as scale of measurement. A scale is a system or scheme for assigning values or scores to the characteristics being measured (Sattler, 1992). Like for measuring any aspect of the human being we assign a numeral to quantify it, further we can provide an order to it if we know the similar type of measurement of other members of the group, we can also make groups considering equal interval scores within the group.
Psychologist Stanley Stevens developed the four common scales of measurement:
Nominal
Ordinal
Interval &
Ratio
Each scale of measurement has properties that determine how to properly analyze the data.
Nominal scale-
In nominal scale, a numeral or label is assigned for characterizing the attribute of the person or thing.
That caters no order to define the attribute as high-low, more-less, big-small, superior-inferior etc.
In nominal scale, assigning a numeral is purely an individual matter.
It is nothing to do with the group scores or group measurement.
Statistics such as frequencies, percentages, mode, and chi-square tests are used in nominal measurement.
Examples include gender (male, female), colors (red, blue, green), or types of fruit (apple, banana, orange).
Ordinal scale-
Ordinal scale is synonymous to ranking or g
Unit 3 : Assessment and various aspects of evaluation
Syllabus of Unit 3-
3.2.1- Evaluation of different aspects of Human being
3.2.2 – Models of Evaluation
3.2.3 - Evaluation for Mastery Learning
3.2.4 - Feedback Techniques
3.2.5 – Role of Educator as an Evaluator
3.2.1- Evaluation of different aspects of Human being
Attitude Test
Intelligence Test
Interest Inventory
Aptitude Assessment
Creativity Test
Attitude Test-
An attitude test is a type of psychological assessment designed to measure an individual's opinions, beliefs, and feelings about a particular subject or set of subjects. Attitude tests are commonly used in various fields, including psychology, sociology, marketing, and human resources, to understand how individuals perceive and respond to different stimuli.
Attitude tests can be structured in different ways, and they often use scales or questionnaires to gather information about an individual's attitudes. Here are some key points about attitude tests:
Open-ended Questions: Attitude tests may also include open-ended questions to allow respondents to express their opinions and thoughts in their own words. This provides a more qualitative understanding of attitudes.
Attitude Components: Attitude tests often assess three main components of attitudes:
Cognitive Component: The beliefs and thoughts an individual holds about a particular subject.
Affective Component: The emotions and feelings associated with a particular subject.
Behavioral Component: The intended or actual behavior related to the attitude.
Thurstone Method-
In psychology and sociology, the Thurstone scale was the first formal technique to measure an attitude.
It was developed by Louis Leon Thurstone in 1928, originally as a means of measuring attitudes towards religion. Today it is used to measure attitudes towards a wide variety of issues.
Likert Scales-
Here individuals rate their agreement or disagreement with a series of statements. For example, respondents might be asked to indicate how strongly they agree or disagree with statements such as "I enjoy working in a team" or "I feel confident in my abilities."
The Likert scale is used to measure the intensity of an individual's agreement or disagreement with a particular statement or set of statements.
Named after its creator, psychologist Rensis Likert, this scale is designed to capture the strength and direction of a person's attitude towards a given subject.
Scale Structure:
Respondents are presented with a series of statements related to the topic of interest.
Each statement is accompanied by a scale of response options, typically ranging from "Strongly Disagree" to "Strongly Agree."
Overall, the Likert scale is a versatile and widely used tool for assessing attitudes in various fields, including psychology, sociology, education, and business. Its simplicity and ease of use make it a popular choice for both researchers and practitioners.
Importance of Attitude Scale-
Attitude tests are used in various contexts,
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Unit 1.Evaluation, Assessment and Measurement pptxSamruddhi Chepe
Assessment and evaluation- Modern Viewpoint
Syllabus-
Concept of Assessment and Evaluation
Tests and its Application
Various aspects of Assessment and Evaluation
Statistics in Evaluation
Modern Trends in Assessment
Unit 1-Concept of Assessment and evaluation
Syllabus of Unit 1-
Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
Evaluation-Meaning, Nature, Need, Importance, and Scope
Functions of Evaluation, Measurement and Assessment in Education
Interrelationship between Educational Objectives, Learning Experiences and Evaluation
Various Types of Evaluation and its Limitations
1.2.1-Measurement - Meaning
Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
1. In India, teachers (gurus) have traditionally been held in high esteem and seen as instrumental in guiding students to knowledge and enlightenment.
2. Ancient Indian civilization was home to many renowned centers of learning including Takshila, Nalanda, and Odantapuri universities which taught subjects like medicine, mathematics, and astronomy.
3. Over time, the Indian education system has evolved with establishment of institutions like IITs and IIMs that are globally renowned while also aiming to promote values of secularism, democracy, and scientific temper.
Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.
Logical or deductive reasoning involves using a given set of facts or data to deduce other facts by reasoning logically. It involves drawing specific conclusions based on premises. Reasoning is the process of using existing knowledge to draw conclusions, make predictions, or construct explanations. Three methods of reasoning are the deductive, inductive, and abductive approaches. The development of Indian logic dates back to the anviksiki of Medhatithi Gautama (c. 6th century BCE); the Sanskrit grammar rules of Pāṇini (c. 5th century BCE); the Vaisheshika school's analysis of atomism (c. 6th century BCE to 2nd century BCE); the analysis of inference by Gotama.
Module 2: Planning of teaching Science and Technology (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning
- plan for teaching major concepts, principles and theories of Science and Technology
at school level
- design co-curricular activities for Science learning
Contents
1. Importance and characteristics of good planning(1)
2. Planning for designing learning experiences, field visits, activities and developing
instructional material for teaching following content:(12)
Properties and states of matter, structure of atom, Plant and animal cells, classification of
plants and animals, diseases and their prevention, kinematic equations, modern periodic
table, Electricity, lenses and mirrors, life processes, life cycle, Origin of life and
evolution, Heat, Electricity, Magnetism, Light, Contribution of eminent scientists such as
Isaac Newton, Dalton, Neils Bohr, Darwin, J. C. Bose, C. V. Raman, Albert Einstein, etc.
3. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to science/biology, Day celebrations such as Science Day, Earth
Day, Environment Day, etc(2)
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student
teachers for completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Science and Technology (Credit 1,
Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of science
- understand the aims of Science education
- plan for imbibing values through Science teaching
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Science and Technology in the light of
NCF 2005 and principles of curriculum development
- establish correlation of Science with other subjects
Contents :
1. Nature and Structure of Science: Characteristics and functions of Science and
Technology, Branches of Science; Facts, concepts, principles, laws and theories in
context of science (3)
2. Aims of teaching Science and Technology:(2)
3. Developing scientific attitude and scientific temper
4. Nurturing the natural curiosity, aesthetic senses and creativity in Science
5. Acquiring the skills to understand the method and process of science that lead to
exploration, generation and validation of knowledge in science
6. Relating Science education to the environment (natural environment, artifacts and
people)
7. Solving problems of everyday life
8. Values and Learning Science: Imbibing the values of honesty, integrity, cooperation,
concern for life and preservation of environment, health, peace, equity (2)
9. Objectives at upper primary and secondary school level as given by State curriculum (1)
10. Determining acceptable evidences that show learners‘ understanding with the help of
Bloom and Anderson‘s hierarchy of objectives of teaching ( 2)
11. Expectations about constructivist science teaching in NCF 2005, General principles of
curriculum development and Trends in Science curriculum; Consideration in developing
learner centered curriculum in science, Analysis of Features of existing curriculum of
science and technology at upper primary and secondary school level and textbooks(4)
12. Establishing correlation of Science with other school subjects and life(1)
Module 1 of SNDT University of FYBEd.
A numerical reasoning test is an aptitude test measuring ability to perform calculations and interpret data in the form of charts. There are five common types of numerical reasoning tests: calculation, estimation, number sequence, word problem, and data interpretation. Most of them are in multiple-choice format. Numerical ability is defined as the capacity to comprehend, reason about, and apply basic numerical ideas. Understanding basic arithmetical operations such as additions, reduction, multiply, and divisions constitute basic numeracy abilities. How do you prepare numerical ability?
Our final top numerical reasoning test tips
Numerical Test Tip 1: Understand the questions. ...
Numerical Test Tip 2: Bring your own calculator. ...
Numerical Test Tip 3: Know your calculator. ...
Numerical Test Tip 4: Use the rough paper. ...
Numerical Test Tip 5: Consider only the options available. What are numeracy skills? Numeracy skills refer to the ability to use, interpret and communicate mathematical information to solve real-world problems. These include the ability to understand basic math like addition, subtraction, division and multiplication.
Present ppt can be useful for B.Ed. CET.
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
Module: 3 Understanding Right to Education(Credit: 1, hours: 15, Marks: 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature of RTE.
- elaborate the objectives and features of RTE.
- elaborate the provisions of RTE.
- create teaching and evaluation strategies for RTE
- explain duties and responsibilities of school and teachers
- evaluate the role of stakeholder, parents, media and government organization in
implementation of RTE.
Content:
1. Nature, need and importance of RTE in India.(2)
2. History of RTE: Directive principles of state policy, laws and commission regarding
Indian education, UNO declaration about child‘s Rights, RTE ACT 2009.(3)
3. Objectives and Features of RTE Act2009.(2)
4. Provisions of RTE Act 2009(3)
5. Teaching learning and evaluation strategies in RTE (2)
6. Duties and responsibilities of school and teachers(2)
7. Role of stakeholder, parents, media (1)
Module no. 3 of optional paper Human Rights Education of S.Y.B.Ed. SNDT University.
Module - 2: Understanding ICT in Education (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to
- explain the meaning and characteristics of Computer.
- operate various hardware devices.
- explain the software and its uses in Education.
Course 3
Critical Understanding of ICT
SNDT Women’s University, Churchgate, Mumbai 20 . 19
Content:
1. Computer - Definition ,Characteristics & Types of Computer – Speed, Storage,
Accuracy, Versatile, Automation, Diligence (3)
2. Hardware and uses.-(6)
Input devices - Key Board, Mouse, Scanner, Microphone, Digital camera.
Output devices - Monitor, Printer, Speaker, Screen image projector
Storage devices - Hard Disk, CD & DVD, Mass Storage Device (Pen drive)
ICT Tools-Touch screen, Personal Digital Assistants (PDA),Bar Code Readers, LCD
Projectors, Game Pads and Joy Sticks.
3. Software‘s and its uses in Education. (6)
Operating System - Concept and function.
Application Software
• Word Processors
• Presentation software
• Data management -Spread sheet
• Content access software –Media Player,
• Media development software-Image Editing Software
Module 2 of Critical Understanding of ICT as per the F.Y.B.Ed. SNDT Syllabus.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Science Education Module 3 for B.Ed. Students and Science Teachers
1. SNDT University
B.Ed. Part I
Science Subject Education
Prof. Samruddhi Chepe
Ashoka International Centre for Educational Studies and
Research, Nashik.
25-10-2021 Prof. S.S. Chepe 1
3. Content
• Using narration/explanation and
demonstrations for facilitating
understanding.
• Promoting thinking and construction of
knowledge through Using Concept
Attainment, Inductive Thinking, guided
discovery, Problem solving, Project Based
Learning, organizing
experiments/laboratory activities.
25-Oct-21 3
Prof. S. S. Chepe
4. • Facilitating learners for self-study through
use of computers, Internet resources-
Websites, You Tubes, online learning,
using activity sheets, assigning
homework/assignments (2)
25-Oct-21 4
Prof. S. S. Chepe
5. • Using Small Group and Whole Group
Instruction strategies through Cooperative
and Collaborative approaches to learning,
Brain storming, Role Play and
Dramatization, Group Discussion,
Simulation and Games, Quiz (3)
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Prof. S. S. Chepe
6. • Using learning resources for teaching
Science(3)
• Science laboratory
• Audio and Visual aids
• Community resources such as botanical
garden, museum, aquarium, zoo,
exhibitions
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Prof. S. S. Chepe
8. • Here the teacher casts himself/herself in the role
of being a master of the subject matter. The
teacher is looked upon by the learners as an
expert or an authority. Learners on the other
hand are presumed to be passive and copious
recipients of knowledge from the teacher. These
methods require little or no involvement of
learners in the teaching process. It is also for
this lack of involvement of the learners in what
they are taught, that such methods are called
“closed-ended”.
25-Oct-21 Prof. S. S. Chepe 8
9. Uses
1. To orient students.
2. To introduce a subject.
3. To give directions on procedures.
4. To present basic material.
5. To introduce a demonstration,
discussion, or performance.
6. To illustrate application of rules,
principles, or concepts.
7. To review, clarify, emphasise or
summarise.
25-Oct-21 Prof. S. S. Chepe 9
10. Advantages
• Saves time.
2. Permits flexibility.
3. Requires less rigid space requirement.
4. Permits adaptability.
5. Permits versatility.
6. Permits better centre over contact and
sequence.
25-Oct-21 Prof. S. S. Chepe 10
11. Limitations
1. Involves one way communication.
2. Poses problems in skill teaching.
3. Encourages student passiveness.
4. Poses difficulty in gauging student
reaction.
5. Require highly skilled instructors.
25-Oct-21 Prof. S. S. Chepe 11
13. Nature of Method
25-Oct-21 Prof. S. S. Chepe 13
• Method based on Huxley’s Principle-
“ Whatever is observed and can be experienced is
true and reliable”
• It means the process of performing and
explaining the experiment by the teacher for the
whole group
• Teacher performs experiment
• Students help the teacher, take observations etc.
• Knowledge acquired becomes permanent
14. Criteria of Good Demonstration
25-Oct-21 Prof. S. S. Chepe 14
• Objective of demonstration needs to be
ascertained in advance
• Preplanned demonstration
• Teacher to ensure students are actively
participating
• Sequential arrangement of apparatus
• Students curiosity to be aroused
15. Precautionary Measures
25-Oct-21 Prof. S. S. Chepe 15
• Proper list of apparatus and chemicals to be
ready beforehand
• Sequential arrangement need to be done
• Material and instruments should be large
enough to be visible
• Teacher to ask meaningful questions in between
• Arrangement on a high table
• Teachers to record observation on blackboard
• Perfect neatness to be observed
• Well prepared teacher
16. Merits
25-Oct-21 Prof. S. S. Chepe 16
• Inculcates interest in subject
• Many students at a time can observe
• Scientific Principles and laws can be
verified
• Save time and money
• Dangerous experiments are risky for
students to perform but teacher can
demonstrate those.
• Helps building observation skill, co-
17. Limitations-
25-Oct-21 Prof. S. S. Chepe 17
• Ability to perform experiment is not
developed
• Learning by doing principle is not followed
• No scope for individual student to perform
hence some may loose interest
• No joy and satisfaction
• No sufficient time for observation
• No guarantee that each child understands
the experiment
19. How do models and methods of
teaching differ?
• Teaching is an interactive process, primarily
involving class room talk which takes place
between teacher and pupil and occurs during
certain definable activity.
• A teaching method comprises the principles and
methods used for instruction. Commonly used
teaching methods may include class
participation, demonstration, recitation,
memorization, or combination of these.
25-Oct-21 19
Prof. S. S. Chepe
20. • Models of teaching are nothing but
planning of lesson to formulate its
structure and outline useful for successful
teaching.
• American Educationists Bruce Joyce and
Marsha Weill have invented these models
of teaching.
25-Oct-21 20
Prof. S. S. Chepe
21. Definitions
• “Models of teaching are prescriptive teaching
strategies designed to accomplish particular
teaching goals.”
-Paul Egan and Others
• “Models of Teaching are instructional designs.
They describe the process of specifying and
producing particular environmental situations
which cause the student to interact in such a way
that specific change occurs in his behaviour.”
-Bruce Joyce & Marsha Weil
25-Oct-21 21
Prof. S. S. Chepe
22. Families of Models
• Information Processing Family
• Social interaction Family
• Personal Family
• Behaviour Modification Family
25-Oct-21 22
Prof. S. S. Chepe
23. The Aspects of a Model
1. Objectives- Give the purpose of the
Application of particular model.
2. Syntax-Describes the model in action. It
describes sequences of activities called
phases.
3. Social System-Describes student and
teacher roles and relationships. The role of
the teacher varies greatly from model to
model as the degree of structure changes.
25-Oct-21 23
Prof. S. S. Chepe
24. 4. Principles Of Reaction-tell the teacher
how to regard the learner and how to
respond to what the learner does.
5. Support System-Describes the additional
requirements of model beyond the usual
human skills and capacities and technical
facilities.
25-Oct-21 24
Prof. S. S. Chepe
25. Concept Attainment Model
• CAM was developed by Jerome Bruner in 1956.
• It belongs to the information processing family.
• The model emerged out of the study of thinking
process in human beings. It is based on the
assertion that a human being is endowed with
the capacity to discriminate and to categorize
things in groups. This model is used for teaching
concepts to the students. It enables them to
understand fully the similarities and relationship
among various things of the environment.
25-Oct-21 25
Prof. S. S. Chepe
27. Concept Attainment Model-Nature
• Students come across various new words during
T-L process.
• The teacher also explains various new
concepts, terminologies.
• Teacher gives definition of particular concept so
that it becomes more clear to students.
• Lastly various examples are given to make
concrete understanding of the concept.
• This process of formation of concept is called
Concept Attainment Model.
25-Oct-21 27
Prof. S. S. Chepe
28. • This model, built around the studies of
thinking conducted by Bruner, Goodnow,
and Austin.
• It is designed to help students learn
concepts for organizing information and to
help them become more effective at
learning concepts.
• It includes an efficient method for
presenting organized information from a
wide range of areas of study to students of
every stage of development.
25-Oct-21 28
Prof. S. S. Chepe
29. Steps In CAM-
1. While asking various Yes, No type questions
the student compares the concept in Yes or No
form and a hypothesis is put forth.
2. From this the student gives and identifies
similar examples and decides the concept by
identifying various properties.
3. Finally discussion is made on how problem is
solved i.e. a general discussion is done on
concept formation and attainment.
25-Oct-21 29
Prof. S. S. Chepe
30. Objectives of CAM
• Concept attainment is designed to clarify
ideas and to introduce aspects of content.
• Challenges all thinking abilities throughout
the activity.
• children become skilled at identifying
relationships in the identification of
concept.
25-Oct-21 30
Prof. S. S. Chepe
31. Syntax
Structure of the model has following 3
phases-
1. Presentation of data and Identification of
Concept
2. Testing Attainment of the concept
3. Analysis of the Thinking Strategies.
25-Oct-21 31
Prof. S. S. Chepe
32. Presentation of Data and Identification of
Concept
• Teacher presents labelled examples
• Students compare attributes in positive negative
examples.
• Students generate and test hypotheses.
• Students state a definition according to the
essential attributes.
25-Oct-21 32
Prof. S. S. Chepe
33. Testing Attainment of the
concept
• Students identify unlabelled examples
• Teacher confirms hypotheses , names ,
concepts, and restates definition.
• Students generate examples.
25-Oct-21 33
Prof. S. S. Chepe
34. Analysis of the Thinking Strategies
• Students describe thoughts.
• Students discuss role of hypothesis and
attributes.
• Students discuss type and number of
hypothesis.
25-Oct-21 34
Prof. S. S. Chepe
35. The Social System
The social system is moderately structured.
• The teacher controls all action of the
classroom by choosing the concept,
selecting and organizing the material into
positive and negative examples and
sequences the examples.
• Reasonable freedom is given for
discussion within different phases of
teaching.
25-Oct-21 35
Prof. S. S. Chepe
36. Principles of Reaction
The teacher should-
• Support the student hypothesis
• Create the dialogue in which the students
test their hypotheses against each other.
• Turn the attention of the student towards
analysis of their concepts and their
thinking strategies.
25-Oct-21 36
Prof. S. S. Chepe
37. Support System
• The lesson requires material which can be
arranged so that the concept may be
drawn from it.
25-Oct-21 37
Prof. S. S. Chepe
38. Effects of CAM
• The effects of a model can be direct,
called as Instructional Effects that come
from the content.
• Effects may also be implicit,
experienced in the learning
environment. These are called Nurturant
effects.
25-Oct-21 38
Prof. S. S. Chepe
40. Educational Importance of CAM-
• This is student-centered technique of teaching.
• Students study how to obtain various concepts.
• Students obtain specific concepts and get their
ideas cleared avoiding chaos in their thinking.
• Inductive reasoning power is developed among
the students and comparative study is done.
• The S-T relation becomes more compatible and T-
L process becomes more effective.
25-Oct-21 40
Prof. S. S. Chepe
41. Inductive Thinking
• Inductive reasoning is the process of making
generalized decisions after observing, or
witnessing, repeated specific instances of
something.
• Inductive reasoning is the more common way
that scientists conduct experiments. Scientists
have an idea of something to study more in
depth. Then they go and collect data through
experiments, observations or surveys. With all of
the data in hand, they analyze it to draw out
conclusions.
25-Oct-21 41
Prof. S. S. Chepe
43. Hilda Taba
• was an architect, a
curriculum theorist, a
curriculum reformer,
and a teacher
educator.
• Hilda Taba believed
that students make
generalizations only
after data are
organized.
25-Oct-21 Prof. S. S. Chepe 43
44. Objectives
• To collect, organize and manipulate.
• To develop a series of teaching strategies
designed to mental process.
• To develop abilities to categorize.
• To develop student’s ability to handle information
• To induce students to expand the conceptual
system with which they process information.
25-Oct-21 Prof. S. S. Chepe 44
45. Syntax
Teaching is organized in nine phases-
• The first three phases are concerned with concept formation by
involving enumerating grouping and labeling categories .
• The second three related to interpretation of data to identify
relationship, explaining relationship and drawing inferences.
• The last three phases are concerned with an application of
principles by hypothesis, explaining hypothesis and verifying the
hypothesis.
All these three stages and elaborating steps are given as
under:-
• Concept Formation
• Interpretation of Data
• Application of Principles
25-Oct-21 Prof. S. S. Chepe 45
46. Principles of Reaction
• Principle of reaction:- Main task of teacher
is to monitor the ways the students receive
information .If the group is large ,then the
teacher must make sure that each
operation is comprehended by all
students.
25-Oct-21 Prof. S. S. Chepe 46
47. Social System
• The teacher is the initiator of information, though co-
operative, he is in controlling position.
• He decides the sequence of activities in advance.
• Classroom atmosphere is co-operative and democratic.
The learner is actively involved.
25-Oct-21 Prof. S. S. Chepe 47
48. Support System
• Support system:- This model is for social
science curriculum and applicable for
young children It has been basically
designed to develop thinking.
• Students need raw data to organize and
analyse.
25-Oct-21 Prof. S. S. Chepe 48
50. Advantages
• Helps the students to think inductively
• Develops discovery attitude.
• It helps in development of thinking of the students. Application of principles,
induces students to go beyond the given data and hence increases creative
thinking.
• The model has been success used for a wide range of subjects including
science, arts ,languages etc.
• The model is especially applicable for young children in teaching concepts
and in developing thinking process.
• The first three phases are useful for elementary classes and last three for
higher classes.
• It is according to psychology of the student
• It helps in development of innate power of the students.
• It develops logical reasoning ,comprehension and classification of the
subject.
• It also develops co-operation of teacher and student.
25-Oct-21 Prof. S. S. Chepe 50
51. Limitations
• Not applicable for the slow learners
• Not suitable for all topics
• It is teacher –centered because teacher is
the initiator and controller of all activities.
25-Oct-21 Prof. S. S. Chepe 51
53. Guided Discovery Learning
• Working as an undercover agent, the teacher makes
sure that the students are guided to their
discoveries. That discovery made by the students
with guidance and support from the teacher is
known as guided discovery learning.
• This becomes clear if we compare with Discovery
Learning, which is unguided and Reception
Learning, which is over guided.
25-Oct-21 53
Prof. S. S. Chepe
54. Discovery Learning:
• An approach, which capitalizes on the child’s
natural curiosity and urge to explore the
environment. The child learns by personal
experience and experiment and this is thought to
make memory more vivid and help in the transfer
of knowledge to new situations. This method is
associated with liberal educationists such as Dewey
and Montessori. It has the support of Piaget’s
theory, which stresses the importance of the effects
of informal experience during childhood.
25-Oct-21 54
Prof. S. S. Chepe
55. What is Discovery Learning?
• Students discover knowledge without
guidance, developing their own
understanding.
• Children are “Little Scientists”. – Jean Piajet.
• Can you think of an example from your
own experiences? As a young boy/girl,
what were some of the simplest things you
learned yourself without the help of elders
or teachers?
25-Oct-21 55
Prof. S. S. Chepe
56. Limitations
• Discovery learning is not appropriate in every situation other than
young children.
• Often children don’t have sufficient time to learn all they need to know
by personal discovery.
• On the other hand as in reception learning, if the teacher presents
concepts, principles, and ideas to children, students may not put in
much effort and it becomes spoon-feeding.
• Hence the middle path is guided learning.
• Teachers should retain the important role in guiding children to their
discoveries.
• Level of guidance should be in accordance with learner’s ability.
• Some learners need little guidance and some may need more. Teachers
should provide right amount of guidance and support depending on an
individual’s ability.
25-Oct-21 Prof. S. S. Chepe 56
57. Steps in Guided Discovery
1. Present a problem, question, or situation that is interesting or exciting,
and provoke student questions.
2. Ask students to define or explain terms, working toward a precise
definition of the problem, question, or situation to be studied.
3. Aid students in the formation of specific questions to focus the enquiry
and facilitate the collection of data.
4. Guide students toward a variety of sources, including yourself and your
students, to provide necessary data.
5. Assist students in checking the data by clarifying statements or
judgments about the problem or situation.
6. Support the development of a number of solutions from which choices
can be made.
7. Provide opportunity for feedback and revision. Assist in testing the
effectiveness of solutions.
25-Oct-21 Prof. S. S. Chepe 57
58. • To Teach the concept – “the sum of angles of
a triangle always equal to 180 degree”, five
different approaches are given:
25-Oct-21 58
Prof. S. S. Chepe
59. 1. Teacher provides triangles and instruments like rulers,
compasses, and protractors, and simply allows learners
to play with materials giving no specific direction.
2. After providing triangles and instruments like rulers,
compasses, and protractors, teacher says – “See if you
find any interesting facts about the angles of a
triangle”.
25-Oct-21 59
Prof. S. S. Chepe
60. 3. Teacher gives instruction – “Measure the angles of
a triangle and add the result together. Repeat this
for a number of triangles and see if can state any
conclusion which applies to all the triangles”.
4. Teacher draws number of triangles on the board
and asks various students to come forward to
measure the angles and perform the requisite
addition, and then invite the class to formulate a
generalization.
5. Teacher gives generalization and then have various
children to confirm it with examples drawn on
the board.
25-Oct-21 60
Prof. S. S. Chepe
61. • Which of the above approach are Discovery
Learning, Guided Discovery Learning, and
Receptive Learning.
25-Oct-21 61
Prof. S. S. Chepe
63. Objectives
• This method helps students to gain the
ability of scientific problem solving and
using it in the every area of life.
• With this method,teachers aim is to raise a
youth which can solve problems in
scientific way not just creating problems.
25-Oct-21 Prof. S. S. Chepe 63
64. Case 1
Sonali is a Science Teacher for Standard 8th. She
notices that one students, Sahil, is frequently
remaining absent.
Sonali calls Sahil’s parents. Sahil then starts
coming regularly, but again after 15 days, same
thing happens.
Sonali goes to Sahil’s place, does general
discussion and then finds that Sahil is afraid of
studies.She does remedial teaching and
gradually brings back Sahil to normalcy.
25-Oct-21 Prof. S. S. Chepe 64
65. Case 2
• A particular class, 7th D performs very poor in the
exams. Teachers discuss with Principal. Problem
is identified.
• Time table of this class is exactly the way it
should not be..like Mathematics lectures after
games period, all difficult subjects in afternoon
and all simple lectures in morning.. And so
on..Problem is immediately rectified.
25-Oct-21 Prof. S. S. Chepe 65
66. Few more cases
• Water problem in particular area of
Nashik-9th standard.
• Some plants are not surviving in some
garden patch in school-6th standard.
• Certain experiments of Chemistry are not
possible in Monsoon-8th Standard.
25-Oct-21 Prof. S. S. Chepe 66
67. What Is Problem Solving Method?
• Problem solving is a process to choose
and use the effective and benefical tool
and behaviours among the different
potentialities to reach the target.
• It contains scientific method,critical
thinking,taking decision,examining and
reflective thinking.
• This method is used in the process of
solving a problem to generalize or to make
synthesis.
25-Oct-21 67
Prof. S. S. Chepe
68. Steps Of Problem Solvıng Process
1. Identify problem.
2. Delimitation of the problem.
3. Planning the application.
4. Providing the sources.
5. Examining the problem.
6. Getting a conclusion.
25-Oct-21 68
Prof. S. S. Chepe
69. Advantages Of Problem Solvıng Method
• It provides the active participation of the
students in teaching-learning activity.
• It habituates student to study regularly and
organized.
• It provides students to gain scientific view and
thinking.
• It makes students to be interested in learning.
• It helps to improve the sense of responsibility of
students.
• It provides students to face the problems boldly
and to deal with it in a scientific approach.
25-Oct-21 69
Prof. S. S. Chepe
70. Limitations Of Problem Solvıng Method
• It takes too much time.
• It is not possible to apply this method to all
disciplines.
• It can load some worldly burdensomes to
students.
• It can be diffucult for students to provide
the materials and sources which is
required for solving the problem.
• Evaluating the learning can be difficult.
25-Oct-21 70
Prof. S. S. Chepe
73. Project-based learning
• Project-based learning (PBL) is considered
an alternative to paper-based, rote
memorization, or to teacher-led classrooms.
• A definition of project-based learning includes
a type of instruction, where students work
together to solve real-world problems in their
schools and communities.
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Prof. S. S. Chepe
74. 25-Oct-21 Prof. S. S. Chepe 74
• Another definition of project-based learning
includes a type of instruction, where students
work together to solve real-world problems in
their schools and communities.
– Successful problem-solving often requires
students to draw on lessons from several
disciplines and apply them in a very practical
way. The promise of seeing a very real impact
becomes the motivation for learning.
75. The core idea of project-based learning is that
real-world problems capture students' interest
and provoke serious thinking as the students
acquire and apply new knowledge in a problem-
solving context. The teacher plays the role of
facilitator, working with students to frame
worthwhile questions, structuring meaningful
tasks, coaching both knowledge development
and social skills, and carefully assessing what
students have learned from the experience.
Typical projects present a problem to solve
(What is the best way to reduce the pollution in
the schoolyard pond?) or a phenomenon to
investigate (What causes rain?).
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76. Constructivism
Students construct their own
understanding and the
knowledge of the world
through experiments,
experience and reflection.
Project Based Learning
Students work in groups
seeking multiple sources of
information and creating
authentic products.
Problem based learning
Students develop solutions
to specific and complex
problems
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77. Project-based Learning includes-
• Is organized around an open-ended driving question or
challenge.
• creates a need to know essential content and skills.
• requires inquiry to learn and/or create something new.
• requires critical thinking, problem solving, collaboration,
and various forms of communication, often known as
"21st Century Skills.”
• allows some degree of student voice and choice.
• incorporates feedback and revision. results in a publicly
presented product or performance
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81. • Science is subject which is learnt by doing.
doing of science ,gives rise to the need of
suitable method and a suitable place . laboratory
method and organizing experiments is a correct
answer to it .it is based on the principle of
“learning by doing “ , “learning by observing “
and proceeding from concrete to abstract .pupil
do not only listen for the information , but do
something practically.
Introduction
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82. • A scientific procedure undertaken to make
discovery , test a hypothesis or
demonstrate a known fact is known as
experiment.
• Performing a scientific procedure
especially in a laboratory ,to determine
something is known as experiment.
Meaning and definition
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83. 1. Pick a topic and define variable
2. Make a hypothesis
3. Organize data collection beforehand
4. Conduct the experiment
5. Analyze the data
6. Make your conclusion
Steps for organizing experiments
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84. The method is based on the following principles-
1. Learning by doing
2. Interest of students
3. Active participation of students
4. Pupil centered
principles
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85. • The main points for experimentation are as
summarized below :
1. The experiment must work and their results
should be clear and striking .the teacher should
never try to make the experiment succeed by
illicit means.
2. Experiment should be simple and speedy .long
drawn out experiments defeat the purpose of
demonstration .lengthy experiments like
composition of air by rusting of iron should be
neglected.
Performance of experiments
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86. 3. Experiments should be well spaced
throughout the lesson. it is a wrong
teaching to finish all the experiments at
an early part of lesson or rushed in at the
end.
4 . Reserve apparatus should be kept near
the demonstration table so that much
time is not is wasted in gathering the
apparatus in case of breakages.
5. Store the demonstration apparatus inact
until it is to be used again.
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87. • Wear eye protections
• If anything gets in eyes rinse them thoroughly with
water.
• Do not have any food or drinks near the
experimentation.
• Wash your hands before and after experiments.
• Wear gloves while handling chemicals.
• When using dangerous chemicals, hot flames,
make sure you have an adult supervising you.
Warnings for performing
experiments
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88. • It is interesting and joyful for the learner .he likes
to do something with hi own hands.
• It is based on two psychological principles
namely “proceed from concrete to abstract “ and
“learning by doing “.
• The learner acquires a clear understanding of
the subject .
• It provides great scope for independent work
and individual development .
• It inculcates the spirit of cooperation and
exchange of ideas.
Advantages
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89. • Handling the apparatus and doing experiments
removes shyness from the students.
• A successful experiment is a source of joy and
encouragement to the learner.
• The application of science becomes increasingly
evident.
• Some topics of science are best understood by
experimentation method.
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90. • The method needs thorough planning and
supervision , otherwise students may just play
with the instruments without any substantial
gain.
• All the topics cannot be taught by this method.
Limitations
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91. • Experimentation is very important method for
learning science. Though laboratory
accommodation and equipments are costly
schools are providing these facilities for better
learning of science. This method is “must “ in
every school.
conclusion
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93. ROLE – PLAYING AS A
CREATIVE METHOD IN
SCIENCE EDUCATION
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94. ROLE PLAY
Definition of role play-
The acting out or performance of a particular
role, either consciously (as a technique in
psychotherapy or training) or unconsciously, in
accordance with the perceived expectations of
society as regards a person's behavior in a
particular context.
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95. The problem with teaching pure,
undiluted information is that
afterwards, the students, if they paid
attention, will be left asking "What is
it for? What does it mean?" Role-
playing enables them to start
answering these questions and to
start expanding them.
Why Use Role-Playing???
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96. Why Use Role-Playing???
Role-playing exercises are
particularly useful in courses for
non-majors to emphasize the
intersection between science and
daily life. Popular geosciences role-
playing scenarios generally deal with
hazards and environmental issues
that combine natural and social
sciences.
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97. There are many advantages for learning science through
role play.
Role-play
1. Encourages students to create their own reality.
2. Develops the ability to interact to other people.
3. Increases students motivation.
4. Engages shy students in class activities.
5. Makes students self confident.
6. Helps students to identify and correct misunderstandings.
7. Is agreeable and fun.
8. Shows students that the real world is complex and problems
that appear in the real world cannot be solved by simply
memorizing information.
9. Underlines the simultaneous use of different skills.
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99. Dramatızatıon
• One of the teaching techniques which
teach students how to behave in which
situation by living it
• Physical environment/costumes/
accessories are important.
• Affects the concentration of students.
• Students use their own imagination thus
improve their creativeness.
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100. Objectıves
• Students will be able to recognize and
practice individual skills
• Students will be able to communicate with
other group members, easily
• Students will be able to gain an
understanding of the feeling of others
• Students will be able to learn to use body
language
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101. The dramatization teaching method refers to a collection of
teaching tools that include traditional drama teaching, such as
improvisation, storytelling, role-playing and games.
A lot of emphasis is placed on engaging students through
interactive activities. Dramatic teaching is integrated into
many different types of curriculum.
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102. A means children can use to understand or interpret a
story or book by acting out the action, either with each
other or with toys and props.
Dramatization is a great way to cement learning. If
you make a skit in your class showing how
photosynthesis works, you are much more likely to
remember it.
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103. ADVANTAGES;
• It is fun
• Provides direct involvement in learning on
the part of all students
• Improves language using
• Communicating/speaking and listening
skills are improved
• Allows for exploration on solutions
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104. DISADVANTAGES:
• Needs too much time
• Costumes,decors and preparation of
physical environment may create
difficulties
• If students be limited, it may be boring
• Students may be too self-conscious
• Not appropriate for large groups
• Students may feel threatened
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105. GROUP DISCUSSION -AS A
CREATIVE METHOD IN
SCIENCE EDUCATION
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106. DEFINITION OF GROUP DISCUSSION
Group discussion is a modern method of
assessing students personality.
It is both a technique and an art and a
comprehensive tool to judge the worthiness
of the students and his appropriateness for
the job.
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107. Group discussion helps to create a positive social climate
in that it discourages an self-centered behavior in the
classroom.
Mutual appreciation helps to elicit the best in students.
Organizing small science clubs, giving group projects,
experiments and other socializing activities are effective in
climate-building.
It reduces the restlessness of the students in the classroom
as well as in school.
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108. SIMULATION AS A CREATIVE
METHOD IN SCIENCE
EDUCATION
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109. • The Word “Simulation” may be defined as Role
playing in which process teaching is Enacted
Artificially.
• Under this, the student Simulates a particular
role & tries to develop an identity with the Actual
Class Environment.
• “Simulation is an accurate Representation of
Realistic situation.”
- by R.Wynn (1964)
109
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110. Simulation in Education
• The international Educational Dictionary
defines Simulation as
• ‘Teaching Technique used particularly in
Education & Training in which Simulated
Substitutes displays similar in
Characteristics with REAL LIFE
SITUATION’ .
110
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111. Use of Simulation Techniques
• It Introduces Particular Situation.
• It Provides Information & Opportunity to
Solve the problems to Beginning
Teachers.
• It gives the Opportunity of Observation of
the Results about line of Action chosen by
the Student Teacher.
111
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112. Simulation can be a valuable tool in the science
classroom. They can represent scientific concepts
and situations thereby allowing students to explore
the nature of things .
Issue such as cost,saftey,scope,time and scale
can be overcome by the use of scientific
simulation.
Simulation based on scientific theory help to
provide a set of interrelated experiences that
challenge students in formal understanding of the
science.
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113. GAMES/ QUIZ AS A CREATIVE
METHOD IN SCIENCE
EDUCATION
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114. •A form of competitive activity or sports played
according to rules.
•An activity that engages in for amusement.
•Games are a regular part of students' lives, no
matter what their grade level.
•Students play games throughout the day on
their computers, the Internet, and their cell
phones.
•One of the few places they don't regularly play
games is in their classrooms.
GAMES
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115. GAMES
Although some teachers use
games as a part of their
instructional repertoire, most
teachers do not, and those who do
include them may not be using
them to their potential.
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116. Making learning fun motivates students and helps
them pay attention and stay focused on the subject.
One reason to promote educational games is to
encourage students to learn outside of class.
Classrooms can address even the most difficult
content in a light-hearted, engaging way.
Games are a powerful and useful tool to this end.
Teacher-conducted research indicates that games can
have a significant effect on student achievement
when teachers use them purposefully and
thoughtfully.
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117. QUIZ
A test of knowledge, specially as a
competition between individuals or teams as a
form of entertainment.
You'll get the most information from students
if you don't bombard them with too many
questions.
Quizzes should include three to five questions
and take no longer then ten minutes to
complete.
The ideal is to ask students two questions
about the concept currently being taught.
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118. •Remember, the most important goal in assessing your
teaching with a quiz is to think about how students are
learning and associate that with an evaluation of your
instruction. When you do that, you help your students and
improve your pedagogy simultaneously.
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119. ROLE OF TEACHER
•Teacher must be a good planner
•The teacher should act as Innovator
•The teacher should give more and more
opportunity to the child while performing co-
curricular activities
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120. • Using learning resources for teaching
Science
• Science laboratory
• Audio and Visual aids
• Community resources such as botanical
garden, museum, aquarium, zoo,
exhibitions
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121. Science Laboratory
• A laboratory (informally, lab) is a facility
that provides controlled conditions in
which scientific or technological research,
experiments, and measurement may be
performed.
• Laboratories used for scientific research
take many forms because of the differing
requirements of specialists in the various
fields of science and engineering.
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123. Significance of Science Lab
• To explain scientific concepts
• To provide explanation to scientific laws and
principles.
• To make student active
• To provide real knowledge
• To develop their ex.skills
• To develop the ability to solve daily problems
• To develop observation skills
• T-L becomes effective
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124. Considerations to develop a good lab
• As far as possible 3 labs separately provided
• 40-45 ft. in length and 25 ft. in width
• Windows on both sides
• Adequate fresh air and light
• Exhaust fans
• One blackboard
• Walls in white colour
• Storage facility for storing chemicals, reagents,
apparatus
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125. Considerations contd..
• Proper height tables
• Stools
• Lab should be preferably on ground floor or first
floor.
• Photos of scientists
• Chart of instructions
• Time table
• Safety instructions chart
• Free space for student movement
• A-V aids as per the experiments should be
placed.
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127. Audio and Visual aids
• “We remember 20% of what we HEAR We
remember 30% of what we SEE We
remember 50% of what we SEE & HEAR
We remember 90% of what we SAY & DO”
“I hear, I forget I see, I remember I do, I
understand
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128. Definition
• Teaching aids are the tools that teachers
use them in the classroom such as flash
cards, maps, cassette and blackboard.
• A teaching aid is a tool used by teachers
to help learners improve reading and other
skills, illustrate or reinforce a skill, fact, or
idea, and relieve anxiety, fears, or
boredom, since many teaching aids are
like games.
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129. Categories of Teaching Aids
• 3 categories
• 1) Audio Aids
• 2) Visual Aid
• 3) Audio – Visual Aid
A-V aid imply, “anything by means of
which learning process may be
encouraged or carried on through the
sense of hearing or the sense of sight.”
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130. Examples
Audio Aids Visual Aid Audio – Visual Aid
Radio Charts Compute
Tape Recorder Models Television
Head Phone Pictures Museum
Projector Exhibitions
OHP Movies
Film Strip Video
Screen Demonstrations
Puppets Drama
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131. Need & Importance
• Clarity
• Attention & interest
• Best motivators
• Use of maximum senses
• Saving time & effort
• Fixing and recalling the knowledge
• Meeting the individual differences
• Encouraging activities
• Introductory variety
• Development of scientific attitude
• Direct experiences
• Promotion of international understanding
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134. Botanical Garden -
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• The botanical garden of the school is very useful
for teaching science.
• Students acquire direct kn. of vegetation. And
insects in their natural condition.
• Medicinal herbs, useful plants, and rare plants
can be planted.
• Students can be assigned work to plant tees,
conserve them, and prepare compost etc.
• Learning becomes purposeful and effective.
136. Museum
• Museum is an institution that cares for (conserves) a
collection of artefacts and other objects of artistic,
cultural, historical, or scientific importance and makes
them available for public viewing through exhibits that
may be permanent or temporary.
• Most large museums are located in major cities
throughout the world and more local ones exist in
smaller cities, towns and even the countryside.
Museums have varying aims, ranging from serving
researchers and specialists to serving the general public.
The goal of serving researchers is increasingly shifting to
serving the general public.
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137. Aquarium
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• In Science, study of
aquatic plats and
organisms is expected.
• To facilitate such
studies, aquarium is
necessary.
• Study of life cycle of
aquatic plants and
organisms is done.
• It is necessary to
change the aquarium
water periodically.
138. Zoo
• A zoo (short for
zoological park,
zoological garden, or
animal park) is a facility
in which animals are
confined within
enclosures, displayed to
the public, and in which
they may also be bred.
• For ex.-Mysore Zoo
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139. Science Exhibition
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• Science exhibition are organized
are various levels such as Taluka,
District, state and National also at
schools.
• In these exhibitions, charts.
Specimen, models are neatly and
attractively arranged.
• Arrangement is done as per
Topics, branches of science, etc.
• Students are made to stand near
their models and explain to the
visitors. This increases their
confidence as well.
• Students can call their parents as
well.
141. Introduction
“Collaborative learning is an umbrella term for a variety
of educational approaches involving joint intellectual
effort by students, or students and teachers together.
Usually students are working in groups of two or more,
mutually searching for understanding, solutions or
meanings, or creating a product.
Collaborative learning activities vary widely, but most
center on students’ exploration or application of the
course material, not simply the teacher’s presentation or
explication of it”.
Smith and McGregor (1992)
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142. Need of collaborative learning.
• To consider the role of collaborative
learning
• To examine some collaborative learning
approaches
• To consider some aspects of educational
debate
• To be aware of changing aspects of
teaching and learning
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143. Issues regarding curriculum.
Prescriptive Curriculum Experiential Curriculum
Teacher-centered Student-centred
Linear & rational Coherent & relevant
Part to whole organisation Whole to part organisation
Teaching as transmitting Teaching as facilitating
Learning as receiving Learning as constructing
Structured environment Flexible environment
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144. Problems during Teaching vs
learning
John Amos Comenius, a 16th
Century scholar; summarised the
approach that teaching should
follow, “The main object is to find
a method by which teachers
teach less but learners learn
more”, proving that current
problems have noble pedigrees.
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146. Assumptions about learning
• Learning is an active constructive process
• Learning depends on rich contexts
• Learners are diverse
• Learning is inherently social
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148. Widespread importance.
• Based on theory and validated by
research
• Great applicability-To all Levels and to all
subjects
• Variety of co-operative learning methods
available
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149. 5 Elements of collaborative
learning
1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
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150. Postive interdependence
• Each group member's efforts
are required and indispensable
for group success
• Each group member has a
unique contribution to make to
the joint effort because of his
or her resources and/or role
and task responsibilities
Sink or swim together!
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151. Face-to-face interaction
• Orally explaining how
to solve problems
• Teaching one's
knowledge to others
• Checking for
understanding
• Discussing concepts
being learned
• Connecting present
with past learning
Promote each other's success
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152. Individual and group accountability
• Keeping the size of the group
small.
• Giving an individual test to each
student.
• Randomly examining students
orally.
• Observing each group and
recording the frequency with
which each member-contributes
to the group's work.
• Assigning one student in each
group the role of checker.
• Having students teach what they
learned to someone else. No hitchhiking! No social loafing
No freeloading
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153. Interpersonal and small
group skills
• Social skills must be taught:
– Leadership
– Decision-making
– Trust-building
– Communication
– Conflict-management skills
Mutual understanding
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154. Group processing
• Group members discuss
how well they are
achieving their goals and
maintaining effective
working relationships
• Describe what member
actions are helpful and not
helpful
• Make decisions about
what behaviours to
continue or change
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155. Case
Mr. Sharma first used cooperative learning
technique. He wanted students to turn to their
friends, who were sitting behind them to make
groups of four. After that he only said the subject on
which we were going to study. Also, he said that he
rewarded the most succesful group. He did not do
responsibility disribution. We did not know what we
do. Furthermore, we only had ten minutes. Then he
sat his table and started to read his newspaper.
After two minutes passed, for all hell to break loose.
Everything was so unsystematic. Nobody listened to
each other and everybody wanted to speak. There
was an awfulnoisy in the class so Mr. Sharma got
angry, dispelled the groups and he said that ‘ I put
forth an effort for you uselessly.’
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156. Problems
1.noisy
2.insufficient time
3.inappropriate classroom setting for the
cooperative learning activity
4.lack of instinct motivation
5.uncertanities of responsibilities
6.lack of communication
7.undetermined, unclearly stated task
8.there is no encouragement and direction from
the teacher
9.competition between the groups
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157. Possible Solutions
1.Clearly defined task and understood by all the members
of groups.
2.Clearly defined roles and individual assigments.
3. Realistic time schedule can be developed with
appropriate progress.
4.Classroom setting can be arranged according to activity.
5.The teacher can create and maintain a mutual feeling of
resposibility to achieve group goals.
6.Careful encouragement and direction which is needed
constantly can be given to the students.
7.The teacher should observe the group members studies
thoroughly.
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158. Why We Use Cooperatıve Learning?
Research has shown that cooperative learning
techniques-
1. promote student’s learning and academic achievement
2. increase student’s retention
3. enchance sts satisfaction with learning experience
4. help student’s develop skills in oral communication
5. develop student’s social skills
6. promote student’s self-esteem
7. help to promote positive race relations.
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159. Classroom Activities That Use Cooperatıve
Learnıng
1.Jigsaw
2.Three-step interview
3.Think-pair-share
4.Round robin brainstorming
5.Three-minute review
6.Numbered heads
7.Team pair solo
8.Circle the sage
9.Partners
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161. Teacher’s Role
• Facilitator
• Guide by side
• Motivator
• Creates and maintains a mutual feeling of
responsibility
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162. Summary
Cooperative learning is a succesful teaching
strategy in which small teams, each with
students of diffrent levels of ability, use variety
of learning activities to improve their
understanding of a subject.
All group members:
-gain confidence from each other’s effort.
-all group members share a common fate.
-know that one’s performance is mutually caused by
oneself and one’s team members.
-feel proud and jointly celebrate when a group member is
recognised for achievement.
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163. Brain Storming
• Brainstorming is a group creativity
technique by which efforts are made to
find a conclusion for a specific problem by
gathering a list of ideas spontaneously
contributed by its members.
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165. Procedure
• Decide on the question or topic that you will
present to the group during brainstorming.
• Give yourself a time limit.
• Choose the participants from five to twelve.
• Plan how you will record the results of
brainstorming session.
• Describe what you will do with the data.
• Go through all the ideas and make sure that the
meaning of idea is clear.
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166. Technıques of Brain Storming
1. Freewrıtıng
2. Nomınal Group Technıque
3. Group Passıng Technıque
4. Team Idea Mappıng Method
5. Indıvıdual Braınstormıng
6. Questıon Braınstormıng
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168. Definition
Process for generating creative ideas and
solutions through intensive and
freewheeling group discussion. Every
participant is encouraged to think aloud
and suggest as many ideas as possible,
no matter seemingly how outlandish or
bizarre. analysis, discussion, or criticism of
the aired ideas is allowed only when the
brainstorming session is over and
evaluation session begins.
•
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169. • a conference technique of solving specific
problems, amassing information,
stimulating creative thinking, developing
new ideas, etc., by unrestrained and
spontaneous participation in discussion.
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171. Advantages
• Many ideas can be generated in a short
time.
• Requires few material resources.
• The results can be used immediately or for
possible use in other projects.
• Is a “democratic” way of generating ideas.
• The concept of brainstorming is easy to
understand.
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172. Limitations
• Requires an experienced and sensitive
faciliator who understands the social
psychology of small groups.
• Requires a dedication to quantity rather
than quality.
• Shy people can have difficulties in
participating.
• May not be appropriate for some business
or international cultures.
•
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173. • Facilitating learners for self-study through
use of computers, Internet resources-
Websites, You Tubes, online learning,
using activity sheets, assigning
homework/assignments (2)
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Prof. S. S. Chepe
174. Self Study though Computers, Internet
resources-Websites, You Tubes
• The study of something by oneself, as
through books, records, etc., without direct
supervision or attendance in a class.
• A learning system based on formal content
teaching but with the help of electronic
resources is known as E-learning.
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175. Features of You Tube
1. Trigger interesting and unique discussion.
2. Use videos to inspire themed reflections in form time.
3. Access high quality educational instruction videos for free.
4. Play videos of poets reading their own works.
5. Use short clips from documentaries to provide context to a topic.
6. Take advantage of YouTube Edu.
7. Find clips to use as an archive resource.
8. Create playlists to help with future lesson planning and share amongst your department.
9. Engage visual learners with your lesson content.
10. Extension opportunities.
11. Set an assignment that requires students to research and make their own videos to be later
played in class.
12. Use video info graphics as a compelling way to introduce a lot of information in a short amount
of time.
13. Demonstrate experiments.
14. Set a ‘video watch’ homework to prepare students for new material in the classroom.
15. A step-by-step explanation of problematic equations.
16. Use videos as a writing prompt.
17. Honing listening skills.
18. Deconstruct adverts.
19. Use YouTube as a reward.
20. Set a research assignment.
176. Assessment
• With all types of learning, including web based learning, it is useful for
students to receive constructive, timely, and relevant feedback on their
progress. Online assessment is sometimes constrained by the medium in
which it is operating. Computer marked assessments alone are not
appropriate for marking or giving feedback on assignments such as essays
or projects that require more than the mere reproduction of knowledge.
• Advantages
• Students can receive quick feedback on their performance
• Useful for self assessments—for example, multiple choice questions
• A convenient way for students to submit assessment from remote sites
• Computer marking is an efficient use of staff time
• Disadvantages
• Most online assessment is limited to objective questions
• Security can be an issue
• Difficult to authenticate students' work
• Computer marked assessments tend to be knowledge based and measure
surface learning
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177. Online Learning
• Web based learning is often called online learning or e-
learning because it includes online course content.
• Discussion forums via email, videoconferencing, and live
lectures (video streaming) are all possible through the
web.
• Also sharing of Notes, pre recorded videos, images, etc.
• Online activity conduction
• Online assembly
• Online Yoga/meditation
• Online practicals
• Online evaluation
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178. Pros of Computer Assisted
Instruction
• One-on-one interaction
• Freedom to experiment with learning options
• Immediate Feedback
• Self-pacing
• Privacy for shy/slow learners
• Learners have been found to learn more and more rapidly
• Multimedia provides a variety of formats to present difficult material
• Self-directed learning allows learners to decide when, where and
what to learn
179. Cons of Computer Assisted
Instruction
• Learner may feel overwhelmed at the volume of
material presented
• Overuse of multimedia can detract from intended
learning objectives
• Inability to ask a “person” a question when
material is not understood
• Equipment can malfunction
• Lack of good infrastructure
180. Challenges in integrating ICT in
Schools
• Economy
Structure
• Maintenance
• Electricity
• Infrastructure
• Funds
• Trained Teachers
• Language
• Remote Area
• Advanced
Technology
• Wastage in Schools
181. Using Activity Sheets
• The activity sheets cover a range of learning
goals including language and literacy to
number and counting skills and can be used
to support independent learning.
• As an assessment tool, worksheets can be used
by teachers to understand students' previous
knowledge, outcome of learning, and the
process of learning; at the same time, they can
be used to enable students to monitor the
progress of their own learning.
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182. Homework & Assignment
• Schoolwork that a pupil is required to do at home.
• Homework, or an assignment, is a set of tasks assigned to
students by their teachers to be completed outside the class.
• Common homework assignments may include a quantity or
period of reading to be performed, writing to be completed,
problems to be solved, a school project to be built ,or other
skills to be practiced.
• The basic objectives of assigning homework to students are -
to increase the knowledge and improve the abilities and skills
of the students.
183. Assigning Homework/Assignments
Benefits of HW-
• Discipline of Practice
• 2. Time Management Skills
• 3. Communication Network
• 4. Comfortable Work Environment
• 5. Using Learning Materials
• 6. Revision Discipline
• 7. Additional Time to Learn
Here are some of the ways kids can be helped with HW-
• 1. Homework-friendly Area
• 2. Routine Study Time
• 3. Make Sure They’re Learning
• 4. Praise Work and Effort
• 5. Make a Plan
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