while practicing for ctet I came across some word which i didn't find in syllabus. so in this PPT I am discussing all those key words. wish it will help you in your studies. if you find any other words which I this PPt doesn't contain then plz let me know I will definitely try to find out.
2. • In this slide we will discuss all those terms which I came across
while going through the previous papers and practice sets.
1.Dienes Block or Base Ten Block
2.Abacus
3.Rubrics
4.Van hiele
5. Higher Order Thinking Skill
6. ICT
7. CRT & NRT
8. Anecdotal Record
9. Algebra Tiles
10. Flannel Board
11. Flash Card
12. Micro Teaching Device
13. T-Group Technique
14. Brain Storming
15. Heurisco Method
16. Action Research
3. Dienes Block or Base Ten Block:-
Base ten blocks, also known as MAB (multibase arithmetic
blocks) blocks or Dienes blocks (after the mathematician and
educationalist Zoltán Pál Dienes who promoted their use), are
a mathematical manipulative used by students to learn basic
mathematical concepts including addition, subtraction, number
sense, place value and counting. The student can manipulate the
blocks in different ways to express numbers and patterns.
Generally, the 3-dimensional blocks are made of a solid material
such as plastic or wood and come in four sizes to indicate their
individual place value: Units (one’s place), Longs (ten’s place), Flats
(hundred’s place) and Blocks (thousand’s place). Base ten blocks
are popular in elementary school mathematics instruction,
especially with topics that cause students struggle such
as multiplication. They are frequently used in the classroom by
teachers to model concepts, as well as by students to reinforce
their own understanding of said concepts. Physically manipulating
objects is an important technique used in learning basic
mathematic principles, particularly at the early stages of cognitive
development. Studies have shown that their use, like that of most
mathematical manipulatives, decreases as students move into
higher grades.
4. Abacus
• The abacus (plural abaci or abacuses), also called
a counting frame, is a calculating tool that was in use in
Europe, China and Russia, centuries before the adoption
of the written Hindu–Arabic numeral system. The exact
origin of the abacus is still unknown. Today, abaci are
often constructed as a bamboo frame with beads sliding
on wires, but originally they were beans or stones moved
in grooves in sand or on tablets of wood, stone, or metal.
Around the world, abaci have been used in pre-schools
and elementary schools as an aid in teaching the numeral
system and arithmetic. In Western countries, a bead frame
similar to the Russian abacus but with straight wires and a
vertical frame has been common. It is still often seen as a
plastic or wooden toy.
5. Rubrics
• In education terminology, rubric means "a scoring guide used to
evaluate the quality of students' constructed responses". Rubrics
usually contain evaluative criteria, quality definitions for those
criteria at particular levels of achievement, and a scoring strategy.
They are often presented in table format and can be used by
teachers when marking, and by students when planning their
work.
• A scoring rubric is an attempt to communicate expectations of
quality around a task. In many cases, scoring rubrics are used to
delineate consistent criteria for grading. Because the criteria are
public, a scoring rubric allows teachers and students alike to
evaluate criteria, which can be complex and subjective. A scoring
rubric can also provide a basis for self-evaluation, reflection, and
peer review. It is aimed at accurate and fair assessment, fostering
understanding, and indicating a way to proceed with subsequent
learning/teaching. This integration of performance and feedback
is called ongoing assessment or formative assessment.
6. Van Hiele Levels
• This theory originated in 1957 by husband and wife team Dina Van
Hiele-Geldof and Pierre van Hiele from the Utrecht University in the
Netherlands. It helps to describe how students learn geometry. The
Van Hiele levels have helped shaped curricula throughout the
world.
• Geometric reasoning starts as soon as we can start processing
information and in early schooling. However, depending on the
individual, the ages in each stage can vary, especially as they
progress through school. Basically the level is dependent on the
experiences that each student has, no matter what their age.
• The best known part of the van Hiele model are the five levels
which the van Hieles postulated to describe how children learn to
reason in geometry. Students cannot be expected to prove
geometric theorems until they have built up an extensive
understanding of the systems of relationships between geometric
ideas. The five levels postulated by the van Hieles describe how
students advance through this understanding.
7. The levels are as follows:
• Level 0. Visualization: At this level, the focus of a child's
thinking is on individual shapes, which the child is learning
to classify by judging their holistic appearance. Children
simply say, "That is a circle," usually without further
description. Children identify prototypes of basic
geometrical figures (triangle, circle, square). These visual
prototypes are then used to identify other shapes. A shape is
a circle because it looks like a sun; a shape is a rectangle
because it looks like a door or a box; and so on.
• Level 1. Analysis: At this level, the shapes become bearers of
their properties. The objects of thought are classes of
shapes, which the child has learned to analyze as having
properties. A person at this level might say, "A square has 4
equal sides and 4 equal angles. Its diagonals are congruent
and perpendicular, and they bisect each other."
8. • Level 2. Abstraction: At this level, properties are ordered. The objects of
thought are geometric properties, which the student has learned to
connect deductively. The student understands that properties are related
and one set of properties may imply another property. Students can
reason with simple arguments about geometric figures. A student at this
level might say, "Isosceles triangles are symmetric, so their base angles
must be equal.”
• Level 3. Deduction: Students at this level understand the meaning of
deduction. The object of thought is deductive reasoning (simple proofs),
which the student learns to combine to form a system of formal proofs
(Euclidean geometry). Learners can construct geometric proofs at a
secondary school level and understand their meaning. They understand
the role of undefined terms, definitions, axioms and theorems in
Euclidean geometry.
• Level 4. Rigor: At this level, geometry is understood at the level of a
mathematician. Students understand that definitions are arbitrary and
need not actually refer to any concrete realization. The object of thought
is deductive geometric systems, for which the learner compares axiomatic
systems. Learners can study non-Euclidean geometries with
understanding. People can understand the discipline of geometry and how
it differs philosophically from non-mathematical studies.
9. Higher Order Thinking Skills
• Higher-order thinking, known as higher order thinking
skills (HOTS), is a concept of education reform based on
learning taxonomies (such as Bloom's taxonomy). The idea is
that some types of learning require more cognitive processing
than others, but also have more generalized benefits. In Bloom's
taxonomy, for example, skills involving analysis, evaluation and
synthesis (creation of new knowledge) are thought to be of a
higher order, requiring different learning and teaching methods
than the learning of facts and concepts.
• Higher-order thinking involves the learning of complex
judgmental skills such as critical thinking and problem solving.
Higher-order thinking is more difficult to learn or teach but also
more valuable because such skills are more likely to be usable in
novel situations (i.e., situations other than those in which the
skill was learned).
10. ICT
• ICT stands for 'Information Communication Technology'.
Everyday usage of digital technology includes when you use a
computer, tablet or mobile phone, send email, browse the
internet, make a video call - these are all examples of using
basic ICT skills and technology to communicate.
• Student’s exposure to educational ICT through curriculum
integration has a significant and positive impact on student
achievement, especially in terms of "Knowledge
Comprehension" , "Practical skill" and "Presentation skill" in
subject areas such as mathematics, science, and social study.
• Through ICT, images can easily be used in teaching and
improving the retentive memory of students.
• Through ICT, teachers can easily explain complex instructions
and ensure students' comprehension.
• Through ICT, teachers are able to create interactive classes and
make the lessons more enjoyable, which could improve student
attendance and concentration.
11. CRT & NRT
• CRT (Criterion-referenced Tests) and assessments are designed to
measure student performance against a fixed set of predetermined
criteria or learning standards—i.e., concise, written descriptions of
what students are expected to know and be able to do at a specific
stage of their education. In elementary and secondary education,
criterion-referenced tests are used to evaluate whether students
have learned a specific body of knowledge or acquired a specific skill
set. Like, the curriculum taught in a course, academic program,
or content area.
• Criterion-referenced tests may include multiple-choice questions,
true-false questions, “open-ended” questions (e.g., questions that
ask students to write a short response or an essay), or a combination
of question types
12. Norm-referenced test (NRT) is a type of test, assessment,
or evaluation which yields an estimate of the position of the
tested individual in a predefined population, with respect to
the trait being measured. The estimate is derived from the
analysis of test scores and possibly other relevant data from
a sample drawn from the population. That is, this type of
test identifies whether the test taker performed better or
worse than other test takers, not whether the test taker
knows either more or less material than is necessary for a
given purpose.
• The term normative assessment refers to the process of
comparing one test-taker to his or her peers.
• Norm-referenced assessment can be contrasted
with criterion-referenced assessment and ipsative
assessment. In a criterion-referenced assessment, the score
shows whether or not test takers performed well or poorly
on a given task, not how that compares to other test takers;
in an ipsative system, test takers are compared to previous
performance.
13. Anecdotal Record
• An anecdotal record (or anecdote) is like a short story that
educators use to record a significant incident that they
have observed. Anecdotal records are easy to use and
quick to write, so they are the most popular form of
record that educators use. Anecdotal records allow
educators to record qualitative information, like details
about a child’s specific behaviour or the conversation
between two children. These details can help educators
plan activities, experiences and interventions.
• Anecdotal records are written after the fact.
• Being positive and objective, and using descriptive
language are also important things to keep in mind when
writing your anecdotal records.
14. Algebra Tiles
• Algebra tiles are mathematical manipulative that allow
students to better understand ways of algebraic thinking
and the concepts of algebra. These tiles have proven to
provide concrete models for elementary school, middle
school, high school, and college level
introductory algebra students. They have also been used
to prepare prison inmates for their General Educational
Development (GED) tests. Algebra tiles allow both an
algebraic and geometric approach to algebraic concepts.
They give students another way to solve algebraic
problems other than just abstract manipulation.
15. Flannel Board
• Flannelgraph (also called flannel board or flannelgram) is a
storytelling system that uses a board covered with flannel fabric,
usually resting on an easel. It is very similar to Fuzzy Felt, although
its primary use is as a storytelling medium, rather than as a toy.
• The flannel board is usually painted to depict a background scene
appropriate to the story being told. Paper cutouts of characters and
objects in the story are then placed on the board, and moved
around, as the story unfolds. These cutouts are backed, either with
flannel, or with some other substance that adheres lightly to the
flannel background, such as coarse sandpaper.
• Plain, undecorated flannel boards can also be used as a visual aid
during presentations, allowing the speaker to display and remove
charts and graphs as needed.
16. Flash Card
• A flashcard or flash card is a set of cards bearing information,
as words or numbers, on either or both sides, used in
classroom drills or in private study. One writes a question on a
card and an answer overleaf. Flashcards can bear vocabulary,
historical dates, formulas or any subject matter that can be
learned via a question-and-answer format. Flashcards are
widely used as a learning drill to aid memorization by way
of spaced repetition.
• Flash Cards can be of different type like:-
• Alphabet or Number flash Card.
• Fruits, Vegetables, Animals, Birds, Insects, etc. Flash Cards.
• Color Flash Card.
• Flash card can also be used for telling stories.
17. Micro Teaching Device
• Micro-teaching is a teacher training and faculty development
technique whereby the teacher reviews a recording of
a teaching session, in order to get constructive feedback from peers
and/or students about what has worked and what improvements
can be made to their teaching technique. Micro-teaching was
invented in the mid-1960s at Stanford University by Dwight W.
Allen, and has subsequently been used to develop educators in all
forms of education.
• Micro-teaching is one of the most recent innovations in teacher
education or training programme which aims at modifying teacher’s
behavior according to the specific objectives. It is a process of
subjecting samples of human behavior to 5 R’s of video tape-
‘recording’, ‘reviewing’, ‘responding’, ‘refining’, and ‘redoing’.
Micro-teaching is a controlled practice that makes it possible to
concentrate on teaching behavior in the student-teacher training
programme.
18. T-group technique
• A T-group or training group (sometimes also referred to
as sensitivity-training group, human relations training
group or encounter group) is a form of group training where
participants themselves (typically, between eight and 15 people)
learn about themselves (and about small group processes in general)
through their interaction with each other. They use feedback,
problem solving, and role play to gain insights into themselves,
others, and groups.
• The goal of T-group is to initiate social interaction, individuality and
confidence in expression. Each group has its own goal and progress
speed. The members who are attending the group will all benefit
from self expression and interaction with others.
19. 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.
• The term was popularized by Alex Faickney Osborn in the 1953
book Applied Imagination.
• 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. See also lateral thinking and nominal group
technique.
20. Heurisco Method
• The word "heuristic" is derived from the Greek word "heurisco" meaning "I
find out" and the "Heuristic Method" is one in which the students are left to
find out things for themselves. Students are placed, as far as possible, in the
position of discoverers and instead of being told the facts; they are led to find
out things for themselves.
• Through this method the students are made to learn. The Heuristic
method was, for the first time, coined by Dr. H. E. Armstrong (1888-1928),
Professor of Chemistry at City and Guild Institute Kensington. This method of
teaching is of a very recent origin. First it was used in Science and its success
led it to be adopted in the teaching of all subjects in the School Curriculum.
• The aim of this method is to develop the scientific attitude and spirit
in students. The spirit of enquiry prompts the them to learn. This method
insists on truth, whose foundation is based on reason and personal
experiences.
• As a matter of fact there is no spoon-feeding or more acceptances of
facts which are given by the teacher. An eminent educationist has pointed
out that the object of the heuristic method is "to make students more exact,
more truthful, observant and thoughtful to lay this solid foundation for future
self-education and to encourage this growth of spirit of enquiry and
research."
21. Action Research
• Action research is very popular in the field of education because there is always
room for improvement when it comes to teaching and educating others. Sure,
there are all types of methods of teaching in the classroom, but action research
works very well because the cycle offers opportunity for continued reflection. In
all professional fields, the goal of action research is to improve processes. Action
research is also beneficial in areas of teaching practice that need to be explored
or settings in which continued improvement is the focus.
• There are also various types of action research in the fields of education,
including individual action research, collaborative action research and school-
wide action research. For example:
• Individual action research involves working independently on a project, such as
an elementary school teacher conducting her own, in-class research project with
her students.
• Collaborative action research involves a group of teachers or researchers
working together to explore a problem that might be present beyond a single
classroom, perhaps at the departmental level or an entire grade level.
• School-wide action research generally focuses on issues present throughout an
entire school or across the district. Teams of staff members would work together
using school-wide action research. As you can see, action research can be used in
many educational settings.
