Monday, April 30, 2012
SECONDARY EDUCATION COMMISSION
Challenges for Secondary Education in India
Sunday, April 22, 2012
PAPER: TEACHING OF MATHEMATICS
PAPER : SECONDARY EDUCATION IN INDIA
ICET HOME PAPER APRIL 2012 EXAM
Wednesday, October 19, 2011
TEACHING AT DIFFERENT LEVEL
TEACHING AT DIFFERENT LEVEL
Prof. Deepak Sharma
Morris.L.Bigge: “Teaching-learning situations may be classified on a continuum which ranges from thoughtful to thoughtless modes of operation”.
Teacher can present the content at three levels—
a) Memory level b) Understanding level c) Reflective level.
a) Memory level: Woodsworth-“Memory is the direct use of what is learned”.
Ross—“A memory is a new experience determined by the dispositions laid down by a previous experience, the relation between the two being clearly apprehended”.
McDougall—“Memory implies imagining of events as experienced in the past and recognizing them to ones own past experience”.
Phases of Memory:
1) Learning: learning of some facts.
2) Retention: to make the contents in the minds.
3) Recall: the learnt material experiences when brought to conscious mind
4) Recognition:
Classification of memory:
1) Immediate memory: when recall is immediate
2) Permanent memory: the recalling of material for a longer time.
3) Personal memory: while recalling past experience, we remember our personal past experience.
4) Impersonal memory: recalling from books, and companion.
5) Active memory: make effort to recall past experiences, recalling answer in exams.
6) Passive memory: recall past experience without effort.
7) Mechanical memory or physical mem: body becoming habitual of doing any task repeatedly.
8) Rote memory: cramming facts without understanding.
9) Logical memory: to learn something by using intellect and it’s recalling when needed.
Characteristics of good memory:
i) rapidity in learning :
ii) stability of retention
iii) rapidity in recall
iv) serviceable
v) Forgetting irrelevant things.
Memory level of teaching:
In this level emphasis is laid down on the presentation of the facts and information’s and its cramming.
Models of memory level pf teaching: Herbart is the exponent of memory level of teaching.
STEPS:
A) Focus: emphasis on cramming of facts and development of following capacities;
a) Training of mental aspects.
b) Providing knowledge facts.
c) Retaining the learnt facts.
d) Recalling the learnt facts.
B) SYNTAX:
HERBARTIAN STEPS:
a) Preparation: questions are asked to test the previous knowledge.
b) Statement of Aim: to acquaint the name of the topic.
c) Presentation: stimulating the mental activity, the pupils are provided with opportunities for self-learning.
d) Association: Mutual relationship is established among facts, events, and expts by comparison.
e) Generalization: principles and laws are formulated for the future life situations.
f) Application: new learnt knowledge is used in new situations.
C) Social system: a) Pupil b) teacher.
D) Support system: oral, written and essay type examination is used
Understanding level of teaching:
Memory level of teaching is a prerequisite for the understanding level of teaching. In understanding level of teaching teacher stresses to make understand to the pupils the generalizations, principles and facts.
Model of understanding level of teaching:
A) Focus: mastery of the content.
B) Syntax: Morrison has divided understanding level of teaching in to 5 steps;
a) Exploration: testing previous knowledge, analyzing the content.
b) Presentation: content is presented, diagnosis, and recapitulation till the students understands.
c) Assimilation: generalization, individual activities, working in laboratory and library, test of content.
d) Organization: pupils are provided with the occasions for representation.
e) Recitation: pupil presents the content orally.
C) Social system: teacher control the behavior of the pupil, pupil and teacher remain active in assimilation, pupil works with full involvement.
D) Support system: pupil pass exam in presentation to enter into assimilation, to enter into organization and recitation, at the end written test is taken. Similarly recitation is followed by the oral test. Essay and objective type Qs is asked.
Reflective level of teaching:
It includes both understanding level and memory level of teaching. Reflective level of teaching means ‘problem centered’ teaching. In this the classroom environment is open sufficiently. The teacher creates such a problem before the pupil, which arouses so much tension in the pupils that they start solving their problems by formulating and testing their hypothesis as a result of their motivation and activeness.
Model of Reflective level of teaching:
Hunt developed the reflective model of teaching.
a) Focus: objective to – To develop problem solving, critical and constructive, independent, original thinking.
b) Syntax: steps;
i) Creating a problematic situation.
ii) Formulation of the hypothesis.
iii) Verify hypothesis
iv) Collection of data.
v) Testing of hypothesis.
c) Social system: pupil occupies the primary place and teacher secondary place.
d) Support system: Objective type test is not used but essay type test is used. Attitude, beliefs and involvement is evaluated
6) Modification of the teacher behavior.
Microteaching:
Allen “Microteaching is a scale down teaching encounter in class size and class time”.
Importance of microteaching
a) Safe practice b) focused instrument c) continuous training d) modeling instructional skills e) new approach to supervision
f) New approach to research.
Characteristics of microteaching:
Merits and demerits of microteaching:
Limitations of microteaching
Phases of microteaching:
1. Knowledge acquisition phase:
2. skill acquisition phase
3. transfer phase of MT:
Phase I: Pre-active phase
1) Orientation
2) Discussion of teaching skills
3) Selection of a particular skill.
4) Presentation of a model of demonstration lesson observation of the model of the lesson.
Phase II: Inter- active phase
1) Preparation of the micro-lesson.
2) Creation of microteaching.
3) Practice of teaching skills
4) Feed back
5) Re-planning
6) Re-teaching
7) Re-feedback
8) Repetition of the microteaching lesson
Phase III: Post-active phase:
1) Integration of skills.
2) Integration of skills in parts
3) Integration of skill as whole
4) Evaluation of micro teaching lesson.
Interaction Analysis:
1) Meaning of Interaction analysis.
2) Objectives of Flanders Interaction category.
3) Assumption of Flanders category system.
4) Model of Flanders category system.
(1) Teachers talk.
A) Indirect talk B) Direct talk.
A1) Accepting feelings B1) Lecturing
A2) praise B2) Giving direction
A3) Accepting and using Idea B3) Criticizing
A4) Asking questions
(2) Pupils talk.
A) Responding B) Pupil talks C) Silence
To teacher Initiation
i) Procedure of observation
ii) Rules of observation
Simulation Teaching:
i) Concept
ii) Meaning and definition: “Simulation is an artificial setting of situation in which a trainee performs real acts to face the real situation to attain proficiency rather than competency.”
iii) Pattern of simulation teaching:
a) identify simulation
b) laboratory simulation
c) Analytical simulation
d) Case study simulation
e) Role playing simulation
iv) Steps involve din simulation
a) Assigning designation to the members
b) Planning presentation and deciding the topic
c) Deciding members to starting the conversation
d) Deciding procedure and data to be collected
e) Conduct the practice session on a topic.
f) Teacher should alter the procedure to keep interest
v) Use of simulation in micro-teaching.
vi) Merits and demerits of simulation teaching.
7) Programme Instruction.
1) Introduction
2) Need and Importance Objectives of Programmed Instruction:
3) Basic principle of Programmed Instruction
i) Small step
ii) Active responding
iii) Immediate confirmation
iv) Self- pacing
v) Constant evaluation.
4) Characteristic of Programmed Instruction:
5) Stages of Programmed Instruction
i) Stage of preparation
ii) Stage of Program writing.
iii) Stage of try-out and revision
6) Types of Program Instruction.
A) Linear Program of Instruction
B) Branching Program of Instruction
I) Backward branching II) Forward Branching.
7) Advantages and Limitations.
8. Models of Teaching.
Joyce and Well - “Teaching model is a pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher’s action.”
Model of teaching is just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the stipulated objectives.
Families of Models: -
1. Information processing model.
2. Personal models
3. social Interaction models
4. Behavioral models.
1) Information processing model. These model share an orientation toward the information –n processing capability of students and ways they can improve their ability to master information.
Information processing refers to the ways people handle stimuli from the environment, organize data, sense problems, generate concepts and solutions to problems and employ verbal and non-verbal symbols.
a) Inductive model :: Hilda Taba :: Development of inductive mental processes.
b) Inquiry training model :: Richard Suchman :: Academic reasoning.
c) Concept attainment model :: Jerome :: Develop inductive reasoning & concept.
d) Scientific inquiry :: Schwab :: research and problem solving.
2) Personal models: Members of this family share an orientation towards the development of self-hood.
a) Non directing teaching :: Carl Rogers :: Personal development in terms of self-awareness & self concept.
b) Synectics models :: William Gordan :: Personal development creativity and problem solving.
c) Conceptual system :: David Hunt :: increase personal complexity and complexity.
3) SOCIAL Interaction models: Relationships of the individual with the society
a) Group Investigation :: Herbart Democratic skill, Interpersonal skill and academic inquiry skill.
b) Inquiry training model :: John Dewey :: --- , , ---
c) Social inquiry model :: Benjamin Cox :: Social problem solving through academic inquiry & logical reasoning.
d) Laboratory method
e) Role playing :: Shaftel :: Inquire into personal and social values
4) Behavior model: The emphasis is on changing the visible behavior of the learner rather than the underlying psychological structure and unobservable behavior.
a) Contingency management:: Skinner :: Facts, Concept, skills.
b) Self control:: Skinner :: Social behavior / skills.
c) Relaxation model:: Masters :: Personal goals.
d) Stress reduction:: Masters :: substitution of relaxation for anxiety in social situation.
e)
Concepts for describing models:
1) Focus: Objectives of teaching, goals and aspects of the environment constitute the focus of the models.
2) Syntax: Sequences of activities called as phase.
3) The social system: Describes the students and teachers relationships and the norms that are encouraged ex student centered or teacher and student centered.
4) Principles of reaction: selecting model according to the students.
5) Support in the forms of books, films, films and self-instructional material.
9) Designing Instructional design:
* Formulation of instructional design
* Task Analysis.
* Designing of instructional designing such as lecture, team teaching, seminars, discussion.
Steps for ISD :=>
1) Analysis and identification of needs.
2) Definition of goals and objectives.
3) Identification of alternative ways to meet needs.
4) Design of system components.
5) Analysis of (A) Resources required (B) resources available (C) constraints.
6) Action to modify or remove constraints.
7) Development of instructional material.
8) Design of students’ assessment material.
9) Field testing
10) Adjustment, revisions, and further evaluation..
11) Summative evaluation.
10) Communication Process:
1) Meaning of Communication:
The word communication has been derived from the Latin word “Communis” meaning common.
Edgar Dale “Communication is define as the sharing of ideas and feelings in a mood of mutuality.”
Communication is the –
1. Passing of information
2. Exchange of Ideas.
3. Sharing of ideas with one another.
2) Process of Communication:
1) Source.
2) Encoding.
3) Transmission.
4) Decoding.
5) Receiver.
6) Feedback.
7) Noise.
3) Components of Communication :=>
1) Sender or Source.
2) Message.
3) Channel.
4) receiver
5) Feedback.
4) Principles of Communication:=>
1) Communication is perception.
2) Communication is expectation
3) Comm. makes demand.
4) Comm. should be complete.
5) Comm. should be positive.
6) Comm. should be to express and not to impress.
7) Comm. should be concise.
5) Barriers to Communication :=>
1) Cultural / Semantic.
2) Perceptual barr
3) Perceptual distortion.
4) Emotional barr
5) Prior relationship.
6) Timing.
7) Filter problem.
8) Prestigious Jargon.
9) Geographical distance.
10) Wrong channels and medium.
11) Poor verbal skills.
12) Unconvincing arguments.
13) Leader arrogance.
14) Source credibility.
15) Status of the communicator.
5) Types of Communications :=>
A) Verbal Comm.
B) Non-verbal Comm.
a) Kinesics: Language of body movement
i) Emblems ii) Illustrator’s iii) Regulator. iv) Adaptor.
b) Proxemics: using and perceiving social and personal
i) Intimate distance ii) Personal distance iii) Social distance and iv) Public distance.
C) Time: keeping precise time.
6) Scope of Communication:
A) Small group of networks.
1) Wheel network.
2) Chain network.
3) Circle network.
4) “Y” network.
5) All channel network.
B) Institutional network.
1) Upward comm..
2) Downward comm..
3) Lateral comm..
7) Effectiveness in the classroom.
Prof. Deepak Sharma
Morris.L.Bigge: “Teaching-learning situations may be classified on a continuum which ranges from thoughtful to thoughtless modes of operation”.
Teacher can present the content at three levels—
a) Memory level b) Understanding level c) Reflective level.
a) Memory level: Woodsworth-“Memory is the direct use of what is learned”.
Ross—“A memory is a new experience determined by the dispositions laid down by a previous experience, the relation between the two being clearly apprehended”.
McDougall—“Memory implies imagining of events as experienced in the past and recognizing them to ones own past experience”.
Phases of Memory:
1) Learning: learning of some facts.
2) Retention: to make the contents in the minds.
3) Recall: the learnt material experiences when brought to conscious mind
4) Recognition:
Classification of memory:
1) Immediate memory: when recall is immediate
2) Permanent memory: the recalling of material for a longer time.
3) Personal memory: while recalling past experience, we remember our personal past experience.
4) Impersonal memory: recalling from books, and companion.
5) Active memory: make effort to recall past experiences, recalling answer in exams.
6) Passive memory: recall past experience without effort.
7) Mechanical memory or physical mem: body becoming habitual of doing any task repeatedly.
8) Rote memory: cramming facts without understanding.
9) Logical memory: to learn something by using intellect and it’s recalling when needed.
Characteristics of good memory:
i) rapidity in learning :
ii) stability of retention
iii) rapidity in recall
iv) serviceable
v) Forgetting irrelevant things.
Memory level of teaching:
In this level emphasis is laid down on the presentation of the facts and information’s and its cramming.
Models of memory level pf teaching: Herbart is the exponent of memory level of teaching.
STEPS:
A) Focus: emphasis on cramming of facts and development of following capacities;
a) Training of mental aspects.
b) Providing knowledge facts.
c) Retaining the learnt facts.
d) Recalling the learnt facts.
B) SYNTAX:
HERBARTIAN STEPS:
a) Preparation: questions are asked to test the previous knowledge.
b) Statement of Aim: to acquaint the name of the topic.
c) Presentation: stimulating the mental activity, the pupils are provided with opportunities for self-learning.
d) Association: Mutual relationship is established among facts, events, and expts by comparison.
e) Generalization: principles and laws are formulated for the future life situations.
f) Application: new learnt knowledge is used in new situations.
C) Social system: a) Pupil b) teacher.
D) Support system: oral, written and essay type examination is used
Understanding level of teaching:
Memory level of teaching is a prerequisite for the understanding level of teaching. In understanding level of teaching teacher stresses to make understand to the pupils the generalizations, principles and facts.
Model of understanding level of teaching:
A) Focus: mastery of the content.
B) Syntax: Morrison has divided understanding level of teaching in to 5 steps;
a) Exploration: testing previous knowledge, analyzing the content.
b) Presentation: content is presented, diagnosis, and recapitulation till the students understands.
c) Assimilation: generalization, individual activities, working in laboratory and library, test of content.
d) Organization: pupils are provided with the occasions for representation.
e) Recitation: pupil presents the content orally.
C) Social system: teacher control the behavior of the pupil, pupil and teacher remain active in assimilation, pupil works with full involvement.
D) Support system: pupil pass exam in presentation to enter into assimilation, to enter into organization and recitation, at the end written test is taken. Similarly recitation is followed by the oral test. Essay and objective type Qs is asked.
Reflective level of teaching:
It includes both understanding level and memory level of teaching. Reflective level of teaching means ‘problem centered’ teaching. In this the classroom environment is open sufficiently. The teacher creates such a problem before the pupil, which arouses so much tension in the pupils that they start solving their problems by formulating and testing their hypothesis as a result of their motivation and activeness.
Model of Reflective level of teaching:
Hunt developed the reflective model of teaching.
a) Focus: objective to – To develop problem solving, critical and constructive, independent, original thinking.
b) Syntax: steps;
i) Creating a problematic situation.
ii) Formulation of the hypothesis.
iii) Verify hypothesis
iv) Collection of data.
v) Testing of hypothesis.
c) Social system: pupil occupies the primary place and teacher secondary place.
d) Support system: Objective type test is not used but essay type test is used. Attitude, beliefs and involvement is evaluated
6) Modification of the teacher behavior.
Microteaching:
Allen “Microteaching is a scale down teaching encounter in class size and class time”.
Importance of microteaching
a) Safe practice b) focused instrument c) continuous training d) modeling instructional skills e) new approach to supervision
f) New approach to research.
Characteristics of microteaching:
Merits and demerits of microteaching:
Limitations of microteaching
Phases of microteaching:
1. Knowledge acquisition phase:
2. skill acquisition phase
3. transfer phase of MT:
Phase I: Pre-active phase
1) Orientation
2) Discussion of teaching skills
3) Selection of a particular skill.
4) Presentation of a model of demonstration lesson observation of the model of the lesson.
Phase II: Inter- active phase
1) Preparation of the micro-lesson.
2) Creation of microteaching.
3) Practice of teaching skills
4) Feed back
5) Re-planning
6) Re-teaching
7) Re-feedback
8) Repetition of the microteaching lesson
Phase III: Post-active phase:
1) Integration of skills.
2) Integration of skills in parts
3) Integration of skill as whole
4) Evaluation of micro teaching lesson.
Interaction Analysis:
1) Meaning of Interaction analysis.
2) Objectives of Flanders Interaction category.
3) Assumption of Flanders category system.
4) Model of Flanders category system.
(1) Teachers talk.
A) Indirect talk B) Direct talk.
A1) Accepting feelings B1) Lecturing
A2) praise B2) Giving direction
A3) Accepting and using Idea B3) Criticizing
A4) Asking questions
(2) Pupils talk.
A) Responding B) Pupil talks C) Silence
To teacher Initiation
i) Procedure of observation
ii) Rules of observation
Simulation Teaching:
i) Concept
ii) Meaning and definition: “Simulation is an artificial setting of situation in which a trainee performs real acts to face the real situation to attain proficiency rather than competency.”
iii) Pattern of simulation teaching:
a) identify simulation
b) laboratory simulation
c) Analytical simulation
d) Case study simulation
e) Role playing simulation
iv) Steps involve din simulation
a) Assigning designation to the members
b) Planning presentation and deciding the topic
c) Deciding members to starting the conversation
d) Deciding procedure and data to be collected
e) Conduct the practice session on a topic.
f) Teacher should alter the procedure to keep interest
v) Use of simulation in micro-teaching.
vi) Merits and demerits of simulation teaching.
7) Programme Instruction.
1) Introduction
2) Need and Importance Objectives of Programmed Instruction:
3) Basic principle of Programmed Instruction
i) Small step
ii) Active responding
iii) Immediate confirmation
iv) Self- pacing
v) Constant evaluation.
4) Characteristic of Programmed Instruction:
5) Stages of Programmed Instruction
i) Stage of preparation
ii) Stage of Program writing.
iii) Stage of try-out and revision
6) Types of Program Instruction.
A) Linear Program of Instruction
B) Branching Program of Instruction
I) Backward branching II) Forward Branching.
7) Advantages and Limitations.
8. Models of Teaching.
Joyce and Well - “Teaching model is a pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher’s action.”
Model of teaching is just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the stipulated objectives.
Families of Models: -
1. Information processing model.
2. Personal models
3. social Interaction models
4. Behavioral models.
1) Information processing model. These model share an orientation toward the information –n processing capability of students and ways they can improve their ability to master information.
Information processing refers to the ways people handle stimuli from the environment, organize data, sense problems, generate concepts and solutions to problems and employ verbal and non-verbal symbols.
a) Inductive model :: Hilda Taba :: Development of inductive mental processes.
b) Inquiry training model :: Richard Suchman :: Academic reasoning.
c) Concept attainment model :: Jerome :: Develop inductive reasoning & concept.
d) Scientific inquiry :: Schwab :: research and problem solving.
2) Personal models: Members of this family share an orientation towards the development of self-hood.
a) Non directing teaching :: Carl Rogers :: Personal development in terms of self-awareness & self concept.
b) Synectics models :: William Gordan :: Personal development creativity and problem solving.
c) Conceptual system :: David Hunt :: increase personal complexity and complexity.
3) SOCIAL Interaction models: Relationships of the individual with the society
a) Group Investigation :: Herbart Democratic skill, Interpersonal skill and academic inquiry skill.
b) Inquiry training model :: John Dewey :: --- , , ---
c) Social inquiry model :: Benjamin Cox :: Social problem solving through academic inquiry & logical reasoning.
d) Laboratory method
e) Role playing :: Shaftel :: Inquire into personal and social values
4) Behavior model: The emphasis is on changing the visible behavior of the learner rather than the underlying psychological structure and unobservable behavior.
a) Contingency management:: Skinner :: Facts, Concept, skills.
b) Self control:: Skinner :: Social behavior / skills.
c) Relaxation model:: Masters :: Personal goals.
d) Stress reduction:: Masters :: substitution of relaxation for anxiety in social situation.
e)
Concepts for describing models:
1) Focus: Objectives of teaching, goals and aspects of the environment constitute the focus of the models.
2) Syntax: Sequences of activities called as phase.
3) The social system: Describes the students and teachers relationships and the norms that are encouraged ex student centered or teacher and student centered.
4) Principles of reaction: selecting model according to the students.
5) Support in the forms of books, films, films and self-instructional material.
9) Designing Instructional design:
* Formulation of instructional design
* Task Analysis.
* Designing of instructional designing such as lecture, team teaching, seminars, discussion.
Steps for ISD :=>
1) Analysis and identification of needs.
2) Definition of goals and objectives.
3) Identification of alternative ways to meet needs.
4) Design of system components.
5) Analysis of (A) Resources required (B) resources available (C) constraints.
6) Action to modify or remove constraints.
7) Development of instructional material.
8) Design of students’ assessment material.
9) Field testing
10) Adjustment, revisions, and further evaluation..
11) Summative evaluation.
10) Communication Process:
1) Meaning of Communication:
The word communication has been derived from the Latin word “Communis” meaning common.
Edgar Dale “Communication is define as the sharing of ideas and feelings in a mood of mutuality.”
Communication is the –
1. Passing of information
2. Exchange of Ideas.
3. Sharing of ideas with one another.
2) Process of Communication:
1) Source.
2) Encoding.
3) Transmission.
4) Decoding.
5) Receiver.
6) Feedback.
7) Noise.
3) Components of Communication :=>
1) Sender or Source.
2) Message.
3) Channel.
4) receiver
5) Feedback.
4) Principles of Communication:=>
1) Communication is perception.
2) Communication is expectation
3) Comm. makes demand.
4) Comm. should be complete.
5) Comm. should be positive.
6) Comm. should be to express and not to impress.
7) Comm. should be concise.
5) Barriers to Communication :=>
1) Cultural / Semantic.
2) Perceptual barr
3) Perceptual distortion.
4) Emotional barr
5) Prior relationship.
6) Timing.
7) Filter problem.
8) Prestigious Jargon.
9) Geographical distance.
10) Wrong channels and medium.
11) Poor verbal skills.
12) Unconvincing arguments.
13) Leader arrogance.
14) Source credibility.
15) Status of the communicator.
5) Types of Communications :=>
A) Verbal Comm.
B) Non-verbal Comm.
a) Kinesics: Language of body movement
i) Emblems ii) Illustrator’s iii) Regulator. iv) Adaptor.
b) Proxemics: using and perceiving social and personal
i) Intimate distance ii) Personal distance iii) Social distance and iv) Public distance.
C) Time: keeping precise time.
6) Scope of Communication:
A) Small group of networks.
1) Wheel network.
2) Chain network.
3) Circle network.
4) “Y” network.
5) All channel network.
B) Institutional network.
1) Upward comm..
2) Downward comm..
3) Lateral comm..
7) Effectiveness in the classroom.
Skills of Teaching
Skills of Teaching
Dr. Deepak Sharma
Set Induction
Components:
1. Arrest attention
2. Focus attention on topic
3. Introduction an Element of interest
4. Arouse curiosity
Arrest Attention
Use of voice quality and eye contact
Use of Audio Visual Aids
Changing the pattern of Teacher pupil interaction
Focus attention on the topic
Test the previous knowledge relevant for learning the new topic
Knowledge acquired from various source like classroom, book etc.
Maintain logical continuity
Integrate the old knowledge with the knew knowledge
Introduce an Element of Interest
Using Teaching Aids
Using other devices, like storytelling, anecdote etc.
Bringing out the significance of the new lesson
Arouse the Curiosity
Creating a suitable problematic situation
Posing an intriguing problem
Undesirable Behaviour
Lack of continuity
Making irrelevant statement or asking irrelevant questions
Skill of Questioning
• Good question can server many purpose: -
• Questions stimulate thinking
• Questions challenge the students
• Questions help in recalling and relating relevant concepts, facts and principles.
• Questions ensure active student involvement in learning.
• Questions arouse the curiosity of the students
• Questions channelize the thinking process
• Motivate students to participate in the teaching-learning process
• Help students evaluate for themselves their understanding of the concepts.
Questioning is a very important technique which every teacher should know thoroughly. Successful teaching is highly dependent on questioning. It’s a lesson different types of questions, depending upon situation and purpose to be achieved, are used.
1. Questioning is a logical procedure of problem solving.
2. Questioning is useful for presenting the tentative nature of knowledge.
3. Questioning is used in solving problems.
4. The teacher encourages the learning to seek more than one answer for a question.
5. The teacher uses questioning to achieve learning objectives
6. It is a critical skill that can be used in teaching any subject and any grade.
Questioning and Levels of Thinking
Thinking is a continuous activity.
It acts as stimulates to though, and leads to solution of the problems faced by the students.
Questioning stimulate thinking
The level of students thinking depends upon the level of questions asked by the teacher.
Orders of Questioning
Low Order Questions
This type of level of questions are limited to memory level of thinking.
e.g. 1. Define the feeling of patriotism in your word?
2. Define 3rd law of Newton.
3. State Pythagoras them
Middle Order Questions
Middle level involves Interpretation of facts / concepts being taught or already learnt. Interpretation involves comparison or explanation of relationship between ideas, concept, and generalization etc.
e.g. 1. How can you prove that blood is purified in heart?
2. Why does the pressure cooker whistle after the liquid has started boiling?
High Order Questions
Comprehension, Application, Analysis, Synthesis and Evaluation.
Analysis
e.g. 1. How does the movement of eater cause the cycle of days and nights?
2. How does smoke pollute the air?
3. How do you prove the angle sum properly of a triangle?
Synthesis
What will happen when the population of a country doubles within just five years?
Evaluation
Why do you think that working condition in free Indian are better than British India?
Fluency and Delivery of Questioning
Fluency and good delivery of questions in class room is an integral part of the skill of questioning. The rate of meaningful questions put unit time by the teacher is called fluency of questioning. These are three components of the skill related to fluency and delivery of questions:
1. Structure 2. Process 3. Product (SPP)
1. Structure: - The content and language used play an important role in framing and delivery the question. It contain 5 parts:
a. Grammatical Correctness: You as a teacher are expected to use grammatically correct, unambiguous and simple language. Carelessly used language creates confusion
e.g. Where is Rani Durgawati born? (Wrong)
Where is Telephone Invented?
b. Conciseness: It means minimal but essential length of s question. A question should be direct and straight forward about the content. Avoid extra words. They confuse and bore students.
Incorrect – Does anybody in the class know, when India becomes a republic?
Correct- When did India become a Republic?
c. Relevance: - The questions should be relevant and suit the mental level of your students.
d. Specificity: - The question should be specific to the content and should call for a single answer.
e.g. Which is the largest river of the world?
e. Clarity: - Clarity increase following and delivery of questions
2. Process: - There are 4 major components of skills related to the process of questioning. These are:
Speed:- You should not ask question at slow speed in pieces or hurriedly.
Pause: - Which building…. (a little pause) in India is famous as the monument of love? (Pause)
Style: - You should take precaution to avoid unnecessary repetition of a question.
3. Product: - The product means the student’s answer to the question asked by teacher. The product of questioning depends on various factors:
• The students may not be intelligent enough to understand the question you have asked.
• The students may not be teaching interest in your class.
• The students may be inattentive in your class or may be disturbed by the noise
• There may be lack of support between the teacher and the students.
In all these situations you should Re-examine your teaching strategies and find out the cause of student’s non-response.
Components: -
1. Structure
2. Variety
3. Pause
4. Voice
5. Reinforcement
6. Fluency
7. Distribution
1. Structure:
Grammatically correct
Relevant – Related to topic discussed
Specific – Calls for single and specific response
Concise – Minimal length. Avoid extra words
2. Variety:
Low order questions- Recall or recognition type of question.
Middle order questions
Higher order questions – Stimulate higher level thinking
3. Pause
Speed of asking
Sufficient time for pupils to think and answer
4. Voice
Audible to entire class
Clear and loud voice
5. Reinforcement:
Encourage correct answer / Response
Discourage incorrect responses
6. Fluency: Sufficient number of questions
7. Distribution: Even distribution of the question to the entire class
Probing Skill
Components:
1. Prompting
2. Seeking further information
3. Re-focusing
4. Re-direction
5. Increasing Critical Awareness
Seeking Further Information
Questions that lead the students from partially correct or incomplete responses to correct answers.
Asking the student to clarify, elaborate or explain the response
e.g. Can you define it in some other words?
Can you give some examples to support your view?
The purpose of seeking further information is to encourage the students to supply additional information and bring the initial response to the criterion level. You can motivate them by asking questions like.
What more can you add to your response?
How can you make your answer more clear?
Prompting
A teacher when he gives clues or hints and helps his students by asking them leading questions.
Teacher gives hints or clues.
e.g. T – How is blood purified in lungs?
S – I do not know.
T – Can you tell what happens to the oxygen when we in hale.
S – It is filled in the lungs.
Re-focusing
Generally when a pupil gives a correct response, the teacher relates that answer with the topic already taught. The main aim behind this is to make the student aware of the implications of a given response in more complex and novel situations.
SKILL of STIMULUS VARIATION
Attention is an essential condition for effective learning. The skill of stimulus variation involves deliberate change in attention drawing behaviour of the teacher in order to secure and sustain student’s attention to what is being taught.
The skill of stimuli variation implies attracting and focusing student’s attention by changing stimuli in the environment.
Some of the Main Factors
1. Intensity: - A louder sound a brighter light can capture any one’s attention
2. Contrast: - Anything which is bigger than other things in the surrounding environment attracts attention e.g. when the ticking of clock stops at attracts the person present there.
3. Movement: - A moving thing attracts our attention more in comparison to a fixed thing
4. Self Activity: - Attention is sustained if the students are asked or motivated to engage themselves in instructional activities.
5. Audio-Visual Aids: - It has been proved through research studies in INDIA and else where that Audio visual aids have great potential to help students in their learning e.g. TV is a powerful medium and called THIRD EYE.
6. Teacher’s Personal Behaviour: - If the teacher is Enthusiastic, stimulating, energetic and expressive. He gets more attention than when s(he) is detail and monotonous
Components of Skill
1. Teacher Movement: - Purpose for the movement of the teacher from one spot to another. You should remember that your movements in the classroom should always be meaningful and related to teaching i.e.- the movements should have a pedagogic function you however should avoid the habit of aimless wandering in the classroom.
2. Teacher Gestures: - Gestures are the movements of the parts of the body (Head, Hands, Facial). The body movements perform the following pedagogical functions: -
• Direction attention
• Explaining emotions and feelings
• Combining verbal exposition with gesture
3. Change in Speech Pattern: - Change in TONE, volume of SPEED of verbal communication is known as change speech pattern.
• Modulating the voice
• Variation in time, pitch, speed of voice to emphasise certain points
• Deliberate pause of 3 to 4 seconds
4. Focusing: - Focusing can be obtained trough verbal communication or gesture or both.
a. Verbal Focusing: - You should use statements like - Listen carefully, Look at this chart, watch this experiment, now. This is really very important.
b. Gestural Focusing: - The movements of Head, Heads, Facial
c. Verbal and Gestural Focusing
5. Change in Interaction Style: - Classroom interaction takes place in three ways.
SKILL OF REINFORCEMENT
The skill of Reinforcement involves teachers encouraging student’s response using verbal praise, accepting their responses or using non-verbal clues like smile, nodes etc.
Reinforcement is events which help students in increasing their rate of correct responding. The skill of Reinforcement implies providing the reinforcement of an appropriate interval.
Reinforcement responses tent to be reapted in given situations; non-reinforced responses to be discontinued. The skill of reinforcement is a tool in the hands of the teacher to make this teaching more productive. It is not only used to promote learning but also to secure attention of and to motivate the students for learning.
Components of Skill
• + ve Verbal reinforcement skill
• + ve Non-Verbal reinforcement skill
• - ve Verbal reinforcement skill
• -ve Non-Verbal reinforcement skill
• Extra Verbal (cues) reinforcement skill
• Repeating and rephrasing students responses
1. + ve Verbal Reinforcement Skill
You can motivate the student through various verbal expressions – Good, Very Good, Right Correct, Fine, Well Done, Excellent etc., or by saying – Carry on, Go-ahead
2. + ve Non-Verbal Reinforcement Skill
Nodding head, smiling, moving towards the student responding the question, giving a friendly look at him, keeping an eye on the responding student, writing the student’s answer on the black board etc. It is very effective.
3. - ve Verbal Reinforcement Skill
A +ve reinforcement is a +ve reward while a –ve reinforcement is a –ve reward.
You should try to avoid giving negative type of reinforcement e.g. – Wrong, No, Incorrect, Not True, Nonsense.
4. - ve Non-Verbal Reinforcement Skill
Frowing, giving students discouraging looks moving away from the responding student etc. you may not approve such behaviour. Such behaviour may disrupt report between you and your students.
5. Extra Verbal (cues) reinforcement skill
Without uttering any word or phrase, you can utter Wah, Humm, Aha….. to encourage a student to continue his/her response. However you should not develop this behaviour as a habbit.
6. Repeating and Rephrasing Students Response
• Unnecessary repetitions would make your teaching boring
• Encouraging all the students in class is a healthy practice
• Do not over use of reinforcement
• Use wide range of reinforcement strategies
Dr. Deepak Sharma
Set Induction
Components:
1. Arrest attention
2. Focus attention on topic
3. Introduction an Element of interest
4. Arouse curiosity
Arrest Attention
Use of voice quality and eye contact
Use of Audio Visual Aids
Changing the pattern of Teacher pupil interaction
Focus attention on the topic
Test the previous knowledge relevant for learning the new topic
Knowledge acquired from various source like classroom, book etc.
Maintain logical continuity
Integrate the old knowledge with the knew knowledge
Introduce an Element of Interest
Using Teaching Aids
Using other devices, like storytelling, anecdote etc.
Bringing out the significance of the new lesson
Arouse the Curiosity
Creating a suitable problematic situation
Posing an intriguing problem
Undesirable Behaviour
Lack of continuity
Making irrelevant statement or asking irrelevant questions
Skill of Questioning
• Good question can server many purpose: -
• Questions stimulate thinking
• Questions challenge the students
• Questions help in recalling and relating relevant concepts, facts and principles.
• Questions ensure active student involvement in learning.
• Questions arouse the curiosity of the students
• Questions channelize the thinking process
• Motivate students to participate in the teaching-learning process
• Help students evaluate for themselves their understanding of the concepts.
Questioning is a very important technique which every teacher should know thoroughly. Successful teaching is highly dependent on questioning. It’s a lesson different types of questions, depending upon situation and purpose to be achieved, are used.
1. Questioning is a logical procedure of problem solving.
2. Questioning is useful for presenting the tentative nature of knowledge.
3. Questioning is used in solving problems.
4. The teacher encourages the learning to seek more than one answer for a question.
5. The teacher uses questioning to achieve learning objectives
6. It is a critical skill that can be used in teaching any subject and any grade.
Questioning and Levels of Thinking
Thinking is a continuous activity.
It acts as stimulates to though, and leads to solution of the problems faced by the students.
Questioning stimulate thinking
The level of students thinking depends upon the level of questions asked by the teacher.
Orders of Questioning
Low Order Questions
This type of level of questions are limited to memory level of thinking.
e.g. 1. Define the feeling of patriotism in your word?
2. Define 3rd law of Newton.
3. State Pythagoras them
Middle Order Questions
Middle level involves Interpretation of facts / concepts being taught or already learnt. Interpretation involves comparison or explanation of relationship between ideas, concept, and generalization etc.
e.g. 1. How can you prove that blood is purified in heart?
2. Why does the pressure cooker whistle after the liquid has started boiling?
High Order Questions
Comprehension, Application, Analysis, Synthesis and Evaluation.
Analysis
e.g. 1. How does the movement of eater cause the cycle of days and nights?
2. How does smoke pollute the air?
3. How do you prove the angle sum properly of a triangle?
Synthesis
What will happen when the population of a country doubles within just five years?
Evaluation
Why do you think that working condition in free Indian are better than British India?
Fluency and Delivery of Questioning
Fluency and good delivery of questions in class room is an integral part of the skill of questioning. The rate of meaningful questions put unit time by the teacher is called fluency of questioning. These are three components of the skill related to fluency and delivery of questions:
1. Structure 2. Process 3. Product (SPP)
1. Structure: - The content and language used play an important role in framing and delivery the question. It contain 5 parts:
a. Grammatical Correctness: You as a teacher are expected to use grammatically correct, unambiguous and simple language. Carelessly used language creates confusion
e.g. Where is Rani Durgawati born? (Wrong)
Where is Telephone Invented?
b. Conciseness: It means minimal but essential length of s question. A question should be direct and straight forward about the content. Avoid extra words. They confuse and bore students.
Incorrect – Does anybody in the class know, when India becomes a republic?
Correct- When did India become a Republic?
c. Relevance: - The questions should be relevant and suit the mental level of your students.
d. Specificity: - The question should be specific to the content and should call for a single answer.
e.g. Which is the largest river of the world?
e. Clarity: - Clarity increase following and delivery of questions
2. Process: - There are 4 major components of skills related to the process of questioning. These are:
Speed:- You should not ask question at slow speed in pieces or hurriedly.
Pause: - Which building…. (a little pause) in India is famous as the monument of love? (Pause)
Style: - You should take precaution to avoid unnecessary repetition of a question.
3. Product: - The product means the student’s answer to the question asked by teacher. The product of questioning depends on various factors:
• The students may not be intelligent enough to understand the question you have asked.
• The students may not be teaching interest in your class.
• The students may be inattentive in your class or may be disturbed by the noise
• There may be lack of support between the teacher and the students.
In all these situations you should Re-examine your teaching strategies and find out the cause of student’s non-response.
Components: -
1. Structure
2. Variety
3. Pause
4. Voice
5. Reinforcement
6. Fluency
7. Distribution
1. Structure:
Grammatically correct
Relevant – Related to topic discussed
Specific – Calls for single and specific response
Concise – Minimal length. Avoid extra words
2. Variety:
Low order questions- Recall or recognition type of question.
Middle order questions
Higher order questions – Stimulate higher level thinking
3. Pause
Speed of asking
Sufficient time for pupils to think and answer
4. Voice
Audible to entire class
Clear and loud voice
5. Reinforcement:
Encourage correct answer / Response
Discourage incorrect responses
6. Fluency: Sufficient number of questions
7. Distribution: Even distribution of the question to the entire class
Probing Skill
Components:
1. Prompting
2. Seeking further information
3. Re-focusing
4. Re-direction
5. Increasing Critical Awareness
Seeking Further Information
Questions that lead the students from partially correct or incomplete responses to correct answers.
Asking the student to clarify, elaborate or explain the response
e.g. Can you define it in some other words?
Can you give some examples to support your view?
The purpose of seeking further information is to encourage the students to supply additional information and bring the initial response to the criterion level. You can motivate them by asking questions like.
What more can you add to your response?
How can you make your answer more clear?
Prompting
A teacher when he gives clues or hints and helps his students by asking them leading questions.
Teacher gives hints or clues.
e.g. T – How is blood purified in lungs?
S – I do not know.
T – Can you tell what happens to the oxygen when we in hale.
S – It is filled in the lungs.
Re-focusing
Generally when a pupil gives a correct response, the teacher relates that answer with the topic already taught. The main aim behind this is to make the student aware of the implications of a given response in more complex and novel situations.
SKILL of STIMULUS VARIATION
Attention is an essential condition for effective learning. The skill of stimulus variation involves deliberate change in attention drawing behaviour of the teacher in order to secure and sustain student’s attention to what is being taught.
The skill of stimuli variation implies attracting and focusing student’s attention by changing stimuli in the environment.
Some of the Main Factors
1. Intensity: - A louder sound a brighter light can capture any one’s attention
2. Contrast: - Anything which is bigger than other things in the surrounding environment attracts attention e.g. when the ticking of clock stops at attracts the person present there.
3. Movement: - A moving thing attracts our attention more in comparison to a fixed thing
4. Self Activity: - Attention is sustained if the students are asked or motivated to engage themselves in instructional activities.
5. Audio-Visual Aids: - It has been proved through research studies in INDIA and else where that Audio visual aids have great potential to help students in their learning e.g. TV is a powerful medium and called THIRD EYE.
6. Teacher’s Personal Behaviour: - If the teacher is Enthusiastic, stimulating, energetic and expressive. He gets more attention than when s(he) is detail and monotonous
Components of Skill
1. Teacher Movement: - Purpose for the movement of the teacher from one spot to another. You should remember that your movements in the classroom should always be meaningful and related to teaching i.e.- the movements should have a pedagogic function you however should avoid the habit of aimless wandering in the classroom.
2. Teacher Gestures: - Gestures are the movements of the parts of the body (Head, Hands, Facial). The body movements perform the following pedagogical functions: -
• Direction attention
• Explaining emotions and feelings
• Combining verbal exposition with gesture
3. Change in Speech Pattern: - Change in TONE, volume of SPEED of verbal communication is known as change speech pattern.
• Modulating the voice
• Variation in time, pitch, speed of voice to emphasise certain points
• Deliberate pause of 3 to 4 seconds
4. Focusing: - Focusing can be obtained trough verbal communication or gesture or both.
a. Verbal Focusing: - You should use statements like - Listen carefully, Look at this chart, watch this experiment, now. This is really very important.
b. Gestural Focusing: - The movements of Head, Heads, Facial
c. Verbal and Gestural Focusing
5. Change in Interaction Style: - Classroom interaction takes place in three ways.
SKILL OF REINFORCEMENT
The skill of Reinforcement involves teachers encouraging student’s response using verbal praise, accepting their responses or using non-verbal clues like smile, nodes etc.
Reinforcement is events which help students in increasing their rate of correct responding. The skill of Reinforcement implies providing the reinforcement of an appropriate interval.
Reinforcement responses tent to be reapted in given situations; non-reinforced responses to be discontinued. The skill of reinforcement is a tool in the hands of the teacher to make this teaching more productive. It is not only used to promote learning but also to secure attention of and to motivate the students for learning.
Components of Skill
• + ve Verbal reinforcement skill
• + ve Non-Verbal reinforcement skill
• - ve Verbal reinforcement skill
• -ve Non-Verbal reinforcement skill
• Extra Verbal (cues) reinforcement skill
• Repeating and rephrasing students responses
1. + ve Verbal Reinforcement Skill
You can motivate the student through various verbal expressions – Good, Very Good, Right Correct, Fine, Well Done, Excellent etc., or by saying – Carry on, Go-ahead
2. + ve Non-Verbal Reinforcement Skill
Nodding head, smiling, moving towards the student responding the question, giving a friendly look at him, keeping an eye on the responding student, writing the student’s answer on the black board etc. It is very effective.
3. - ve Verbal Reinforcement Skill
A +ve reinforcement is a +ve reward while a –ve reinforcement is a –ve reward.
You should try to avoid giving negative type of reinforcement e.g. – Wrong, No, Incorrect, Not True, Nonsense.
4. - ve Non-Verbal Reinforcement Skill
Frowing, giving students discouraging looks moving away from the responding student etc. you may not approve such behaviour. Such behaviour may disrupt report between you and your students.
5. Extra Verbal (cues) reinforcement skill
Without uttering any word or phrase, you can utter Wah, Humm, Aha….. to encourage a student to continue his/her response. However you should not develop this behaviour as a habbit.
6. Repeating and Rephrasing Students Response
• Unnecessary repetitions would make your teaching boring
• Encouraging all the students in class is a healthy practice
• Do not over use of reinforcement
• Use wide range of reinforcement strategies
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