Allama Iqbal Open University Islamabad

Assignment:

NAME Nabi Bux

FATHER NAME Muhammad Akram

Roll No 0000498914

DEGREE BED 1.5 Year

SEMESTER 1st Semester

COURSE CODE 8601

 Assignment No. 2

Q.1
What are group projects? How are group projects used in schools?
ANS

From elementary school to university, educators assign collaborative assignments. These

tasks have the potential to be enjoyable, but there are instances where groups struggle to
function harmoniously, with certain individuals failing to contribute their fair share.
Nevertheless, the primary objective of group projects is to cultivate proficiency in
teamwork, considering that a significant number of occupations necessitate collaborative
efforts. Consequently, acquiring the skill of effective group collaboration holds immense
significance for future accomplishments. Below, we present a comprehensive guide aimed
at assisting students in maximizing the advantages and minimizing the exasperation
encountered within group projects. First step: Know who is in your group and how to
contact them.

Every time I assign a group project, I hear the same lament at the end from at least one
group: "So-and-so didn't finish their part on time." OR "He never met with us." OR "We
couldn't get in touch with her." If you exchange names, email addresses and phone
numbers as soon as your group is formed, that goes a long way toward preventing this
problem. Designating one person as "group facilitator" is also helpful. The facilitator's job
is to make sure everyone knows when and where to meet, sends out a reminder message
the day before any meetings, and sends out a confirmation email after each meeting,
clarifying in writing who is expected to do what by when. The facilitator might also check
in with group members on occasion if you are not meeting frequently--making sure they
are on track and clarifying expectations if they are not. While this doesn't avoid all
problems, it goes a long way toward preventing most of them.

Second Step: Clarify the goals and tasks to be accomplished by the whole group.
Discuss as a group:
 1. What the assignment is (to make sure everyone has the same understanding).
2. When the assignment is due (or when each part is due). (Again, to make sure
everyone is aware of the deadlines.)
3. How, exactly, are you going to meet the requirements of the assignment? (For
example, if the assignment is to do a research paper, what are you going to research?
If it is to build something, what are you going to build?)
4. If you are allowed considerable flexibility, it often helps to brainstorm a number of
ideas and then assess the merits of each one separately. Things to consider:
• How much do you know about this topic already?
• How easy or hard would it be to get good information?
• Is the topic interesting to everyone? (If it is not interesting to some, they are not
likely to work as hard as they might on a topic they found interesting.)
• Can you do a good job on this topic in the available time? With the available
people? With the available resources? (Don't overestimate your abilities, but at
the same time, don't sell yourselves short. Learning comes from accepting
challenge.)

Third step: Once you choose a topic that meets everyone's interests:

1. Work together to break the project up into separate tasks.

2. Assign people and due-dates for each piece.
3. Develop mechanisms for keeping in touch, meeting periodically, and sharing progress
(and/or stumbling blocks).

Fourth Step: As the work proceeds:

1. Keep in touch with each other frequently, reporting progress.

2. If someone is having trouble completing his or her part, work with him or her to try
to figure out how to solve the problem. Be supportive and helpful, but don't offer to
do other people's work.
3. At the same time, make it clear that the group is depending on everyone doing their
part — it is not okay for one person to show up at the last minute without his or her
part done.

Fifth Step: Finishing Up

Be sure to leave enough time at the end to put all the pieces together and to make sure
everything is done. I often urge students to have the draft assembled a week ahead of time
and designate one person to be the editor, whose job it is to make sure everything hangs
together, all the footnotes are done properly and consistently, etc. This is obviously a pretty
big job, so this person should have a smaller part of the original research and writing tasks
to be fair.

If you have a presentation at the end, go through the same process — decide who is going
to do what, and give everyone enough time to prepare and practice (preferably together)
ahead of time. If you can practice together, make constructive suggestions about how team
members can do better; but take care to not humiliate or belittle another's presentation.
This will just make the other person embarrassed and/or angry and is likely to be
counterproductive if your goal is getting a good grade.

Throughout this process, conflict can be avoided (and resolved if it develops) by following
certain conflict avoidance guidelines.

Separate the people from the problem.

This means separating relationship issues (or "people problems") from substantive issues,
and dealing with them independently. People problems, Fisher, Ury and Patton
(1991) observe, tend to involve problems of perception (also called "framing
problems), emotion, and communication.

Things to try to correct perception or framing problems:

1. Try to see the situation from the other person's perspective. You do not have to agree
with their perceptions of the situation. But it is important to understand what they
think and feel, and why they think and feel as they do.
2. Don't deduce the other person's intentions from your own fears. It is common to
assume that your opponent plans to do just what you fear they will do. This sort of
suspicious attitude makes it difficult to accurately perceive the other person's real
intentions; whatever they do, you will assume the worst.
3. Third, avoid blaming the other person for the problem. Blame, even if it is deserved,
will only make him or her defensive. Even worse, he or she may attack you in
response. Blame is generally counterproductive.
4. Discuss each other's perceptions. Explicit discussion of each side's perceptions will
help both sides to better understand each other (see the first point). And discussion
will help each side to avoid projecting their fears onto one another (see the third
point). Also, such discussion may reveal shared perceptions. Acknowledging shared
perceptions can strengthen the parties' relationship, and facilitate productive
negotiations.
5. Seek opportunities to act inconsistently with the other person's misperceptions. That
is, try to disappoint your opponent's worst beliefs and expectations about you. Just as
it is important for you to have an accurate perception of your opponent, it is also
important for them to have an accurate perception of you. Disappointing your
opponent's negative or inaccurate beliefs will help to change those beliefs. (Note:
 these five items were drawn from Tanya Glaser's summary of Fisher, Ury and
Patton's Getting to Yes, pp. 22-40.)

Institution paintings may be an effective approach to encourage students, inspire lively

learning, and broaden key essential-thinking, conversation, and selection-making
competencies. But without careful planning and facilitation, institution work can frustrate
college students and teachers and experience like a waste of time. Use these guidelines to
help put in force group paintings effectively on your school room.

• determine what you need to achieve thru the small institution interest, each
academically (e.g., expertise of a subject) and socially (e.g., listening capabilities). The
activity should relate carefully to the route objectives and class content and need to be
designed to help college students examine, no longer really to occupy their time. Roberson
and Franchini (2014) emphasize that for organization learning to be powerful, students
want a clear sense that institution work is "serving the said learning goals and disciplinary
wondering goals" of the route (280). When finding out whether or how not to apply
institution work for a selected project, consider these questions: what is the objective of
the activity? How will that goal be furthered by way of asking students to work in agencies?
Is the activity difficult or complex enough that it calls for institution work? Will the
assignment require real collaboration? Is there any reason why the undertaking ought to
now not be collaborative?

• Remember providing a relatively simple task at the beginning of the timeframe to

ignite students' enthusiasm for organizational work and stimulate their progress.
Collaborative activities, in most instances, should be engaging and demanding. By pooling
their resources and addressing any differences of opinion that may arise, groups of
students can create a more sophisticated product than what they could achieve
individually.
• All institution participants ought to experience a experience of personal duty for the
achievement in their teammates and realize that their character achievement depends at
the institution’s success. Johnson, Johnson, and Smith (2014) consult with this as high
quality interdependence and argue that this sort of cooperative getting to know has a
tendency to result in rookies selling each differing’s achievement. Knowing that peers are
relying on you is a effective motivator for group paintings.

o Allocate essential assets throughout the institution in order that organization

individuals are required to percentage information. Or, to provide you with a consensus,
randomly choose one man or woman to talk for the institution, or assign different roles to
group participants so that they are all concerned inside the procedure (e.g., recorder,
spokesperson, summarizer, checker, skeptic, organizer, observer, timekeeper, struggle
resolver, liaison to other groups).

o any other approach for selling interdependence is specifying commonplace rewards

for the group, which include a collection mark.
• The scale you pick will depend on the wide variety of students, the size of the lecture
room, the variety of voices wanted inside a collection, and the task assigned. Agencies of 4-
5 generally tend to balance the needs for range, productivity, energetic participation, and
cohesion. The much less skillful the group members, the smaller the corporations must be.

• division primarily based on proximity or college students’ preference is quickest, in

particular for large and cramped classes, however this often means that scholars turn out
to be operating together with pals or with the same humans.

o to differ organization composition and increase range inside businesses, randomly

assign college students to agencies by using counting off and grouping them according to
quantity. Another concept is to distribute candy (e.g., Starburst or difficult, colored candies)
and group college students consistent with the flavor they pick.

o For a few organization obligations, the range within a collection (e.g., gender,
ethnicity, level of preparation) is especially vital, and you might need to assign college
students to groups yourself before class. Accumulate a facts card from every scholar on the
first day of sophistication to glean critical statistics approximately their backgrounds,
expertise, and hobbies. Alternately, ask college students to express a desire (e.g., list 3
students with whom they would maximum want to work or topics they could maximum
like to have a look at), and hold their options in mind as you assign companies.

• understand which you may not be able to cowl as a whole lot material as you can in
case you lectured for the whole magnificence period. cut returned on the content material
you want to give on the way to give organizations time to work. Estimate the quantity of
time that subgroups want to complete the pastime. Also plan for a plenary consultation in
which companies’ effects can be provided or general troubles and questions may be
mentioned.

• You won’t be able to count on the surprising, but by having some idea
approximately what students will come up with, you may be higher prepared to reply their
questions and tie collectively the institution work at some stage in the plenary session.
• pairs, small organizations, large companies, on-line synchronously, on-line
asynchronously, etc. some college students is probably better at contributing after they
have had time to digest cloth, at the same time as others might be better at wondering
immediately. Different students will defer to others in big organizations but actively make
contributions in pairs. All roles must be valued and included.

Introducing the institution hobby

• Students ought to recognize the benefits of collaborative studying. Don’t anticipate

that students understand what the pedagogical purpose is. Explicitly connect those sports
to larger magnificence topics and learning effects whenever viable.

• In case you try and deliver commands first, college students can be too preoccupied
with choosing institution club to pay attention to you.

• College students work first-class collectively if they know or accept as true with
every different, at least to some extent. Even for quick group activities, have college
students introduce themselves to their institution individuals before attending to their
undertaking.

• this means both telling college students precisely what they need to do and
describing what the very last made from their institution paintings will appear like.
Explaining the massive photograph or very last aim is vital, mainly when the institution
paintings will take area in steps. Put together written or visual instructions (e.g., charts,
sequential diagrams) for college kids. Recall consisting of time estimations for sports

• mainly for prolonged durations of institution work, set up how institution members
must engage with one another, together with standards inclusive of appreciate, lively
listening, and methods for decision making. Consider making a group agreement.

• Even if you consider your commands are crystal clean, students may additionally
have valid questions about the interest. Supply them time to ask questions before they get
to work.

Tracking the group undertaking

• As college students do their work, flow into most of the agencies and solution any
questions rose. Additionally concentrate for developments which might be emerging from
the discussions, so you can check with them for the duration of the subsequent plenary
dialogue. Keep away from interfering with institution functioning — permit time for college
students to remedy their personal troubles earlier than getting involved. You would
possibly recall leaving the room for a quick time frame. Your absence cans growth college
students’ willingness to share uncertainties and disagreements (Jaques, 2000).

• anticipate that they do know, and may do, a great deal (Brookfield & Preskill, 1999).
Specific your self-belief in them as you circulates the room.

• In case you come across a collection that is experiencing uncertainty or

confrontation, avoid the natural tendency to present the solutions or remedy the
confrontation. If important, clarify your commands, however allow students war — are
fairly — to perform the project (Race, 2000).

• If college students criticize you for not contributing enough to their paintings,
remember whether or not you've got communicated actually sufficient your position as
facilitator.

Dealing with Strong Emotions

Emotional problems include distrust, fear, anger, and humiliation. These emotions are very
strong, and can derail any working relationship.

The first step in dealing with emotions is to acknowledge them, and try to understand their
source. By saying something like "you seem to be very angry about what happened" you
can encourage the other person to explain why they are angry and give you some ideas
about how you might be able to fix the situation.

On the other hand, if you ignore or dismiss another's feelings as unreasonable, you are
likely to provoke an even more intense emotional response.

Allow the other side to express their emotions without reacting emotionally yourself
(unless strong emotions are expected in your culture). If they are not, it is usually best to
allow the other person to express their emotions, and then use empathic or active
listening to try to understand both the content and the emotion of the message they tried to
express.
Symbolic gestures such as apologies or an expression of sympathy can help to defuse
strong emotions.

Using Effective Communication

Several communication strategies can avoid misunderstandings and/or correct them once
they occur. These include:

1. Focus on the person speaking when they are speaking. Don't listen with one ear,
while planning your come back at the same time
2. When it is your time to respond, think quietly for a minute until you know what you
want to say and how you want to say it. Don't just blurt out a response without
thinking.
3. Use active (or emphathic) listening, discussed above, which allows you to confirm
that you understood both the substantive content and the feelings behind the words.
4. Use I-messages, which allow you to express your feelings without directly attacking
the other person (which would likely evoke a defensive and/or hostile response).

Q.2
Explain
(i) The structure of guided discussion method
ANS

Even though discussions are commonly used in the classroom there is surprisingly little
published information about the many critical aspects of good discussions - such as the
type of material best suited for discussion, how to ask questions and include as much of the
class as possible, how to direct the flow of questions and answers, and how to establish an
encouraging and safe climate. This essay highlights some of these issues and directs you to
more information in the resources section.

Create a Supportive Classroom Environment

It makes sense that students are more likely to ask and address questions with teachers
who are open, enthusiastic and encouraging, who select interesting and important material
to discuss, and who are clear and organized. Classroom behaviors associated with
supportive classroom environments include good rapport, clear speaking, stating
objectives and summarizing information. Lowman (1984) lists these behaviors as critical:
1) being sincerely interested in the students, 2) encouraging students to express their
feelings about assignments or other aspects of the course, 3) making it clear that student
learning is very important to them, and 4) encouraging students to be creative and
independent thinkers. As you read this list you will realize more clearly why leading good
discussions is so hard!

Faculty can demonstrate their genuine interest in students by learning their names* (and
joking about this if it is especially challenging for you); at the beginning of the semester
asking them to give you information about prior courses, their major, or whatever is most
important to you; reading papers or quizzes quickly and handing them directly to students
in smaller classes; asking or even requiring office visits; immediately responding to
formative evaluations such as minute papers.

The types of questions you ask are obviously of paramount importance. Ellner and Barnes
(1983) videotaped 40 undergraduate faculty in a range of institutions and found that the
average time given to student question-asking was about 5% of total class time. In addition,
only one in five of these questions required higher-order thinking (e.g. analysis, synthesis,
evaluation). Therefore, there was little opportunity for higher-order thinking and little was
done. Given these statistics it is perhaps not surprising that undergraduates are not skilled
at these more advanced intellectual activities.

Reading through Bloom et al's (1956) cognitive levels will help you design more
intellectually stimulating questions: application ("how is __ an example of __?), analysis
(compare/contrast __ to __), synthesis (what can you predict from ___), evaluation (what do
you think about ___).

Bonwell and Eison (1991) identify three types of productive questions for discussion: 1)
"playground" question — "Let's see whether we can make any generalizations about the
play as a whole from the opening lines", 2) the 'brainstorm" question — "What kinds of
things is Hamlet questioning- not just in his soliloquy but throughout the whole play"?, 3)
the "focal" question — "Is Ivan Illych a victim of his society, or did he create his problems
by his own choices?".

Bonwell and Eison (1991) also list these quite useful recommendations:

Give students time to answer your question (many studies show than faculty allow less
than a second before they ask another question or answer the first one)

Plan key questions that will give structure and direction to the session

Phrase your questions very clearly and specifically

Adapt questions to the ability of the students (e.g., jargon)

Ask questions in a logical order

Ask difficult and easier questions

Respond to students' answers, questions, or comments

Use methods that encourage wide participation (e.g., asking students who have not spoken
to address a question, discussing why everyone's participation is important)

Encourage questions from students

* One way to learn names (this especially works for "visual learners") is to have students
write their name in large letters on a piece of file folder paper propped up in front of them
(like the U.N.). You will probably need these labels for only a week or two. For medium
sized classes, you might even try photographing your students using a digital camera while
they hold up their name cards in view - then print out copies for every one to help you and
them with names and faces. In huge classes some faculty ask students to hang their name-
sheets around their necks with string, and then they use binoculars to read the names
when calling on the student!
The guided dialogue approach is a established method to engaging in lecture room
discussions that encourages lively participation, crucial thinking, and collaborative gaining
knowledge of amongst students. The method generally follows a specific shape to make
sure powerful communiqué and meaningful change of ideas. Here’s a breakdown of the
shape of guided discussion:

1. Creation: The dialogue starts with a creation of the subject or query with a view to
be discussed. The teacher might also provide relevant heritage records or context to set the
stage for the dialogue.

2. Clean targets: The trainer establishes clean targets or goals for the discussion.
These objectives outline the particular learning outcomes or skills that students need to
goal to obtain thru their participation within the dialogue.

3. Floor guidelines: The trainer establishes floor policies for the dialogue to hold a
respectful and inclusive environment. Those regulations may also consist of taking turns,
active listening, and imparting proof to guide arguments.

4. Starting Statements: The dialogue can also begin with establishing statements
from the trainer or decided on college students. These statements can provide exclusive
views or provoke critical considering the subject.

5. Facilitated Questions: The instructor poses open-ended inquiries to the students,

encouraging them to percentage their mind, critiques, and arguments associated with the
subject. These questions are designed to manual the dialogue toward the preferred
studying outcomes.

6. Lively Participation: students actively take part within the dialogue through
sharing their thoughts, responding to each differing’s points, and asking clarifying
questions. The trainer enables the flow of communiqué and guarantees that everyone
students have opportunities to make contributions.
7. Proof and Reasoning: students are encouraged to offer evidence and reasoning to
aid their arguments or reviews. This fosters vital wondering and helps students expand
their analytical skills.

(ii) The assessment procedure of classroom discussion

ANS

By incorporating classroom discussion in regular lesson plans, teachers can assess their
students based on personal communication and knowledge of the subject matter. This is a
form of formative assessment that takes place during the learning process to help the
teacher and student understand the discussed information. Class discussion should be used
together with other forms of assessment such as written response, selected response, and
performance assessment in order to fully assess students. By presenting a question to a
class of students, a teacher can open the classroom for discussion and mediate while the
students come up with their own conclusions. “The best discussions occur in classrooms in
which the teacher models discussion by being a discussant rather than the originator of all
ideas” (Dixon, 2000). Not only raw knowledge can be expressed within these discussions;
opinions, thoughts, and questions can be spoken freely with regard to the subject being
discussed. Students even respond to others, answer each other’s questions, and present
new questions or thoughts based on others responses. Students can share their own
experiences pertaining to the discussed topic, which can help others learn because they are
given clearer and more practical examples.

Example & Explanation

An example of this would be a high school art teacher mediating a weekly artwork critique
of his or her students’ artwork. The teacher can assess not only the artwork, but also each
students thoughts about the artwork based on information presented in class. After the
students post each of their works at the front of the class, the teacher goes through each
piece and opens a class discussion by asking the students what they like and dislike about
the artworks. Other matters and questions can be addressed also. For instance, what
elements of art were used? What is the most effective part of this piece of work? What
could be changed to make the piece stronger? By engaging each student into the discussion
the students are applying the information they have been taught in order to support their
own opinions and thoughts. Students may also respond to each others comments by adding
to or questioning what was said in response.

Sample Criteria Used To Assess Classroom Discussion

• Does the student stay on topic?

• Does the student show understanding by using subject matter vocabulary
appropriately?
• Does the student use concepts and vocabulary learned in the classroom to add
weight to his/her opinions and ideas?
• Does the student contribute his/her ideas and/or build upon the ideas of others?
• Is the student respectful to others with respect to differences in opinion?
• Does the student provide constructive criticism to others regarding their thoughts,
comments, or work?
Here are a few not unusual evaluation strategies used in evaluating study room
discussions:

1. Rubrics: A rubric is a scoring guide that outlines the standards for assessing
exceptional aspects of the discussion. it could include criteria such as lively participation,
listening skills, evidence-primarily based arguments, vital questioning, and respectful
communiqué. Rubrics offer clean expectations and help standardize the assessment
procedure.

2. Observations: The trainer or an assigned observer actively monitors the discussion

and takes notes on students' participation, engagement, and adherence to the ground
regulations. Observations can offer insights into person college students' contributions and
the general dynamics of the discussion.
3. Peer assessment: students can investigate their peers' contributions based totally
on predetermined standards. This encourages self-reflection and facilitates increase college
students' capability to evaluate the best of their very own and others' participation.

4. Reflections or Self-tests: college students can reflect on their own participation

and learning all through the discussion. They will write a short précis of their
contributions, spotlight their strengths, and pick out areas for improvement. Self-
assessments sell metacognition and self-focus.

Benefits Of Using Class Discussion

There are numerous benefits to effective class discussion being used for assessment.
Number one being it is simply more interesting, fun, and interactive than simply listening
to a teacher lecture or by taking a written test in order to assess knowledge of a subject
matter. Classroom discussions encourage the practice of social skills and informal oral
communication. This is a much-needed skill later in life. Class discussions encourage
learning through active participation, comprehension and listening. Even those students,
who are less inclined to speak up, benefit from class discussions. For this student, the
teacher can ask them questions about their own thoughts or to reword what someone else
has already said. Class discussions force students to think, solve problems, listen to others,
and even analyze other student’s ideas. This more informal type of assessment can be given
in the form of a class participation grade for instance. Students learn to exercise the use of
cognitive skills and furthermore, they back up their thoughts with evidence from past in
class teachings. Students feel a stronger sense of confidence because they get to say what
they think, instead of being told, this is what you should think. Because the teacher acts as a
peer listener, responder, questioner, instead of a lecturer, students feel more in control of
their learning and in turn become more motivated.

Q.3
Discuss the importance of asking questions in classroom discussion. State tips to ask
effective questions.
ANS
Questions can do more than measure what students know. Appropriately challenging,
engaging, and effective questions stimulate peer discussion and encourage students to
explore and refine their understanding of key concepts.

Why ask questions?

• Questions can diagnose student understanding of material.

 • Questions are a way of engaging with students to keep their attention and to
reinforce their participation.
• Questions can review, restate, emphasize, and/or summarize what is important.
• Questions stimulate discussion and creative and critical thinking, as well as
determine how students are thinking.
• Questions help students retain material by putting into words otherwise
unarticulated thoughts.

Considerations for developing & using effective questions

What are effective questions?

• Effective questions are meaningful and understandable to students.

• Effective questions challenge students, but are not too difficult.
• Closed-ended questions, such as those requiring a yes/no response, or multiple
choice can quickly check comprehension.
• Open-ended questions probe and elicit expanded thinking and processing of
information. By discussing the questions in groups, students have the opportunity to
learn from a variety of perspectives.
Some examples of ineffective questions:

• Too vague. Students are unsure of what is being asked and may refrain from
attempting to answer.
• Too loaded. Students may guess at what you want them to say rather than tell you
what they think.
• "Does everyone understand?" or "Any other questions?" Most students will not
reply and even if they do, their answer is only a report of their own assessment of
their comprehension.

5 Benefits of Students Asking Questions in Class

There are a lot of benefits associated with asking questions in class. Let us explore these
benefits in detail.

1. Encourages Active Learning:

It’s hard to maintain focus and retain attention when the lecturer is the only one speaking
for the entire duration of the class.
When students ask questions in class, it sends a message to the lecturer that the students
are interested in a particular topic.

This leads to active learning where the students are actively participating rather than
passively receiving information.

In other words, you are not just listening to what the lecturer is teaching but also show
interest and involve yourself in the subject matter.

Active learning has the added advantage of increasing your critical thinking capacity, which
is the ability to think in a more organized and rational manner, wherein you will be able to
analyses a concept from different angles and understand the concept more deeply.

2. Helps You to Clear Your Doubts:

When the lecturer is teaching, you might miss a part or fail to understand something; in
such situations, raise your doubts and clear all the queries immediately.

When you do not ask doubts, you might fail to understand a topic because you lack clarity
on it. Do not let fear or shyness stop you from asking questions.

If a question is left unanswered in your mind, then it might hinder your performance in
exams and also have an effect on your overall knowledge. It will remain a barrier in the
learning process.
The purpose of learning shouldn’t just be for the sake of exams but must serve a far greater
purpose. Learning is a lifelong process; it never stops.

If a concept is not understood in the initial phase, then it will be far more challenging to
understand it in the latter phase, as it becomes more complex.

For instance, if we take a subject like mathematics, the concepts keep getting more
advanced as we move from one semester to the next or from a lower class to a higher class.
Clearing doubts at an early stage will set the student down the right path.

3. Makes the Subject More Interesting:

A class becomes more interesting when it is guided by the questions of the students.
Questions lead to a more engaging learning environment, where the entire class is
encouraged to participate in the discussion.
Even a boring topic can be made interesting by asking questions, thereby making the class
more interactive and lively. Questions enable us to think beyond the topic and open up the
space for more opinions and perspectives.

When you ask a question, your classmates may also be interested in knowing the answer,
which will motivate the class to ask more follow-up questions on the topic.

When everyone involves themselves in the discussion, the topic automatically becomes
more interesting, and the information can be absorbed effectively.

Questions and discussions also make learning a fun activity, providing an alternative
method to learning.

4. Helps to Retain Information:

When you take the initiative to ask a question yourself, you are more likely to remember
the answer. This might have happened to you.

We ask questions when we feel that the topic is interesting or relatable to us. This makes us
curious to know the answer. Hence naturally, we remember it for a long period of time.

On the other hand, when we passively listen to a class, the information is stored only in our
short term memory. But when we ask questions, we are self-motivated to know the answer.

Hence we hold on to the information even after the class. When the information is not
forced upon us, we actively analyse the topic and become personally invested in it.

This becomes a huge motivating factor in learning the topic accurately.

5. Promotes Personal Growth:

Asking questions in front of the whole class takes courage. Some students find it easy to do
so, but it’s not the case for everyone.
Many students feel uncomfortable and worry about being seen as stupid when they don’t
understand the topic. Instead of clarifying their doubts, they choose to remain silent.

But taking the initiative to ask a question can help build their confidence to a great extent.

This is where the concept of intellectual humility comes in. It is a way of thinking where we
admit to ourselves that we may not know the answer to everything.

According to the research conducted by Elizabeth J.Krumrei Mancuso, intellectual humility

enables a person to gain more general knowledge.

For instance, instead of having the mindset that ‘I know everything’, intellectual humility
takes a more humble approach wherein a person thinks that ‘There is a lot that I need to
learn’.

This same approach can be carried forward in our classrooms as well. Rather than feeling
silly about not knowing the answer to something, we need to cultivate the growth
mentality where we acknowledge our weaknesses and be more open to learning.

Getting started with designing effective questions

• Determine your learning objectives and align the questions with the objectives
• Consider which level of learning you are targeting (i.e. remember, understand,
apply, analyze, evaluate). Refer to Bloom’s taxonomy
• Develop different question strategies. Examples include:
o Ask students to explain the cause of an event or why a given situation or
condition has arisen (these usually begin with "Why" (open-ended
questions)
o Ask students to explain their reasoning for a multiple choice answer and
explain why the other answers are incorrect
o Ask students to compare and contrast situations, cases, ideas, people, or
objects
o Ask students to explain how to do something
o Ask students to use their reasoning to predict something
• Put the question through the following filters:
 o Does this question draw out and work with pre-existing understandings that
students bring with them?
o Does this question raise the visibility of the key concepts the students are
learning?
o Will this question stimulate peer discussion?
o Is it clear what the question is about?
Q.4
Give an account on cooperative learning strategies techniques.
ANS
Cooperative learning, also called small-group learning, is one teaching method that can
help students learn academic material and social skills. Understanding more about
cooperative learning can help you create a positive social experience in your classroom. In
this article, we examine some common cooperative learning strategies, discuss the benefits
of using these strategies and provide tips to help you use cooperative learning in your
classroom.

What are cooperative learning strategies?

Cooperative learning happens when students work in small groups to achieve a common
goal. Educators are able to use this method in every grade. Through open discussions,
students are able to learn from each other.

There are five essential components of cooperative learning:

Positive interdependence: When teachers create an environment of interdependence,

students feel responsible for their own work and the group's success.

Face-to-face interaction: In cooperative learning, students engage in discussions, make

eye contact with each other and provide support.

Individual and group accountability: In a group activity, each student has an individual
role or assignment. This can help the group reach its goal.
Group behaviors: Students can learn behavioral techniques like interpersonal skills, social
interaction and collaborative skills that teach them how to work with others.

Group processing: Toward the end of a project or assignment, students can assess the
effectiveness of their group by analyzing how well its members were able to collaborate.

Related: Collaborative Activities and Strategies To Improve Learning In-Person and Online

Benefits of cooperative learning strategies

There are several important benefits of using cooperative learning strategies in the
classroom. Here are a few outcomes that students might experience:

Higher achievement: Cooperative learning can lead to higher achievement for students
and groups. With various levels of competency and individual strengths, students can teach
each other new things and help each other excel.

Stronger relationships: Small groups can help students build positive relationships with
one another. Working to achieve a common goal can help them learn to both contribute and
depend on others.

More authentic experience: Students might collaborate in groups later when they begin
their careers. Cooperative learning can help them practice skills like communicating and
defending ideas, resolving conflicts or disagreeing politely.

Increased motivation: Cooperative learning can increase motivation in students.

Understanding their role in a group and others' dependence on them might encourage
them to perform well.
Write here are a few popular cooperative mastering techniques and strategies:

1. Jigsaw approach: inside the jigsaw technique, students are divided into small
groups, and each institution member turns into an professional on a particular subject
matter or idea. They then regroup with members from different agencies who've studied
exclusive topics. Every member stocks their understanding, and the institution works
collectively to create comprehensive information of the entire situation.

2. think-Pair-share: in this approach, students are given a question or prompt related

to the topic. They first assume for my part about the question, and then pair up with a
classmate to discuss their thoughts. In the end, pairs proportion their ideas with the entire
magnificence, fostering collaboration and inspiring energetic engagement.

3. Round Robin: spherical robin is a structured dialogue approach where college

students take turns sharing their ideas or solutions. Every student contributes one concept,
and the rotation keeps until all college students have had a threat to take part. This method
ensures equal participation and affords an possibility for all college students to percentage
their thoughts.

4. Numbered Heads collectively: college students are grouped into groups, and every
team member is assigned various. The instructor poses a question or trouble, and students
discuss it inside their agencies. When the teacher calls out various, the corresponding
scholar from each group should stand up and share their group's reaction. This approach
promotes each man or woman duty and organization collaboration.

5. Group research: In a group investigation, student’s paintings collectively in small

businesses to research a particular topic or problem. Every group member takes on a
specific role or mission associated with the investigation, inclusive of researcher, recorder,
or presenter. They collaborate to collect records, examine information, and gift their
findings to the magnificence.

6. Peer Tutoring: Peer tutoring involves pairing students with different degrees of
expertise or competencies. One student takes on the function of teach, whilst the opposite
is the tutee. The coach presents steering, explains standards, and assists the tutee in
understanding the fabric. This method promotes both the development of situation
information and the enhancement of communiqué and interpersonal competencies.

Q.5
Classify the audio-visual aids.
ANS
Here are some common classifications of audiovisual aids:

1. Projection Aids:

• Slide projectors: these aids use transparent slides to challenge snap shots or text
onto a display screen or wall.

• Overhead projectors: They use obvious sheets known as transparencies to show

written or visual content material.

• Information projectors: these aids use virtual era to project pix, videos, or
presentations from a pc or different media devices.

2. Display Aids:

• Posters and charts: visible shows that gift records, diagrams, or illustrations.
• Maps and globes: visible aids that depict geographic statistics and locations.

• Models and replicas: bodily representations of items or structures to aid

knowledge and visualization.

3. Audio Aids:

• Audio recordings: Pre-recorded audio fabric along with lectures, speeches, or

interviews.

• Sound systems: Amplification gadgets used to enhance the audibility of spoken

content in larger lecture rooms or auditoriums.

4. Multimedia Aids:

• Videos and animations: Audiovisual content that combines shifting pictures and
sound to offer data, show tactics, or engage freshmen.

• Interactive whiteboards: Interactive presentations that integrate virtual

technology with traditional whiteboards, allowing customers to write down, draw, and
engage with multimedia content.

• Web-primarily based equipment and applications: on-line resources, web sites,

or software program applications that provide audiovisual content material for studying
functions.

5. Virtual Aids:

• Pc-based totally presentations: Slideshows or multimedia shows created and

displayed the usage of software program which includes Microsoft PowerPoint or Google
Slides.

• Academic software program and apps: Interactive software program programs or

mobile applications designed for academic purposes, frequently incorporating audio and
visual elements.

6. Real items:
• Props and manipulative: bodily items or substances used to demonstrate
standards, exhibit tactics, or beautify arms-on mastering.

• Specimens and samples: real or preserved specimens, samples, or substances used

to offer firsthand studies or visual representations.

It is important to word that these classifications are not exhaustive, and audiovisual aids
can vary relying at the specific context and educational goals. The selection of suitable
audiovisual aids need to be based totally on the content material being taught, the studying
targets, and the alternatives and desires of the newbies.