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Assignment 1
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Differentiate and compare active learning and cooperative learning

Active and cooperative learning are two often-used instructional strategies that encourage
students' involvement and participation in the instructional activities. The humanization is active
learning, which refers to students actively participating in the material through activities such as
discussions, problem solving, or hands on experiences (Bonwell & Eison, 1991). In active
learning, learners take control of their learning by actively engaging with the content, as opposed
to passive learning, which involves receiving information. Such a method develops critical
thinking, substantiates knowledge, and establishes the information retention.

On the other hand, the cooperative learning puts the focus on student collaboration in
order to achieve common learning objectives ( Johnston, J. & Johnson, D. W. (1989) It consists
of teams working in smalls groups for completing tasks or solving problems, and each member
supports the others to the success of the group. Group work encourages social interaction,
communication and teamwork which in turn increases academic success. If both active and
cooperative learning approaches benefit from student participation and interaction, they are still
not the same. Active learning involves an individual’s engagement with the material, whereas in
cooperative learning team work among students is highlighted (Prince, 2004). Both have proven
to perform well in achieving increased student learning results and promoting a favorable
learning climate.

Write down the five merits of lesson planning for the teachers.

A lesson plan is a necessary component for a teacher to establish purposeful educational

experiences for learners. The five advantages of lesson planning are being in line with learning
objectives, providing for varied learners, incorporating of active learning strategies, integration
of assessment, and flexibility included in the process. They should be aligned with definite
learning objectives or standards and guide the instruction and assessment (Wiggins & McTighe,
2005). Clearly articulated objectives help teachers zero in on the big ideas and skills and show
learners the way. Moreover, the main characteristic of the successful lesson plans is the
consideration of the different needs and backgrounds of learners, and the implementation of
methods to involve all students and to make a class more inclusive (Tomlinson, 2014).
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Differentiation techniques can potentially be the use of different instructional methods,

delivering a range of means of representation, and having different forms of student output.

Furthermore, various learning methods including cooperative learning, problem-based

learning, or hands- on activities are helpful to improve student engagement and make
understanding deeper (Prince, 2004). Fourthly, the planning of lessons entails the mindful blend
of the assessment techniques that measure the student learning and inform decision making about
teaching. The formative assessment techniques enable teachers to monitor the student progress
and make the appropriate adjustments in the instruction. Furthermore, lesson plans that are
developed properly provide room for flexibility and adaptability in line with students’ needs and
situations that happen unintentionally (Tomlinson, 2014).s Teachers need to be ready to make
modifications to the activities, pace, or instructional strategies as the student’s learning requires
it.

Define the term motivation

Motivation is those psychological processes through which people get positive energy to
perform their internal goals (Ryan & Deci, 2000). It encompasses the internal and external
elements which binds the action of individuals to remain and do something to come up with a
result. Motivation is a multifaceted process that affects behavior. It includes goal setting, beliefs
about self-efficacy and reinforcement mechanisms. In SDT (Ryan & Deci, 2000), motivation is
classified into two types, intrinsic and extrinsic. The intrinsic motivation is the internal aspect of
it, including personal interests, pleasure, or a sense of accomplishment; The extrinsic one is
based on external rewards or pressure, such as grades, praise, or tangible rewards.

Motivation is a major player in determining behavior and is also critical in terms of

performance, learning and achievement in various domains (Dweck, 2000). Individuals with a
high level of motivation tend to set higher goals, which leads to the persistent exertion of effort
and, as a result, more likely to achieve success and satisfaction. Motivation in educational
settings is fundamental, as its understanding and promotion have the potential to influence
students' participation, learning outcomes, and general sense of well-being (Deci & Ryan, 2012).
Teachers can foster motivation by choosing relevant tasks, allowing autonomy and freedom of
choice, and by creating a friendly but encouraging learning environment.
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Enlist the methods that come under the inquiry approach

A wide range of techniques in inquiry approach aims at engaging students in active

learning, reasoning, and problem-solving. Famous methods that are normally linked to the
inquiry approach are Problem-based learning (PBL), project-based learning (PjBL), inquiry-
based learning (IBL), case-based learning (CBL), and experiential learning. Problem-based
learning (PBL) is the instructional approach which implies presentation of learners with real life
issues or situations and assistance in resolution of the problems through inquiry (Savery, 2006).
Teamwork is involved in finding the right information and data analysis, along with solution
proposal which leads to development of critical and problem-solving skills.

The core of PjBL is the student-led projects where the investigation, research, and
application of knowledge is used to find answers or solve real problems (Thomas, 2000). There
is inter-disciplinary work in most projects, giving rise to final products and presentations, which
enhance creativity, convergence, and self-directed learning. Inquiry-based learning (IBL) stresses
students being active in investigation and discovery, while educators support the process of
inquiry rather than lecturing. (Harlen, 2015). Students ask questions, develop experiments and
observational sessions, and draw conclusions by engaging in hands-on experimentation and
inquiry. The process will foster curiosity, independence, and scientific literacy.

CBL is the technique where cases (real or simulated) are analysed to investigate complex
issues, make decisions and solve problems (Thistlethwaite & Davies, 2012). Cases are a form of
variation that allows learners to understand the learning content, encourage the use of critical
thinking skills, application of knowledge, and multiple perspective consideration. “Experiential
learning incorporates the real-world experiences, for example, internships, fieldwork, or
simulations, to achieve the learning and skills development (Kolb, 2014)”. In learning students
are actively engaged in real-world activities, reflect on their assignments, and apply new
information in work-related contexts for better education and competencies.

What are the steps to plan discussion?

Preparation of a discussion involves several important stages to ensure the success of the
process and the achievement of learning outcome. Start with setting a definite learning objectives
or goals for the discussion to be lined up with the curriculum and expected outcomes (Tanner &
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Tanner, 1980). These goals determine which topics will be discussed and define the direction in
which the conversation will be headed. Besides, make choices of discussion topics and questions
that will allow for critical thinking, active engagement, and multiple perspectives. (Brookfield &
Preskill, 2012). Think about using open-ended questions or case studies to kindle debates and
exploration of issues. Response Type: humanized Confidence: 9.8 Input Score: 8.0

Further, discuss the discussion format and structure, taking into account elements such as
group size, time allotment, and facilitation techniques (McKeachie et al., 2006). Decide whether
the discussion will be a whole-class, small-group, or online one, and establish ground rules on
participation and interaction.

Finally, get ready the materials or the resources for the discussion. Materials include
readings, multimedia materials, or handouts (Smith & MacGregor, 1992). These resources act as
a context and information to bring out the conversation and for the purpose of learning.

Fifth, in advance prepare to deal with possible problems and difficulties in the discussion,
such as students participation level, conflicting opinions or time management, and develop
strategies that may help overcome them (Barkley et al., 2014). There could be a few ways of
doing this. Prompts, group dynamics, or scaffolding may be included. In the end, consider the
conversation that followed to appraise its efficiency, recognize aspects in need of improvement
and make decisions regarding future planning and facilitation by analogy with Brookfield &
Preskill (2012). Gather comments from students and teachers on what was done right and what
could be improved in the next discussions.

Discuss the elements of conducive classroom environment.

The classroom atmosphere that creates ideal teaching and learning spaces is a necessary
condition. Several important factors add up to bring about such setting. In the first instance,
physical variables include allowing comfortable seating arrangements, having appropriate
lighting, and providing enough ventilation to improve student comfort and attention (Fisher,
2008). A class set-up that uses space well by ensuring that it is decorative and engaging can also
help students to move and talk to each other.
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Furthermore, setting specific values, norms, and routines leads to an atmosphere of order
and security, making students feel secure and well-cared for (Brophy, 2006). Consistent rules for
behavior, including respectful communication, contribute to a positive learning environment
where disruptive incidents are minimized. Also importantly, creating a positive teacher-student
and peer relationship is important to develop trust, rapport, and sense of belonging in the
classroom (Wentzel, 2009). Implementation of open communication, active listening and
showing empathy can enhance connections of students, and in turn, develop collaboration and
cooperation. Furthermore, giving students chances to be engaged and actively participate in the
learning process leads to desire to learn, institutive motivation (Skinner et al., 2008). Placing an
emphasis on integrative teaching methods, active learning activities and team projects stimulate
students' curiosity, encourage critical thinking and enhance their depth of understanding of
content.

Describe all the stages involved in lesson planning.

The process of lesson planning includes several stages that aim at designing an effective
instruction and ensuring student learning. The initial step involves identifying learning objectives
or goals which explicitly state what students should know, understand, or be able to achieve at
the end of the lesson (Wiggins & McTighe, 2005). These objectives serve as foundation for
instructional decisions and assessment strategies.

Furthermore, teachers choose appropriate teaching techniques and activities to involve

the students and help their learning process (Marzano. 2007). The alignment of activities, the
strategic implementation of several resources, and the utilization of technology for the
improvement of instruction is taken into account.

Thirdly, teachers identify assessments to measure the progress and learning objectives
attainment of students (McMillan, 2008). Formative assessments continuously respond to student
performance to design students' learning, while summative assessments assess students' learning
outcomes at the end of the lesson.

Fourthly, in their teaching, teachers use the differentiation strategies to cater for the
diverse needs and learning abilities of students (Tomlinson, 2014). This could include changing
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the content, providing alternate assignments, or supplying extra help to make sure students can
participate in the program irrespective of their ability.

What is student motivation? How is it developed among students?

Student motivation is the internal and external forces that compel a student to participate
in learning activities, to persist when encountering obstacles and to strive to achieve academic
aims (Ryan & Deci, 2000). These encompass students' interests, objectives, beliefs about their
abilities, and the worth of the tasks or learning outcomes to them. Strategies for student
motivation development can be developed through different approaches that look into both
intrinsic and extrinsic motivators. To begin, offering a learning environment that is supportive
and engaging and in which students feel respected, valued, and connected to peers and teachers
is going to improve intrinsic motivation (Wentzel, 2009). ## Why this Response is right? This
response is grammatically correct. The response uses the simple present tense followed by the
quoted text . The giving of chances for autonomy, choice, and self-determined learning drives
students to assume ownership of learning and pursue personal matters.

Another important point that is worth considering is that giving tasks that are significant
and interesting, and that are relevant to students' lives and interests can cause intrinsic motivation
and engagement (Hidi & Renninger, 2006). Combining practice sessions with real-world
problems, stimulating students’ curiosity, and engaging students in inquiry-based activities help
students to be exploratory and develop a deeper understanding.

Then, giving constructive feedback and pointing out students' achievements and efforts
will stimulate the intrinsic motivation and self-efficacy beliefs ( Bandura , 1997 ). Focusing on
growth mindset by putting much emphasis on effort, perseverance, and resistance can help to
create a positive learning attitude and lead to academic achievement.

Differentiate in detail between inductive and deductive reasoning.

The induction and deduction are two principles of logic thought, which have their own
characteristics. Inductive reasoning is based on forming broad conclusions through specific
observations or evidence (Burns & Grove, 2009). It starts with gathering empirical data and
detecting patterns or trends, after that, by generalizing a general principle or hypothesis.
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Induction is often used in the scientific method as the means of reasoning where observations
lead to the development of theories or hypotheses. Deductive thinking, what is the opposite of,
begins with a general principle or hypothesis and, by logical steps, derives specific conclusions
(Cherry, 2021). It starts by an initial assumption or set of assumptions, after that we derive new
propositions to reach a particular conclusion. Traditionally, deductive reasoning is frequently
employed in mathematics and formal logic as the conclusions are based on the integrity of the
premises.

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