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36 views781 pages

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Venkatarao Kankanala

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Set Id : 72607_2

Section 1 - Module 4 Instructional Planning and Delivery

1) Which of the following statements is incorrect related to instructional media?

A) Instructional media can bring the outside world into the classroom.
B) Instructional media can bring dynamism to a presentation.
C) Instructional media saves the classroom time of a teacher.
D) Instructional media are difficult to prepare and procure.

2) Basic concepts and terminologies are covered under ...….

A) metacognitive knowledge
B) factual knowledge
C) conceptual knowledge
D) procedural knowledge

3) Arrange the following steps of learning practical skills in their correct sequence
A) Know
B) Does
C) Know-how
D) Show how

A) (A), (B), (C), (D)

B) (A), (C), (D), (B)
C) (A), (C), (B), (D)
D) (D), (C), (A), (B)

4) Choose non-example of concrete concept

A) Petrol engine explained using its cut section model

B) The flow of electrons through a conducting wire
C) Types of welding joints displayed in the workshop
D) Use of mobile phone to access SWAYAM portal

5) The handout is a print or digital document which ….

A) eliminates the classroom teaching-learning process

B) eliminates the need of taking notes by the students.
C) allows the teacher to provide additional information on a topic that is not normally available.
D) allows easy copying the matter from the handout to the board while taking the class.

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6) Select the student’s ability evaluated through the group discussion…...

A) converse with others on the given topic

B) argue with others on a theme
C) lead others as a leader
D) control other group members

7) While designing any media with visuals, it is better to keep subtitles and visual components nearer. This is…

A) Spatial Contiguity Principle

B) Temporal Contiguity Principle
C) Multimedia Principle
D) Coherence Principle

8) The barrier which interrupts the communication process due to similar-sounding words is ……….

A) previous knowledge and experience

B) referent confusion
C) imperceptions
D) lack of English knowledge

9) Out of the following, which can be taken as a disadvantage of the Case method?

A) It is used to teach facts only.

B) It adds no value to the participants through discussion on concrete subjects.
C) Since there is no one right answer, the problem arises in the validation of the solutions
D) No need for any facilitator in the execution of the Case

10) Identify one of the assumptions based on which deductive methods are classified.

A) Learning by doing is effective.

B) Students have intrinsic motivation when there is a relevant problem to solve.
C) Based on examples, students can find out underlying principles.
D) Describing the principle or rule first and then giving example to the students

11) During teaching, the use of more than one teaching method brings in………….

A) monotony for students

B) stimulus variation
C) monotony for teacher
D) stimulus and response

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12) The correct sequence of the 5E Learning Model is

A) Engage, Explain, Explore, Elaborate and Evaluate

B) Engage, Explore, Explain, Elaborate and Evaluate
C) Engage, Exchange, Explore, Elaborate and Evaluate
D) Engage, Educate, Explain, Elaborate and Evaluate

13) Assistive Technology (AT) is NOT for…………

A) Blind students
B) Deaf Students
C) Speech Disability students
D) Normal students

14) The most important feature of the Interactive panel is that it …….

A) brings interactivity in presentation

B) helps to maintain eye-to-eye contact with the learners
C) brings dynamism in the presentation
D) saves teacher’s time of presentation

15) For effective planning of Laboratory, instructions teacher should keep in focus

A) Events of instruction and cognitivist approach

B) Events of instruction and constructivist approach
C) 5E Learning Model and cognitivist approach
D) 5E Learning Model and constructivist approach

16) The focus of all teaching-learning activities should be on the….

A) Examination
B) Learners
C) Teacher
D) Learning Environment

17) Which of the following is suitable for the development of metacognitive knowledge?

A) Giving examples and non-examples

B) Demonstration of tasks
C) Preparation of reflective journals
D) Use of charts and graphical displays

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18) Which of the following is NOT a skill planned to be developed in students through laboratory work?

A) Logical reasoning skill

B) Negotiating skill
C) Team working skill
D) Good housekeeping skill

19) Which of the following is suitable for the development of factual knowledge?

A) Giving examples and non-examples

B) Demonstration of tasks
C) Preparation of reflective journals
D) Planned observation

20) Which of the following principles is NOT stated as a Principle of learning?

A) Principle of questioning
B) Principle of readiness
C) Principle of Exercise
D) Principle of intensity

21) 5E Learning model framework helps in deciding the

A) Learning outcomes
B) Steps to be followed in sequence
C) Teacher activity
D) Student activity

22) A teacher-centred instructional strategy is one in which ………

A) The teacher plays the active role more as an information receiver.

B) Control of the teaching-learning session is in the hands of the Teacher
C) Control of the teaching-learning session is in the hands of the Learner
D) The student is more or less autonomous about his/her learning

23) Changing the overt behaviour of the learners is the essence of………

A) social interaction family

B) behaviour modification family
C) information processing family
D) non-directive teaching family

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24) The purpose of the quiz is NOT …....

A) a quick assessment of learning

B) assessment of complex psychomotor skills
C) assessment of lower-level cognitive outcomes
D) recall of prior learning

25) The instructional method which permits more active involvement of students in the learning process as compared to
the teacher is ……

A) Lecture
B) Demonstration
C) Question Answer
D) Role Play

26) To teach a concept, the most effective way can be ………...

A) to read its definition and let students interpret

B) to show a demonstration and let students interpret
C) define, draw and if needed, demonstrate and let students interact
D) to draw a depicting sketch of the concept and let students interpret

27) Instructional media used by the students for self-learning are called……...

A) Static Media
B) Exposition Media
C) Dynamic Media
D) Inquisition Media

28) Session planning is done by taking into consideration ……...

A) pre-requisite knowledge, skills and session learning outcomes

B) programme outcomes and course outcomes
C) course outcomes and unit outcomes
D) unit outcomes and session learning outcomes

29) Brainstorming is a creativity method used among ……...

A) Small groups of students

B) Individual students
C) Large groups of students
D) A small group of teachers and students

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30) Formative assessment can be done …...

A) after every small teaching act

B) after the course completion
C) after the session completion
D) after unit completion

31) Identify which is not an Open Educational Resource (OER)

A) Sakshat
B) Coursera
C) Amazon
D) SWAYAM

32) Learning in groups does NOT produce ….

A) synergy
B) creativity
C) monotony
D) social bonding

33) Curriculum analysis at micro-level or topic level helps the teacher to…...

A) identify facts, concepts, principles, procedures, applications and their sequence

B) plan and arrange for the resources needed, in advance
C) design relevant assessment tools
D) perform all the other three activities

34) One of the following is NOT a classification of instructional strategies.

A) Self-centred strategy
B) Teacher-centred strategy
C) Student-centred strategy
D) Mixed strategy

35) Which of the following software tools is NOT an assessment tool?

A) WordPress
B) The Hot Potatoes
C) Socrative
D) QuestBase

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36) The role of the teacher in blended learning is, as a….

A) mentor.
B) counsellor.
C) class administrator.
D) facilitator.

37) Three phases of a good session plan are

A) Stating objectives, developing content, testing achievement.

B) Stating topic, teaching topic, summarizing.
C) Introduction, development, consolidation.
D) Introduction, demonstration, evaluation.

38) Which of the following should NOT be given as an assignment?

A) Set of short answer questions

B) Field-based activity
C) Internet-based activity
D) Class test

39) Exposition Media are those media which are …

A) used by the students in the laboratory to develop psychomotor skills.

B) made available online and used by the students for self-learning
C) used by the teacher for explaining the content in different learning environments
D) developed by the curriculum developers and made available to teachers

40) Identify the instructional method, which provides a lot of autonomy to the student to control his/her learning.

A) Online learning
B) Group discussion
C) Role Play
D) Educational Games

41) One of the important strengths of the lecture method is that ….

A) the learners are active.

B) it is suitable for developing practical skills.
C) it is cost-effective.
D) it is effective in developing desirable attitudes.

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42) The sub-processes of learning arranged in a sequence are ……

A) Acquisition, retention, organization, recall, application

B) Acquisition, recall, receiving, application, retention
C) Acquisition, organization, application, retention, recall
D) Acquisition, organization, retention, recall, application

43) Select the principle that supports the statement ‘Students learn deeply when appropriate pictures are added to the
text than from text only’

A) Spatial Contiguity Principle

B) Multimedia Principle
C) Temporal Contiguity Principle
D) Coherence Principle

44) Which family of teaching model stresses the development of the unique personality of the learner?

A) Information processing family

B) Biological science inquiry family
C) Personal family
D) Behaviour modification family

45) Which one of the following statements is NOT related to the concept of instruction?

A) It is a set of events
B) The teacher designs it
C) It supports the internal process of learning
D) It is internal to the learners

46) Abstract concepts are those concepts which ……….

A) can be sensed by our physical senses

B) can’t be explained in the classroom easily
C) can be explained using instructional media
D) can’t be sensed by our senses of perception

47) In the case of instructor-independent instruction, media is designed by…….

A) the students
B) the curriculum designers
C) the teachers
D) the examiners

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48) Before starting the laboratory session which of the following is NOT essential activity to be done by the teacher.

A) Checking functioning of apparatus

B) Checking availability of consumables
C) Checking availability of Safety gadgets and displays
D) Checking belongings and journals of students

49) Which of the following is suitable for the development of procedural knowledge?

A) Use of open-ended questions

B) Use of rubrics
C) Use of video programme and animations
D) Use of concept map

50) During the classroom session, when a student remains physically present but mentally out of the class, the barrier
which hinders the process of learning is.……

A) disinterest
B) imperceptions
C) referent confusion
D) daydreaming

51) Verbal illustrations that are used to make the presentation of an instructional session lively does NOT include …...

A) examples and non-examples

B) anecdotes
C) analogies
D) rubrics

52) While carrying out curriculum analysis, identification of project work is at…

A) macro-level
B) meso level
C) micro-level
D) mini level

53) While designing a presentation slide one should use limited visuals and text on it because…...

A) working memory has limited holding & processing capacity

B) the human mind cannot pay attention actively
C) the human mind processes information in two channels
D) the human mind has an enormous processing capacity

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54) Identify out of the following, the activity which is normally NOT done in organizing a lecture.

A) Review of the lesson plan

B) Practicing numerical problems to be done in class
C) Analyzing curriculum
D) Checking relevant material for demonstration

55) The proposition in the Cmap tool is represented by ….

A) a concept and its distinguishing characteristics

B) linking two or more concepts with connecting words or phrases
C) a universally accepted statement about the relationship between 2 or more concepts.
D) two or more concepts linked directly with each other

56) When digitally created content overlays into the user’s real-world environment, it is known as ……. _____

A) virtual reality
B) virtual game
C) mixed reality
D) augmented reality

57) The main purpose of practicum in the classroom is ……

A) to implement the session plan.

B) to handle the students in a normal classroom situation.
C) to improve the teacher’s performance based on feedback.
D) to achieve all the above

58) A chalkboard or whiteboard can be effectively used …….

A) By dividing it into three sections

B) By drawing visuals at the centre of the board
C) By writing in horizontal lines
D) By using all the three measures

59) Which of the following best describes rapport as it relates to education?

A) Teachers who demonstrate strong relationships with students

B) Teachers who are entertaining to students
C) Teachers who are liked by the students
D) Teachers who teach with a sense of humour

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60) Which of the following is NOT a desirable point to design a flip class?

A) Decide where and when to flip the class.

B) Design suitable classroom-based activities to enhance students learning.
C) Conduct face-to-face lecture sessions before students view video recorded lectures.
D) Organizes content to engage learners for exposure before class.

61) The “feedback mechanism”, as per Johari window help the trainee teachers to …...

A) Know about the “blind” aspects of their behaviour

B) Explore the “Hidden or private” self
C) Become aware of the “open or public” aspect of behaviour
D) Develop the teaching skills in general

62) The reason which does NOT contribute in using different types of instructional methods is……

A) Variety of learning outcomes to be achieved

B) Availability of various learning and instructional resources
C) Individual differences amongst learners
D) Improving students’ attendance in the classroom

63) The effective presentation skill development model suggests the …...

A) teach, get feedback, re-teach cycle

B) teach, get feedback, improve, re-teach cycle
C) teach, improve, teach continuously cycle
D) plan, teach, re-plan, re-teach cycle

64) Out of the four options, which is NOT the role of the teacher in the panel discussion?

A) Introduce the panellists

B) Actively participate in the discussion
C) Prepare for the topic in advance
D) Introduce the process of discussion

65) For better learning, the redundant portion should be edited from the visuals. This is …………

A) Multimedia Principle
B) Coherence Principle
C) Spatial Contiguity Principle
D) Temporal Contiguity Principle

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66) One of the events of instruction i.e. "Gaining attention" facilitates the …….

A) the teacher to create interest and inspire the students to learn.

B) students to catch the attention of the teacher
C) the teacher to announce the starting of important activity.
D) students to be active in the class.

67) Which of the following statement is TRUE for blended learning?

A) In Blended learning, face-to-face classroom activity is eliminated.

B) Traditional classroom learning is integrated with technology-based learning.
C) In-class activities and off-the class activities are reversed.
D) Emphasizes learning through online learning mode only.

68) Identify the incorrect statement related to instructional methods out of the given statements.

A) Different instructional methods suit different domains of learning

B) The use of one teaching method may create disinterest after some time
C) The development of industry-related skills requires learning in all three domains of learning
D) The lecture method and laboratory method can develop all skills required by industry in general

69) In classroom teaching-learning situations, stimulus variation reduces the ……….

A) span of attention of the learners

B) brain activation
C) monotony in the session
D) interest of the learners

70) Your mentor gives you feedback to enhance students' participation during the session, you would NOT ……...

A) ask more questions in the class.

B) design more classroom assignments.
C) use lecture method only
D) use group discussion method

71) The three major laws of learning are…...

A) Laws of motivation, readiness and reinforcement

B) Laws of readiness, exercise and effect
C) Laws of preparation, presentation and evaluation
D) Laws of discussion, activity and feedback

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72) True 4K display resolution is represented by ……..._________.

A) 1024 X 768 pixels

B) 1920 X 1080 Pixels
C) 4096 X 2160 Pixels
D) 3840 X 2160 Pixels

73) Identify from the following, the maxims of learning

A) complex to simple
B) known to abstract
C) whole to part and part to whole
D) concrete to unknown

74) The knowledge dimension that is applicable for both cognitive and psychomotor domains is……

A) factual knowledge
B) conceptual knowledge
C) procedural knowledge
D) metacognitive knowledge

75) As per dual-channel assumption, for better learning, any instructional media should have ………

A) visual material only

B) verbal material only
C) text, video, visual, questions, animation, quizzes
D) both visual and relevant verbal material

76) Identify the option that gradually reduces the role of the teacher during experimentation/ laboratory experiences.

A) Structured discovery type; Investigation type; Problem-solving type; Conventional type

B) Problem-solving type; Conventional type; Investigation type; Structured discovery type
C) Conventional type; Structured discovery type; Investigation type; Problem-solving type
D) Investigation type; Problem-solving type; Conventional type; Structured discovery type

77) …………. is used to project 2D/ 3D objects, opaque pictures placed on its stage.

A) Overhead Projector
B) Slide Projector
C) Multimedia Projector
D) Document camera

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78) The ICT-based select type question for assessment include……...

A) Structured type questions

B) Essay type questions
C) Short Answer type question
D) Multiple Choice questions

79) Functional and Academic improvement of the classroom can not be done by…….

A) Library Automation
B) Virtual Learning Environment
C) Inventory Management
D) Student Administration

80) Curriculum analysis ensures alignment among …...

A) Programme outcomes, course outcomes, unit outcomes, and session outcomes

B) Session learning outcomes, instructional methods, instructional media
C) Learning in the cognitive domain, psychomotor domain and affective domain
D) Topic, subtopics, practical activity and project work

81) Discipline Without Stress (DWS) for learning means …...

A) taking responsibility for learning by self-discipline

B) stress-free learning
C) learning without the need for reinforcement
D) stress management

82) While giving feedback which of the following help in improving the performance

A) Constructive

B) Timely

C) Meaningful

D) Negative

A) (A) only
B) (A) and (B) only
C) (A), (B) and (C) only
D) (B), (C) and (D) only

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83) Identify the correct sequence of knowledge dimension of Revised Bloom’s Taxonomy……

A) Factual, conceptual, metacognitive, procedural

B) Factual, conceptual, procedural, metacognitive
C) Process, factual, conceptual, metacognitive
D) Conceptual, factual, process, metacognitive

84) Operational type demonstration is useful for…...

A) showing external features of a sewing machine

B) explaining Internal structure of metal
C) showing the working of a machine
D) display the components of motor

85) Identify the incorrect statement related to the Buzz session.

A) Buzz session is used to change stimulus during the lecture method

B) Buzz session creates an opportunity for the involvement of students in the learning process.
C) Buzz session is a small group technique of instruction that can be used independently or along with other
techniques of instruction
D) Buzz session is best used during the industrial training of students

86) Content analysis is the objective and systematic way of ……….

A) planning for classroom and laboratory instruction.

B) bifurcating the larger chunks of curricular topics into smaller components
C) formulating a different question for formative and summative assessment
D) developing the instructional media as per learning outcomes

87) Keystone effect in the projected image should be removed because…

A) it helps the student to see a rectangular view.

B) it helps the teacher to show correct proportions in figures
C) it damages the screen
D) it damages the projector

88) Select the sources from which feedback on instructional session help in improvement

A) Self-feedback

B) Peer feedback

C) Students’ feedback

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D) Parents’ feedback

E) Mentor/Seniors’ Feedback

A) (A) and (B) only

B) (B) and (C) only
C) (B), (C), (D) and (E) only
D) (A), (B), (C) and (E) only

89) Learning is ……... process while Instruction is …………. process.

A) an external, an Internal
B) analysis, synthesis
C) an internal, an external
D) understanding, teaching

90) The process of getting multiple outputs from one input is………and getting one output from multiple inputs is………

A) Analysis, Synthesis
B) Synthesis, Analysis
C) Analysis, Evaluation
D) Manufacturing, creating

91) Qualitative improvement of teaching and learning can be done using ICT by ……...

A) Resource Management
B) Virtual Learning Environment
C) eGovernance
D) Student Administration

92) Skill development training can be given to the learner with cheaper cost and lower life risk, by using….

A) a model of the actual system

B) an actual object or the system.
C) a simulator of the actual system
D) a laboratory experimental setup

93) Select the correct statement out of the following….

A) Eg-Rule Strategy is more time consuming than the Rule-eg Strategy

B) Both Rule-eg and Eg-Rule Strategies are not so effective.
C) Rule-eg Strategy and Eg-Rule Strategy require the same time.
D) Rule-eg Strategy is more time consuming than the Eg-Rule Strategy

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94) Identify the inappropriate statement related to educational games.

A) Educational games can be organized casually

B) Educational games develop a competitive spirit in the students
C) Educational games inculcate learning to learn skills
D) Educational games create fun in the learning process

95) As per the Engineering Model of Communication, the reason for the distorted message perceived by the receiver is
……...

A) wrong decoding of the message by the receiver

B) presence of communication barriers
C) lack of communication channels
D) wrong encoding of the message by the sender

96) Taxonomy Table is a combination of ……...

A) Learning levels in the cognitive domain only

B) Cognitive process dimension and knowledge dimension
C) Learning levels in the cognitive and affective domain
D) Facts, Concepts, Procedure and processes

97) If you are offering feedback to your colleague, you should

A) offer feedback in a prescriptive style

B) focus on the overall personality of the presenter
C) offer feedback on request of the presenter only
D) offer feedback at your convenience

98) The first important activity in content analysis is to ………

A) decide the sequence of content to be taught in the classroom

B) prepare laboratory experiences for students
C) identify the highest level of learning outcomes for the students
D) identify factual information, concepts and their attributes

99) Identify the activity that needs to be performed by the teacher before the industry-based session

A) Demonstration of the relevant activity

B) Orientation of students relevant to the task
C) Informing about learning outcomes to be achieved
D) Engaging students in purposeful activity

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100) The instructional method is an arrangement of ………

A) teaching events only.

B) teaching experiences only.
C) learning events made by the teacher
D) learning events made by the learners

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National Testing Agency

Instructional Planning and Delivery 28th Feb

Question Paper Name :
2021 Shift 2

Subject Name : Instructional Planning and Delivery

Creation Date : 2021-02-28 18:02:45

Duration : 180

Number of Questions : 100

Total Marks : 100

Display Marks: Yes

Instructional Planning and Delivery

Group Number : 1

Group Id : 2725399

Group Maximum Duration : 0

Group Minimum Duration : 120

Show Attended Group? : No

Edit Attended Group? : No

Break time : 0

Group Marks : 100

Is this Group for Examiner? : No

Instructional Planning and Delivery

Section Id : 2725399

Section Number : 1

Section type : Online

Mandatory or Optional : Mandatory

Number of Questions : 100

Number of Questions to be attempted : 100

Section Marks : 100

Mark As Answered Required? : Yes

Sub-Section Number : 1

Sub-Section Id : 2725399

Question Shuffling Allowed : Yes

Question Number : 1 Question Id : 272539801 Question Type : MCQ Option Shuffling : No Is

Question Mandatory : No

Correct Marks : 1 Wrong Marks : 0

Options :

2725393201. 1

2725393202. 2

2725393203. 3

2725393204. 4

Question Number : 2 Question Id : 272539802 Question Type : MCQ Option Shuffling : No Is

Question Mandatory : No

Correct Marks : 1 Wrong Marks : 0

Question Mandatory : No

Correct Marks : 1 Wrong Marks : 0

Question Mandatory : No

Correct Marks : 1 Wrong Marks : 0

Options :

2725393593. 1

2725393594. 2

2725393595. 3

2725393596. 4

Question Number : 100 Question Id : 272539900 Question Type : MCQ Option Shuffling : No Is
Question Mandatory : No

Correct Marks : 1 Wrong Marks : 0

Options :

2725393597. 1

2725393598. 2

2725393599. 3
2725393600. 4
10/20/21, 11:22 PM Online Degree

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment I - MCQ 1

The due date for submitting this assignment has passed.
Curriculum Due on 2021-04-25, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-04-23, 15:58 IST
Planning:
1) Taxonomy table is widely used for……… 1 point

Instructional analysis of learning outcomes with Cognitive process and knowledge dimension
Methods analysis of syllabus to decide the session sequence
and preparation of concept map of a specific topic
Strategies I preparation of course map of a given course

Yes, the answer is correct.

 Score: 1
Instructional Accepted Answers:
analysis of learning outcomes with Cognitive process and knowledge dimension
Methods
and 2) Select the correct statement in the context of taxonomy table 1 point
Strategies
II
It comprises of all the three domains – Cognitive, psychomotor and affective
domain
It comprises of two domains – cognitive and psychomotor domain
It comprises of two dimensions – cognitive and psychomotor
It comprises of Cognitive process dimension and knowledge dimension
Yes, the answer is correct.
Score: 1

https://online-degree.swayam.gov.in/ntr21_c04_s1_ed04/unit?unit=96&assessment=97 1/8
10/20/21, 11:22 PM Online Degree

Accepted Answers:
 It comprises of Cognitive process dimension and knowledge dimension
Instructional
3) Curriculum analysis of a course establishes the relationship between 1 point
Methods
and
Strategies- Session learning outcomes, instructional methods, instructional media
Part 2 Programme outcomes, course outcomes, unit outcomes, session outcomes
(Continued) Learning in cognitive domain, psychomotor domain and affective domain
Topic, subtopics, practical activity and project work
 Yes, the answer is correct.
Instructional Score: 1
Media Accepted Answers:
Programme outcomes, course outcomes, unit outcomes, session outcomes

 4) The correct sequence of learning outcomes in hierarchy is ….. 1 point

Instructional
Media & Macro level, Micro Level, Mini level
Instructional Macro level, Meso level, Micro level
Plan Meso Level, Macro Level, Micro level
Preparation Meso level, Micro level, Mini level

Yes, the answer is correct.

 Score: 1
Instructional Accepted Answers:
Macro level, Meso level, Micro level
Plan
Preparation 5) In S3MART Learning Outcomes, M stands for ….. 1 point
&
Instructional
Manageable
Delivery
Meaningful
Measurable and observable

Measurement
Instructional
Yes, the answer is correct.
Delivery Score: 1
Accepted Answers:
 Measurable and observable
ASSESSMENT 6) Session planning bridge the gap between……….. 1 point

Quiz:
Assessment the course outcome and session learning outcome
I - MCQ 1 the unit outcome and session learning outcome
(assessment? the Pre-requisite knowledge & skills and session learning outcomes
name=97) the classroom theory and practical sessions

Quiz: Yes, the answer is correct.

Score: 1
Assessment
Accepted Answers:
II - MCQ

identifying distinguishing features of the concept

comparing concrete and abstract concepts
identifying applications of concept
explaining the concept in classroom

https://online-degree.swayam.gov.in/ntr21_c04_s1_ed04/unit?unit=96&assessment=97 4/8
10/20/21, 11:22 PM Online Degree

Yes, the answer is correct.

Score: 1
Accepted Answers:
identifying distinguishing features of the concept

15)Select the correct statement out of the following… 1 point

Attributes of concept are used in formulating learning outcome

Attributes of concept is used in preparing concept map
Attribute of concept is not related to rule and law
Attributes of concept help in distinguishing different concept with in the same
class
Yes, the answer is correct.
Score: 1
Accepted Answers:
Attributes of concept help in distinguishing different concept with in the same class

16)Principles are statements which ……. 1 point

are universally accepted

represent relationship between two or more concepts
represent cause effect relationship
represents all of the given options

Yes, the answer is correct.

Score: 1
Accepted Answers:
represents all of the given options

17)Proposition in Cmap tool is represented by …. 1 point

a concept and its distinguishing characteristics

linking two or more concepts with words or phrases
a universally accepted statement about relationship between 2 or more
concepts.
two or more concepts linked directly with each other
Yes, the answer is correct.
Score: 1
Accepted Answers:
linking two or more concepts with words or phrases

18)Knowledge of cognition means what …. 1 point

students know about their own knowledge and control their own learning
teachers know about student’s knowledge and plan instruction
students know about teacher’s knowledge and seek their guidance

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teachers know about their own knowledge and plan instruction

No, the answer is incorrect.

Score: 0
Accepted Answers:
students know about their own knowledge and control their own learning

19)The most relevant teaching method that can be used for developing team 1 point
spirit in students is….

Role play method

Improved Lecture method
Tutorial method
Industrial visit
Yes, the answer is correct.
Score: 1
Accepted Answers:
Role play method

20)Inductive teaching strategy…….. 1 point

begin with examples and observation of relevant phenomenon and then derive
governing rule or principle
begin with rules, principles, consequences, resulting phenomenon and then
examples
Yes, the answer is correct.
Score: 1
Accepted Answers:
begin with examples and observation of relevant phenomenon and then derive
governing rule or principle

21)Instruction is…… 1 point

a set of events external to the learner

that which supports the internal process of learning

represented by all of the given options

Yes, the answer is correct.
Score: 1
Accepted Answers:
represented by all of the given options

22)The sub-processes of learning are 1 point

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery

Unit 9 - ASSESSMENT

Course outline
Assessment 01 - MCQ

Due date: 2021-10-31, 23:59 IST.
Curriculum Your last recorded submission was on 2021-10-20, 14:44 IST
Analysis
1) Taxonomy table is widely used for……… 1 point
for Session
Planning:
analysis of learning outcomes with Cognitive process and knowledge dimension
 analysis of syllabus to decide the session sequence
Instructional preparation of concept map of a specific topic
Methods preparation of course map of a given course
and
2) Select the correct statement in the context of the taxonomy table 1 point
Strategies I

 It comprises of all the three domains – Cognitive, psychomotor and affective

domain
Instructional
It comprises of two domains – cognitive and psychomotor domain
Methods
It comprises of two dimensions – cognitive and psychomotor
and
It comprises of Cognitive process dimension and knowledge dimension
Strategies
II 3) Curriculum analysis of a course establishes the relationship between 1 point

Session learning outcomes, instructional methods, instructional media

Programme outcomes, course outcomes, unit outcomes, session outcomes
Learning in the cognitive domain, psychomotor domain and affective domain
Topic, subtopics, practical activity and project work

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 4) The correct sequence of learning outcomes in the hierarchy is ….. 1 point

Instructional
Methods Macro-level, Micro Level, Mini level
and Macro-level, Meso level, Micro-level
Strategies- Meso Level, Macro Level, Micro-level
Part 2 Meso level, Micro level, Mini level
(Continued)
5) In S3MART Learning Outcomes, M stands for ….. 1 point


Manageable
Instructional
Meaningful
Media

Measurable and observable


Instructional
Media & Measurement
Instructional
Plan 6) Session planning bridges the gap between……….. 1 point
Preparation
the course outcome and session learning outcome
 the unit outcome and session learning outcome
Instructional the Pre-requisite knowledge & skills and session learning outcomes
Plan
Preparation the classroom theory and practical sessions
&
Instructional
7) Identify the learning outcome that is predominantly categorized under an 1 point
Delivery affective domain.


Teamwork improves cognitive ability
ASSESSMENT
Volunteer to become a project group leader
Quiz: Observe the demonstration by the teacher
Assessment Recognize unstated assumptions in the given problem-solving situation.
01 - MCQ
8) Identify the cognitive domain learning outcome that fulfils S3MART Rule 1 point
(assessment?
name=94)
Understand the classification of different types of CNC Coding systems.
Quiz:
Study the mechanism of the material removal process in stipulated time.
Assessment
Think about how to test the given soil sample.
02 - MCQ
Design heating and cooling systems for a given situation.
(assessment?
name=93) 9) Content analysis is the objective and systematic way of ………. 1 point

planning for classroom and laboratory instruction.

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Quiz: designing questions for formative and summative assessment

Assessment identifying concepts, principles, procedures, and skills for topics in different
03 - MCQ courses
(assessment?
name=95) developing the instructional media based on the learning outcomes

Quiz:
10)Identify the learning outcome that is predominantly categorized under the 1 point
Assessment
psychomotor domain
04 - MCQ
(assessment?
name=96) Describe the steps for conducting a tensile test on MS specimens, according to
Indian standards.
Setup a digital theodolite ready to perform a survey of the given field
Demonstrate ability to work as a leader of a group.
Select suitable instruments for carrying out specified survey work.

11) Getting one output from multiple inputs is…………….. and getting multiple 1 point
outputs from one input is……………………

Analysis, Synthesis
Synthesis, Analysis
Analysis, Evaluation
Manufacturing, creating

12)The first important activity in content analysis is to ……… 1 point

decide the sequence and depth of the content to be taught

identify the highest level of learning outcomes for the students
prepare laboratory experiences for students
identify factual information, concepts and their attributes

13)The flow of electrons in a conductor is an abstract concept which ………. 1 point

can be sensed by our physical senses and its effect could be observed
can only be explained using an experimental setup
can’t be sensed by our physical senses but its effect could be observed.
can’t be explained in the classroom easily

14)Identifying characteristics of any concept is a process of ……. 1 point

identifying distinguishing features of the concept

comparing concrete and abstract concepts
identifying applications of the concept

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explaining the concept in the classroom

15)Select the correct statement out of the following… 1 point

Attributes of the concept are used in formulating learning outcome

Attributes of the concept are used in preparing concept map
The attribute of concept is not related to rule and law

Attributes of concept help in distinguishing different concepts within the same class

16)Principles are statements which ……. 1 point

are universally accepted

represent the relationship between two or more concepts
represent cause-effect relationship

represents all of the given options.

17) The proposition in the Cmap tool is represented by …. 1 point

a concept and its distinguishing characteristics

linking two or more concepts with words or phrases
a universally accepted statement about the relationship between 2 or more
concepts.
two or more concepts linked directly with each other

18)Knowledge of cognition means what …. 1 point

students know about their knowledge and control their learning

teachers know about student’s knowledge and plan instruction
students know about teacher’s knowledge and seek their guidance
teachers know about their knowledge and plan instruction

19)The most relevant teaching method that can be used for developing team 1 point
spirit in students is….

Roleplay method
Improved Lecture method
Tutorial method
Industrial visit

20)Inductive teaching strategy…….. 1 point

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begin with examples and observation of a relevant phenomenon and then derive
governing rule or principle
begin with rules, principles, consequences, resulting phenomenon and then
examples

You may submit any number of times before the due date. The final submission will be
considered for grading.
Submit Answers

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment II - MCQ

The due date for submitting this assignment has passed.
Curriculum Due on 2021-05-02, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-05-02, 21:34 IST
Planning:
1) Model of teaching can be used for ……… 1 point

Instructional
Methods deciding the scheme of formative and summative assessment for every course
and designing co-curricular and extra-curricular activities for students
Strategies I designing educational activities, environment, instructional material and guide
instruction.
 formulating PEOs, POs, PSOs, COs, PrOs and Unit level outcomes of a course
Instructional Yes, the answer is correct.
Methods Score: 1
Accepted Answers:
and
designing educational activities, environment, instructional material and guide
Strategies
instruction.
II
2) The teaching models of the………………..family are helpful in attaining 1 point
POs related to the engineer and society and Project management and finance.

Personal
Social Interaction
Information Processing

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 Behaviour modification

Instructional Yes, the answer is correct.

Score: 1
Methods
Accepted Answers:
and Social Interaction
Strategies-
3) Personal family model of teaching focuses on……… 1 point
Part 2
(Continued)
development of interpersonal and group skills
 developing concepts and principles in cognitive psychology
Instructional development of productive relationship with the environment
Media development of social relationship and work productivity in the society

Yes, the answer is correct.

 Score: 1
Accepted Answers:
Instructional development of productive relationship with the environment
Media &
Instructional 4) Component of the basic teaching model which allows the teacher and 1 point
student to check for the extent of achievement of Learning Outcomes is……
Plan
Preparation
Entry Behaviour/ Pre-requisite knowledge/ Prior Learning
 The feedback
Instructional Instructional Objectives/ Learning Outcomes
Plan Performance Assessment
Preparation Yes, the answer is correct.
& Score: 1
Instructional Accepted Answers:
The feedback
Delivery
5) Teacher can design the relevant teaching strategies and methods 1 point
 according to ….
Instructional
Delivery the capabilities and prior knowledge of the students
the session plan of the classroom/ laboratory session
 the need of formative assessment of the students
ASSESSMENT the time available with the teacher

Yes, the answer is correct.

Quiz:
Score: 1
Assessment Accepted Answers:
I - MCQ 1 the capabilities and prior knowledge of the students
(assessment?
6) Providing the learning experiences to the students in small chunks with 1 point
name=97)
feedback is the focus of ………. teaching model.
Quiz:
Assessment
Personal family
II - MCQ

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(assessment? Behaviour modification family

name=98) Information processing family
Social Interaction family
Quiz:
Assessment Yes, the answer is correct.
Score: 1
III - MCQ
Accepted Answers:
(assessment? Behaviour modification family
name=100)
7) According to ……… the teaching is the arrangement of contingencies of 1 point
Quiz: reinforcement under which students learn.
Assessment
IV - MCQ
B. F. Skinner
(assessment?
name=101) N. L. Gage
Joyce and Weil
Quiz: B. K. Passi
Assessment
Yes, the answer is correct.
V - MCQ Score: 1
(assessment? Accepted Answers:
name=102) B. F. Skinner

Quiz: 8) “Improve the ability to relate new knowledge to existing knowledge” is the 1 point
Assessment aim or goal of …………….
VI - MCQ
(assessment? Concept attainment teaching model by J Bruner
name=103) Inductive thinking teaching model by Hilda Taba
Quiz: Advance Organizers teaching model by David Ausubel
Assessment Inquiry training model by Richard Suchman
VII - MCQ Yes, the answer is correct.
(assessment? Score: 1
name=104) Accepted Answers:
Advance Organizers teaching model by David Ausubel

9) Instructional method is ……… 1 point

an arrangement of teaching events or teaching experiences planned and

facilitated by a teacher.
an Internal process of learning which is planned and implemented by individual
learner.
a combination of instructional strategies planned by the teacher to facilitate
learning.
an arrangement of learning events or learning experiences planned and adopted
by a teacher to facilitate student’s learning.
Yes, the answer is correct.
Score: 1
Accepted Answers:

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an arrangement of learning events or learning experiences planned and adopted by

a teacher to facilitate student’s learning.

10)In a typical classroom situation due to student’s short span of attention, 1 point
there is need to change the teaching method every …….

Five to Ten minutes

Forty to Forty-five minutes
Fifteen to twenty minutes
Fifty to Sixty minutes

Yes, the answer is correct.

Score: 1
Accepted Answers:
Fifteen to twenty minutes

11) The reason which does NOT contribute in using different types of 1 point
instructional methods is……

Variety of learning outcomes to be achieved

Availability of various learning and instructional resources
Individual differences amongst learners
Improving student’s attendance in classroom
Yes, the answer is correct.
Score: 1
Accepted Answers:
Improving student’s attendance in classroom

12)Select the correct statement out of the following 1 point

Eg-Rule Strategy is relatively more time consuming than the Rule-eg Strategy
Both Rule-eg and Eg-Rule Strategies are not so effective.
Rule-eg Strategy and Eg-Rule Strategy require same time.
Rule-eg Strategy is relatively more time consuming than the Eg-Rule Strategy
Yes, the answer is correct.
Score: 1
Accepted Answers:
Eg-Rule Strategy is relatively more time consuming than the Rule-eg Strategy

13)Eclectic strategy means……. 1 point

combination of teacher-centred and student centred strategies

combination of teacher-centred and Rule-eg strategies
combination of student centred and Eg-Rule strategies
combination of discovery strategy and expository strategies

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Yes, the answer is correct.

Score: 1
Accepted Answers:
combination of discovery strategy and expository strategies

14)In teacher centred strategy, the students………. 1 point

are actively involved in the learning process.

are more or less remain passive and get bored.
receive less information in more time.
learn to learn on their own.
Yes, the answer is correct.
Score: 1
Accepted Answers:
are more or less remain passive and get bored.

15)Which one of the following statements holds TRUE about the inductive 1 point
strategy?

Teacher can transmit the message effectively

Least interactive for the students
More activity based and exiting to the students
More subject matter covered

Yes, the answer is correct.

Score: 1
Accepted Answers:
More activity based and exiting to the students

Score: 1
Accepted Answers:
Laboratory/ workshop method

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery

Unit 9 - ASSESSMENT

Course outline
Assessment 02 - MCQ

Due date: 2021-10-31, 23:59 IST.
Curriculum Your last recorded submission was on 2021-10-20, 20:49 IST
Analysis
1) Model of teaching can be used for ……… 1 point
for Session
Planning:
deciding the scheme of formative and summative assessment for every course
 designing co-curricular and extra-curricular activities for students
Instructional designing educational activities, environment, instructional material and guide
Methods instruction.
and formulating PEOs, POs, PSOs, COs, PrOs and Unit level outcomes of a course.
Strategies I
2) The family of the teaching models that helps to attain POs related to the 1 point
engineer and society and Project management and finance is ……………….

Instructional
Personal
Methods
Social Interaction
and
Information Processing
Strategies
Behaviour modification
II
3) Personal family model of teaching focuses on……… 1 point

development of interpersonal and group skills

developing concepts and principles in cognitive psychology

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 development of a productive relationship with the environment

Instructional
development of the social relationship and work productivity in the society
Methods
and 4) The component of the basic teaching model which allows the teacher and 1 point
Strategies- student to check for the extent of achievement of Learning Outcomes is……
Part 2
(Continued) Entry Behaviour/ Pre-requisite knowledge/ Prior Learning
The feedback
 Instructional Objectives/ Learning Outcomes
Instructional Performance Assessment
Media
5) Teachers can design the relevant teaching strategies and methods 1 point
according to ….

Instructional
the capabilities and prior knowledge of the students
Media &
the session plan of the classroom/ laboratory session
Instructional
Plan the need for formative assessment of the students
Preparation the time available with the teacher

6) Providing the learning experiences to the students in small chunks with 1 point
 feedback is the focus of ………. teaching model.
Instructional
Plan Personal family
Preparation
Behaviour modification family
&
Information processing family
Instructional
Social Interaction family
Delivery
7) According to ……… the teaching is the arrangement of contingencies of 1 point
 reinforcement under which students learn.

ASSESSMENT
B. F. Skinner
Quiz:
N. L. Gage
Assessment
Joyce and Weil
01 - MCQ
B. K. Passi
(assessment?
name=94) 8) “Improve the ability to relate new knowledge to existing knowledge” is the 1 point
aim or goal of …………….
Quiz:
Assessment
02 - MCQ Concept attainment teaching model by J Bruner
(assessment? Inductive thinking teaching model by Hilda Taba
name=93) Advance Organizers teaching model by David Ausubel
Inquiry training model by Richard Suchman

9) The instructional method is ……… 1 point

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Quiz:
Assessment
03 - MCQ an arrangement of teaching events or teaching experiences planned and
(assessment? facilitated by a teacher.
name=95) an Internal process of learning which is planned and implemented by the
individual learner.
Quiz:
a combination of instructional strategies planned by the teacher to facilitate
Assessment
learning.
04 - MCQ
an arrangement of learning events or learning experiences planned and adopted
(assessment?
by a teacher to facilitate student’s learning
name=96)
10)In a typical classroom situation due to student’s short span of attention, 1 point
there is a need to change the teaching method every …….

Five to ten minutes

Forty to Forty-five minutes
Fifteen to twenty minutes
Fifty to Sixty minutes

11) The reason which does NOT contribute in using different types of 1 point
instructional methods is……

Variety of learning outcomes to be achieved

Availability of various learning and instructional resources
Individual differences amongst learners
Improving student’s attendance in the classroom.

12)Select the correct statement out of the following 1 point

13)Eclectic strategy means……. 1 point

combination of teacher-centred and student-centred strategies

combination of teacher-centred and Rule-eg strategies
combination of student-centred and Eg-Rule strategies
combination of discovery strategy and expository strategies

14)In teacher-centred strategy, the students………. 1 point

are actively involved in the learning process.

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are more or less remain passive and get bored.

receive less information in more time.
learn to learn on their own.

15)Which one of the following statements holds TRUE about the inductive 1 point
strategy?

Teachers can transmit the message effectively

Least interactive for the students
More activity-based and exiting to the students
More subject matter covered

16)An instructional method such as online or web-based learning can be used 1 point
as…

Teacher-centred strategy
Student-centred strategy
Mixed strategy

Eclectic strategy

17)For the majority of the time while using self-directed learning as an 1 point
instructional method students……..

facilitate learning of fellow students

Interact with co-learners to understand the content.

discuss the content with teachers

control their learning, reflect and assimilate the content taught.

18)The instructional method suitable to develop some desirable attitudes such 1 point
as co-operation, teamwork, respecting the views of others, leadership is….

Lecture Method
Project method
Demonstration method
Self-directed learning method

19)The role of teachers for the panel discussion as an Instructional method for 1 point
the majority of time is as……….

an Information provider

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a guide and Counsellor

a mentor
a facilitator of learning

20)Which method out of the following will you use for developing the 1 point
psychomotor skills in the students

Role Play method

Laboratory/ workshop method
Seminar method
Improved Lecture method

You may submit any number of times before the due date. The final submission will be
considered for grading.
Submit Answers

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© 2021 SWAYAM. All rights reserved.

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment III - MCQ

The due date for submitting this assignment has passed.
Curriculum Due on 2021-05-12, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-05-12, 21:39 IST
Planning:
1) One of the important strengths of lecture method is that……. 1 point

Instructional
Methods the learners enjoy listening lectures.
and it is suitable for developing practical skills.
Strategies I it is effective in achieving affective domain learning outcomes.
it is time saving and accommodates more students.
 Yes, the answer is correct.
Instructional Score: 1
Accepted Answers:
Methods
it is time saving and accommodates more students.
and
Strategies 2) Asking questions during the lecture can…… 1 point
II A. Stimulate mental activities of the learners
B. Keep students awake and alert in the class.
C. Help teacher to control the class effectively.
D. Develop oral communication skills of the learners.

B and C
A, B and C

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 A and D
B, C and D
Instructional
Methods Yes, the answer is correct.
Score: 1
and
Accepted Answers:
Strategies- A and D
Part 2
3) Identify the type of question in which there is no opportunity for student to 1 point
(Continued)
give reply…


Instructional Developing question
Media Leading question
Recapitulatory question
 Rhetorical questions

Instructional Yes, the answer is correct.

Score: 1
Media &
Accepted Answers:
Instructional Rhetorical questions
Plan
Preparation 4) When a student does not answer your question correctly, being a teacher, 1 point
you will ….


Instructional show the mistake made by the student in class
Plan elaborate the content in simple language with relevant examples
Preparation punish the student for not answering correctly
& invite the bright student in the class to answer the question
Instructional Yes, the answer is correct.
Delivery Score: 1
Accepted Answers:
elaborate the content in simple language with relevant examples

Instructional 5) When I use a working cut section model of a petrol engine during session 1 point
Delivery to explain its working, this type of demonstration is………

 Instructional type
ASSESSMENT Illustration type
Operational type
Quiz:
Display type
Assessment
I - MCQ 1 Yes, the answer is correct.
Score: 1
(assessment? Accepted Answers:
name=97) Operational type

Quiz: 6) Select the suitable teaching method for the situation, when the teacher 1 point
Assessment wants to have remedial teaching for weak students.
II - MCQ

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(assessment? Laboratory method

name=98) Question-Answer Technique
Tutorial Method
Quiz:
Demonstration Method
Assessment
III - MCQ Yes, the answer is correct.
Score: 1
(assessment?
Accepted Answers:
name=100)
Tutorial Method
Quiz: 7) Demonstration in any teaching-learning environment consists of……. 1 point
Assessment
IV - MCQ
(assessment? oral explanation of the content
name=101) verbal and visual presentation of concept, process, object
verbal and non-verbal explanation of concept, process, object
Quiz:
visual presentation of process, object.
Assessment
Yes, the answer is correct.
V - MCQ Score: 1
(assessment? Accepted Answers:
name=102) verbal and visual presentation of concept, process, object

Quiz: 8) Before carrying out actual demonstration in the classroom rehearsal is 1 point
Assessment important because….
VI - MCQ A. Rehearsal of demonstration makes teacher self-confident.
(assessment? B. The teacher can plan properly for each step of the demonstration.
name=103) C. The teacher can test the knowledge of students based on the demonstration.
D. The teacher becomes familiar with the problems that may occur during the
Quiz: demonstration.
Assessment
VII - MCQ
A, B and C only
(assessment?
name=104) A and B only
B and D only
A, B and D only

Yes, the answer is correct.

Score: 1
Accepted Answers:
A, B and D only

9) Which one of the following is INCORRECT statement about the 1 point

demonstration as an instructional method?

It can be used for initiating the learning process in all the three domains of
learning.
It can be used only by the teacher for developing affective domain abilities.
It can be used in classroom, laboratory field or workshop.
It can be used by any trained newly recruited or experienced teachers.

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Yes, the answer is correct.

Score: 1
Accepted Answers:
It can be used only by the teacher for developing affective domain abilities.

10)Being a teacher, you would like to demonstrate actual components of a 1 point

computer motherboard to a class of 60 students. You will …..

provide a separate motherboard to a group of 10 students each

draw visuals of the components on the chalkboard
divide the class into six groups and explain to each group separately
use document camera and projector to show enlarged view

No, the answer is incorrect.

Score: 0
Accepted Answers:
use document camera and projector to show enlarged view

11) Identify the term that cover all activities that are carried out by students in 1 point
laboratory

Laboratory experiments
Laboratory experiences
Laboratory work
Practical work
Yes, the answer is correct.
Score: 1
Accepted Answers:
Laboratory experiences

12)Choose the CORRECT statement related to tutorial method. 1 point

Tutorial is a fully teacher centred method and students are in passive role.
Tutorial is a fully student-centred method.
Individual tutoring consumes very less time.
Tutorials provide students opportunities for more practice and clearing their
doubts
Yes, the answer is correct.
Score: 1
Accepted Answers:
Tutorials provide students opportunities for more practice and clearing their doubts

13)The most important purpose of laboratory work is……… 1 point

verifying the cognitive knowledge learned in the classroom

acquire skills to achieve intended practical learning outcomes
developing interpersonal skills and leadership skills

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manage various resources in the laboratory

Yes, the answer is correct.
Score: 1
Accepted Answers:
acquire skills to achieve intended practical learning outcomes

14)Performance of any practical in the context of laboratory work signifies the 1 point
outcomes mainly in terms of ……….

social skills or attitudes to be developed

skills in cognitive domain required to pass a course

skills in psychomotor domain required by the industries

managerial skills required in the field of work

Yes, the answer is correct.
Score: 1
Accepted Answers:
skills in psychomotor domain required by the industries

15)Select the best combination that you would prefer to develop practical 1 point
skills in your student.

Hands on Lab practice with peer assessment.

Lecture followed by demonstration in Lab.
Demonstration by teacher in Lab followed by hands on experience
Reading module and viewing video of the skill development
Yes, the answer is correct.
Score: 1
Accepted Answers:
Demonstration by teacher in Lab followed by hands on experience

16)One of the objectives of laboratory “Demonstrate competence in selection, 1 point

operation, and modification of relevant engineering tools and resources” is related
to……..

Practical work
Learn from failure
Ethics
Psychomotor

Yes, the answer is correct.

Score: 1
Accepted Answers:
Psychomotor

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17)Which of the following is NOT a skill planned to be developed in students 1 point

through laboratory work?

Follow safe practices

Draw conclusions
Manipulate observations
Measure with precision
Yes, the answer is correct.
Score: 1
Accepted Answers:
Manipulate observations

18)To assess student’s performance in laboratory which assessment tool is 1 point

NOT suitable …….

Observation sheet
Rubrics
Checklist
Viva-voce

No, the answer is incorrect.

Score: 0
Accepted Answers:
Viva-voce

19)Identify the approach that is relevant for learning in groups 1 point

Behaviorist approach
Cognitivist approach
Social learning approach
Self-learning approach

Yes, the answer is correct.

Score: 1
Accepted Answers:
Social learning approach

20)Learning in small group helps in developing….. 1 point

writing skill
assessment skill
observation skill
social and entrepreneurial skills

Yes, the answer is correct.

Score: 1
Accepted Answers:

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social and entrepreneurial skills

21)Identify the instructional method that can be used for individual and group- 1 point
based instruction

Problem based learning

Buzz session
Nominal Group Technique
Brain Storming

Yes, the answer is correct.

Score: 1
Accepted Answers:
Problem based learning

22)In seminar method, the students are supposed to …. 1 point

discuss on the topic given at the time of seminar and present

discuss on the given case and present the findings.
present paper after doing in depth study on the given topic/ theme
discuss on the advantages of the seminar method.
Yes, the answer is correct.
Score: 1
Accepted Answers:
present paper after doing in depth study on the given topic/ theme

23)Select the INCORRECT statement related to Panel discussion from the 1 point
following.

A panel of experts specialized in a particular are invited in panel discussion

Students at first year are normally involved in the panel discussion
Students at higher classes are involved in panel discussion
The teacher organizes the panel discussion of students for the benefit of all the
other students

Yes, the answer is correct.

Score: 1
Accepted Answers:
Students at first year are normally involved in the panel discussion

24)Panel discussion is a powerful instructional method to…. 1 point

develop lower order cognitive and psychomotor skills

develop higher order psychomotor skills required in the world of work
develop lower order cognitive and affective domain abilities
develop higher order cognitive and affective domain abilities

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Yes, the answer is correct.

Score: 1
Accepted Answers:
develop higher order cognitive and affective domain abilities

25)Which of the following is NOT a suitable topic for panel discussion? 1 point

long term effect of GST on small businesses

deciding the date of internal test on the course topic.
consequences of unethical practices in engineering
effect of pandemic on the employment of engineering passouts

Yes, the answer is correct.

Score: 1
Accepted Answers:
deciding the date of internal test on the course topic.

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery

Unit 9 - ASSESSMENT

Course outline
Assessment 03 - MCQ

Due date: 2021-10-31, 23:59 IST.
Curriculum Your last recorded submission was on 2021-10-20, 22:16 IST
Analysis
1) One of the important strengths of the lecture method is that……. 1 point
for Session
Planning:
the learners enjoy listening to lectures.
 it is suitable for developing practical skills.
Instructional it is effective in achieving affective domain learning outcomes
Methods it is time-saving and accommodates more students.
and
2) Asking questions during the lecture can…… 1 point
Strategies I
Stimulate mental activities of the learners
Keep students awake and alert in the class.
 Help the teacher to control the class effectively.
Instructional Develop oral communication skills of the learners.
Methods Answer
and
Strategies
B and C
II
A, B and C
A and D
B, C and D

3) Identify the type of question in which there is no opportunity for the student 1 point
to give a reply…

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 Developing question
Leading question
Instructional
Methods
Recapitulatory question
and
Strategies-
Rhetorical questions
Part 2
(Continued) 4) When a student does not answer your question correctly, being a teacher, 1 point
you will ….

Instructional show the mistake made by the student in class
Media elaborate the content in simple language with relevant examples
punish the student for not answering correctly
 invite the bright student in the class to answer the question
Instructional
5) When I use a working cut section model of a petrol engine during the 1 point
Media & session to explain its working, this type of demonstration is………
Instructional
Plan
Preparation Instructional type
Illustration type
 Operational type
Display type
Instructional
Plan 6) Select the suitable teaching method for the situation, when the teacher 1 point
Preparation wants to have remedial teaching for weak students.
&
Instructional
Laboratory method
Delivery
Question-Answer Technique
Tutorial Method

Demonstration Method
ASSESSMENT
7) Demonstration in any teaching-learning environment consists of……. 1 point
Quiz:
Assessment
oral explanation of the content
01 - MCQ
verbal and visual presentation of the concept, process, object
(assessment?
verbal and non-verbal explanation of the concept, process, object
name=94)
visual presentation of process, object.
Quiz:
8) Before carrying out an actual demonstration in the classroom rehearsal is 1 point
Assessment
important because….
02 - MCQ
Rehearsal of demonstration makes teachers self-confident.
(assessment?
The teacher can plan properly for each step of the demonstration.
name=93)
The teacher can test the knowledge of students based on the demonstration.
The teacher becomes familiar with the problems that may occur during the
demonstration.

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Quiz: Choose the correct

Assessment
03 - MCQ A, B and C only
(assessment? A and B only
name=95) B and D only
Quiz: A, B and D only
Assessment 9) Which one of the following is the INCORRECT statement about the 1 point
04 - MCQ demonstration as an instructional method?
(assessment?
name=96)
It can be used for initiating the learning process in all three domains of learning.
It can be used only by the teacher for developing affective domain abilities.
It can be used in the classroom, laboratory field or workshop.
It can be used by any trained newly recruited or experienced teachers.

10)Being a teacher, you would like to demonstrate the actual components of a 1 point
computer motherboard to a class of 60 students. You will …..

provide a separate motherboard to a group of 10 students each

draw visuals of the components on the chalkboard

divide the class into six groups and explain to each group separately
use document camera and projector to show an enlarged view

11) Identify the term that covers all activities that are carried out by students in 1 point
the laboratory

Laboratory experiments

Laboratory experiences

Laboratory work
Practical work

12)Choose the CORRECT statement related to the tutorial method. 1 point

The tutorial is a fully teacher-centred method and students are in a passive role
The tutorial is a fully student-centred method.
Individual tutoring consumes very little time.
Tutorials provide students opportunities for more practice and clearing their
doubts

13)The most important purpose of laboratory work is……… 1 point

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verifying the cognitive knowledge learned in the classroom

acquire skills to achieve intended practical learning outcomes
developing interpersonal skills and leadership skills
manage various resources in the laboratory

14)Performance of any practical in the context of laboratory work signifies the 1 point
outcomes mainly in terms of ……….

social skills or attitudes to be developed

skills in the cognitive domain required to pass a course
skills in the psychomotor domain required by the industries
managerial skills required in the field of work

15)Select the best combination that you would prefer to develop practical 1 point
skills in your student.

Hands-on Lab practice with peer assessment.

Lecture followed by a demonstration in Lab
Demonstration by the teacher in Lab followed by hands-on experience
Reading module and viewing video of the skill development

16)One of the objectives of the laboratory “Demonstrate competence in 1 point

selection, operation, and modification of relevant engineering tools and resources” is
related to……..

Practical work
Learn from failure
Ethics

Psychomotor

17)Which of the following is NOT a skill planned to be developed in students 1 point

through laboratory work?

Follow safe practices

Draw conclusions

Manipulate observations

Measure with precision

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18)Identify the instructional method that can be used for individual and group- 1 point
based instruction

Problem-based learning
Buzz session
Nominal Group Technique
Brain Storming

19)In the seminar method, the students are supposed to …. 1 point

discuss the given topic at the time of the seminar and present
discuss on the given case and present the findings
present paper after doing an in-depth study on the given topic/ theme
discuss the advantages of the seminar method.

20)Select the INCORRECT statement related to a Panel discussion from the 1 point
following.

A panel of experts specialized in a particular are invited to a panel discussion

Students at first year are normally involved in the panel discussion
Students at higher classes are involved in a panel discussion
The teacher organizes the panel discussion of students for the benefit of all the
other students

You may submit any number of times before the due date. The final submission will be
considered for grading.
Submit Answers

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment IV - MCQ

The due date for submitting this assignment has passed.
Curriculum Due on 2021-05-24, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-05-21, 21:43 IST
Planning:
Assessment IV

Instructional 1) Competition amongst students can be promoted mainly by …. 1 point
Methods
and
Strategies I
Group discussion


Instructional Educational games
Methods
and
Strategies Case method
II
Role Play

Yes, the answer is correct.

Score: 1
Accepted Answers:
Educational games

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 2) In educational games, the team of students may contain ………… 1 point

Instructional
Methods
and bright students only
Strategies-
Part 2
(Continued) slow learners only


bright and weak students together
Instructional
Media
any of the above options

 No, the answer is incorrect.

Score: 0
Instructional Accepted Answers:
Media & any of the above options
Instructional 3) Which of the following can NOT be a topic of group discussion? 1 point
Plan
Preparation

Advantages and disadvantages of electric vehicles


Instructional
Plan
Equipment, tools & material required to perform a practical in lab.
Preparation
&
Instructional Optimizing expenses on consumables in a printing process
Delivery
Planning the layout of student activity section in Techfest

No, the answer is incorrect.
Instructional Score: 0
Delivery Accepted Answers:
Equipment, tools & material required to perform a practical in lab.


ASSESSMENT 4) Group discussion is the instructional method which addresses mainly the 1 point
……….. domain outcomes and some of the ………domain outcomes.
Quiz:
Assessment
I - MCQ 1
cognitive, affective
(assessment?
name=97)

Quiz: affective, cognitive

Assessment
II - MCQ

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(assessment? psychomotor, affective

name=98)
cognitive, psychomotor
Quiz:
Assessment Yes, the answer is correct.
Score: 1
III - MCQ Accepted Answers:
(assessment? cognitive, affective
name=100)

Quiz: 5) In case of fish bowl technique used for group discussion, there are two 1 point
Assessment groups involved….
IV - MCQ
(assessment?
name=101)
Active group and control group
Quiz:
Assessment
V - MCQ Experimental group and control group
(assessment?
name=102)
Active group and passive group
Quiz:
Assessment Working group and observing group
VI - MCQ
Yes, the answer is correct.
(assessment? Score: 1
name=103) Accepted Answers:
Working group and observing group
Quiz:
Assessment 6) Which of the following can be considered as an event suitable for a case 1 point
VII - MCQ study….
(assessment?
name=104)
Inauguration of newly constructed bridge over railway line to be held in next week.

A fire accident occurred in a chemical industry due to gas leakage last month.

International conference going on in the institute this week

Final year results declared by the university.

Yes, the answer is correct.
Score: 1
Accepted Answers:
A fire accident occurred in a chemical industry due to gas leakage last month.

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7) Out of the following which can be taken as advantage(s) of Case method: 1 point
(A)It is very easy to write a case and conduct in the classroom.
(B)It exposes the participants to real life situations.
(C)It improves time management skills of the teacher.
(D)It develops acceptance for different views on the same subject.

(A), (B) (D) only

(B) only

(B) and (D)

(A) and (C) only

Yes, the answer is correct.
Score: 1
Accepted Answers:
(B) and (D)

8) Out of the following which can be taken as purposes of a Case method: 1 point
A.to develop higher order psychomotor skills
B.to develop analytical and decision-making skills.
C.develop out of the box thinking skills to solve a problem.
D.provide an opportunity to solve real life problem.

(A), (B) and (C)

(B) and (C) only

(A) and (D) only

(B), (C) and (D) only

Yes, the answer is correct.
Score: 1
Accepted Answers:
(B), (C) and (D) only

9) In case study, the questions/ points or issues for discussion are provided 1 point
as a part of……..

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Stem or body of the case

Brief of the case

Summary of the case presented by the teacher

Learning outcomes of the case

No, the answer is incorrect.
Score: 0
Accepted Answers:
Brief of the case

10)Role Play method of learning is….. 1 point

based on the scripted drama with defined roles of characters

based on experience of the teacher

based on situation of world of work and related characters

based on the discussion on a particular theme

Yes, the answer is correct.

Score: 1
Accepted Answers:
based on situation of world of work and related characters

11) In case of Role Play method, to evaluate the roles performed by student, 1 point
teacher need to prepare……

Interview schedule

Observation schedule

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Performance Rubrics

Oral questions to be asked at the end of the role play

No, the answer is incorrect.
Score: 0
Accepted Answers:
Observation schedule

12)Which of the following principle of learning is predominantly used in role 1 point

play?

learning by creating

learning by giving feedback

learning by performing

learning by writing about the role

Yes, the answer is correct.
Score: 1
Accepted Answers:
learning by performing

13)Buzz session is the method which can be used to….. 1 point

have healthy competition amongst students in the class

develop psychomotor skills in the students

develop leadership skills in the students

have stimulus variation to sustain the attention of students in the class

Yes, the answer is correct.
Score: 1
Accepted Answers:
have stimulus variation to sustain the attention of students in the class

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14)In brain storming method the ideas generated by the students are 1 point
analysed, accepted or discarded…..

based on the criteria decided by the teacher

based on the criteria decided by the students

based on the criteria decided by the expert observer

based on the learning outcomes to be achieved

No, the answer is incorrect.

Score: 0
Accepted Answers:
based on the criteria decided by the students

15)The “virtual labs” available on Sakshat Portal is a good resource for….. 1 point

developing psychomotor skills in the students

organising group discussion on advantages of laboratory

giving demonstration by the teacher in the classroom

providing simulated practical experiences to the students

Yes, the answer is correct.

Score: 1
Accepted Answers:
providing simulated practical experiences to the students

16)Simulation is the most suited method for developing one of the following 1 point
skills, and that is……

Drawing isometric view of a simple gear

Assembly of hazardous components following safety precautions

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Explaining the working principle of a petrol engine

Solving world of work-related numerical problems

Yes, the answer is correct.

Score: 1
Accepted Answers:
Assembly of hazardous components following safety precautions

17)A major project work is……… 1 point

a closed specific task that the students are required to do as guided by the teacher

an open-ended task that may have practical work related to one skill

an open-ended experience that requires integration of several skills

a report stating the open-ended problem

Yes, the answer is correct.

Score: 1
Accepted Answers:
an open-ended experience that requires integration of several skills

18)The project which addresses several courses with in a programme is….. 1 point

Mini-project

Micro-project

Capstone project

Minor-project

Yes, the answer is correct.

Score: 1
Accepted Answers:
Capstone project

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19)Industry visit, or field visit provide students an exposure to ……. 1 point

actual world of work with convergence of different technologies

the expanded version of the laboratories in the institute

good housekeeping, safety measures followed, communication patterns

all of the above options

Yes, the answer is correct.

Score: 1
Accepted Answers:
all of the above options

20)Learning resources available on Sakshat portal are….. 1 point

A. Spoken tutorial
B. Free/Libre and Open Source Software for Education
C. Virtual Labs
D. Shodh Shudhhi

(A), (B) and (C) only

(A) and (D) only

(B) and (C) only

(A), (B), (C) and (D)

Yes, the answer is correct.

Score: 1
Accepted Answers:
(A), (B), (C) and (D)

21)Which of the following statement is TRUE for blended learning? 1 point

In Blended learning face-to-face classroom activity is eliminated.

In-class activities and off-the class activities are reversed.

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It is an integration of traditional classroom learning and technology-based learning.

It emphasizes learning through online mode only.

Yes, the answer is correct.
Score: 1
Accepted Answers:
It is an integration of traditional classroom learning and technology-based learning.

22)To apply blended approach in learning which of the following is an 1 point

appropriate strategy:

First, decide ways of assessing the students’ learning, then decide the appropriate
teaching strategy, and finally set the outcomes.

First, decide appropriate teaching strategy, and then decide learning outcomes and
ways of assessing the students’ learning.

First, decide learning outcomes, and then decide the appropriate teaching strategy,
and ways of assessing the students’ learning

Any approach from the above is appropriate.

No, the answer is incorrect.
Score: 0
Accepted Answers:
First, decide learning outcomes, and then decide the appropriate teaching strategy,
and ways of assessing the students’ learning

23)Blended learning could be a combination of ….. 1 point

teacher directed, and student directed learning.

face to face and online learning

simulated practical work and actual performance in laboratory

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all the other options

Yes, the answer is correct.
Score: 1
Accepted Answers:
all the other options

24)In case of flipped learning approach……. 1 point

theory is covered in the class and assignments are given as home work.

classroom activities and off-the class activities are interchanged

theory is covered in the class before conducting the practicals in the lab.

practicals are conducted first in the lab and theory is covered latter in the class.

Yes, the answer is correct.

Score: 1
Accepted Answers:
classroom activities and off-the class activities are interchanged

25)Which of the following is NOT a Benefit of flipped class approach? 1 point

Responsibility of learning is transferred totally on to the students.

More High Order Thinking Skills (HOTS) get developed.

More learning happens as more of the contents are self-learned.

Student cannot attain LO without going through the learning resource given
before class.

Yes, the answer is correct.

Score: 1
Accepted Answers:
Student cannot attain LO without going through the learning resource given before
class.

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery

Unit 9 - ASSESSMENT

Course outline Thank you for taking the


Assessment 04 - MCQ.
Curriculum

Assessment 04 - MCQ
Analysis
for Session
Planning: Due date: 2021-10-31, 23:59 IST.
Your last recorded submission was on 2021-10-20, 22:30 IST

1) Competition amongst students can be promoted mainly by …. 1 point
Instructional
Methods
and Group discussion
Strategies I Educational games
Case method
 Role Play

Instructional 2) Group discussion is the instructional method that addresses mainly the 1 point
Methods ……….. domain outcomes and some of the ………domain outcomes.
and
Strategies
II
cognitive, affective


Instructional affective, cognitive
Methods
and psychomotor, affective
Strategies-
Part 2 cognitive, psychomotor
(Continued)

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 3) In the case of the fishbowl technique used for group discussion, there are 1 point
Assessment submitted.
two groups involved….
X Instructional
Media
Active group and control group
 Experimental group and control group
Active group and passive group
Instructional
Working group and observing group
Media &
Instructional 4) Out of the following which can be taken as an advantage(s) of the Case 1 point
Plan method:
Preparation A) It is very easy to write a case and conduct it in the classroom.
B) It exposes the participants to real-life situations.
 C) It improves the time management skills of the teacher.
D) It develops acceptance for different views on the same subject.
Instructional
Plan
Preparation (A), (B) (D) only
& (B) only
Instructional (B) and (D)
Delivery (A) and (C) only

5) Out of the following which can be taken as purposes of a Case method: 1 point

A) to develop higher-order psychomotor skills
ASSESSMENT B) to develop analytical and decision-making skills.
C) develop out of the box thinking skills to solve a problem.
Quiz:
D) provide an opportunity to solve a real-life problem.
Assessment
01 - MCQ
(assessment? (A), (B) and (C)
name=94) (B) and (C) only
(A) and (D) only
Quiz:
(B), (C) and (D) only
Assessment
02 - MCQ 6) Role Play method of learning is….. 1 point
(assessment?
name=93)
based on the scripted drama with defined roles of characters
Quiz: based on the experience of the teacher
Assessment based on the situation of the world of work and related characters
03 - MCQ based on the discussion on a particular theme
(assessment?
7) In the case of the Role Play method, to evaluate the roles performed by 1 point
name=95)
the student, the teacher needs to prepare……
Quiz:
Assessment
Interview schedule
04 - MCQ
Observation schedule
Performance Rubrics

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(assessment? Oral questions to be asked at the end of the role play

Assessment submitted.
X
name=96)
8) Buzz session is the method that can be used to….. 1 point

have healthy competition amongst students in the class

develop psychomotor skills in the students
develop leadership skills in the students
have stimulus variation to sustain the attention of students in the class

9) In the brainstorming method, the ideas generated by the students are 1 point
analysed, accepted or discarded…..

based on the criteria decided by the teacher

based on the criteria decided by the students
based on the criteria decided by the expert observer
based on the learning outcomes to be achieved

10)The “virtual labs” available on Sakshat Portal is a good resource for….. 1 point

developing psychomotor skills in the students

organising group discussion on advantages of laboratory
giving demonstration by the teacher in the classroom
providing simulated practical experiences to the students

11) Simulation is the most suited method for developing one of the following 1 point
skills, and that is……

Drawing isometric view of a simple gear

Assembly of hazardous components following safety precautions
Explaining the working principle of a petrol engine
Solving the world of work-related numerical problems

12)Major project work is……… 1 point

a closed specific task that the students are required to do as guided by the
teacher
an open-ended task that may have practical work related to one skill
an open-ended experience that requires integration of several skills

a report stating the open-ended problem

13)The project which addresses several courses within a programme is….. 1 point

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Mini-project
Assessment submitted.
X Micro-project
Capstone project
Minor-project

14)Industry visits or field visits provide students with an exposure to ……. 1 point

the actual world of work with the convergence of different technologies

the expanded version of the laboratories in the institute
good housekeeping, safety measures followed, communication patterns

all of the other options

15)Learning resources available on the Sakshat portal are….. 1 point

A) Spoken tutorial
B) Free/Libre and Open Source Software for Education
C) Virtual Labs
D) Shodh Shudhhi

(A), (B) and (C) only

(A) and (D) only
(B) and (C) only
(A), (B), (C) and (D)

16)Which of the following statement is TRUE for blended learning? 1 point

In Blended learning, face-to-face classroom activity is eliminated.

In-class activities and off-the class activities are reversed.
It is an integration of traditional classroom learning and technology-based
learning.
It emphasizes learning through online mode only.

17)To apply a blended approach in learning which of the following is an 1 point

appropriate strategy:

First, decide ways of assessing the students’ learning, then decide the
appropriate teaching strategy, and finally set the outcomes.
First, decide appropriate teaching strategy, and then decide learning outcomes
and ways of assessing the students’ learning.
First, decide learning outcomes, and then decide the appropriate teaching
strategy and ways of assessing the students’ learning
Any approach from the above is appropriate.

18)Blended learning could be a combination of ….. 1 point

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Assessment submitted.
X teacher-directed, and student-directed learning.
face to face and online learning

simulated practical work and actual performance in the laboratory

all the other options

19)In the case of flipped learning approach……. 1 point

the theory is covered in the class and assignments are given as homework.
classroom activities and off-the class activities are interchanged

theory is covered in the class before conducting the practicals in the lab.

practicals are conducted first in the lab and theory is covered later in the class.

20)Which of the following is NOT a Benefit of flipped class approach? 1 point

Responsibility for learning is transferred totally onto the students.

More High Order Thinking Skills (HOTS) get developed.
More learning happens as more of the contents are self-learned.

Students cannot attain LO without going through the learning resource given before
class.

You may submit any number of times before the due date. The final submission will be
considered for grading.
Submit Answers

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Assessment submitted.
Initiative by : MHRD ( Govt of India)
X

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment V - MCQ

The due date for submitting this assignment has passed.
Curriculum Due on 2021-06-07, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-06-07, 21:05 IST
Planning:
ASSESSMENT V - MCQ
 1) Instructional media gain and sustain attention level of students 1 point
Instructional because……
Methods
and
Strategies I Media bring continuous change in stimulus


Instructional Media try to expose students to more senses
Methods
and
Strategies
II Industrial processes in action could be shown with media like video

all the other options are true about the media

Yes, the answer is correct.

Score: 1
Accepted Answers:
all the other options are true about the media

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 2) Out of the five senses of perception, maximum learning occurs through… 1 point

Instructional
Methods
and nose (smelling) and tongue (tasting)
Strategies-
Part 2
(Continued) eye (Seeing) and skin (Touching)


eye (Seeing) and ear (hearing)
Instructional
Media
ear (hearing) and skin (Touching)

 Yes, the answer is correct.

Score: 1
Instructional Accepted Answers:
Media & eye (Seeing) and ear (hearing)
Instructional
Plan 3) The message transmitted by the sender is received and decoded by the 1 point
Preparation receiver based on …….


Instructional his/ her previous knowledge, language capabilities, and intelligence
Plan
Preparation
& his/her family background, mother tongue, and previous experience
Instructional
Delivery
the type of message transmitted by the sender

Instructional the senses of perception
Delivery No, the answer is incorrect.
Score: 0
 Accepted Answers:
his/ her previous knowledge, language capabilities, and intelligence
ASSESSMENT

Quiz: 4) During the classroom session, when student remains physically present 1 point
Assessment but mentally out of the class, the barrier which hinders the process of learning is.……
I - MCQ 1
(assessment?
name=97)
disinterest
Quiz:
Assessment
II - MCQ day dreaming

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(assessment?
name=98)
referent confusion
Quiz:
Assessment
imperceptions
III - MCQ
(assessment? Yes, the answer is correct.
Score: 1
name=100) Accepted Answers:
day dreaming
Quiz:
Assessment
IV - MCQ 5) As per Engg. model of Communication, the receiver may get the message 1 point
(assessment? in distorted form. The reason for this may be…..
name=101)

Quiz:
Assessment Absence of communication channels
V - MCQ
(assessment?
name=102) Incorrect encoding of the message by the receiver

Quiz:
Assessment Presence and effect of different communication barriers
VI - MCQ
(assessment?
name=103) Incorrect decoding of the message by the sender

Quiz: Yes, the answer is correct.

Score: 1
Assessment
Accepted Answers:
VII - MCQ
Presence and effect of different communication barriers
(assessment?
name=104)

6) Teacher independent instruction means…… 1 point

Instructional media is prepared by the teacher and used in the classroom for
teaching.

Self-learning material is prepared by the teacher and made available to the

students online.
Yes, the answer is correct.
Score: 1
Accepted Answers:
Self-learning material is prepared by the teacher and made available to the students
online.

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7) Exposition Media are those media which are …….. 1 point

used by the students in laboratory to develop psychomotor skills.

made available online and used by the students for self-learning

used by the teacher for explaining the content in different learning environments

developed by the curriculum developers and made available to teachers

No, the answer is incorrect.

Score: 0
Accepted Answers:
used by the teacher for explaining the content in different learning environments

8) When you use your mobile for capturing photo, recording video or audio, 1 point
this property of mobile as a media is called…..

Manipulative property

Fixative property

Distributive property

Audio-visual property

No, the answer is incorrect.

Score: 0
Accepted Answers:
Fixative property

9) Out of the following, ………………… has replaced all other projectors due 1 point
to its versatility projecting varied inputs.

overhead projector

opaque projector

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slide projector

multimedia projector
Yes, the answer is correct.
Score: 1
Accepted Answers:
multimedia projector

10)Students get direct purposeful experience which help them to learn 1 point
effectively when teacher ……..

shows them photographs of the objects through multimedia projector

uses real objects as well as specimens for demonstration in varied learning

environment

shows them 2D or 3D animations on the topic under discussion

provides them numerical problems on the topic to solve

Yes, the answer is correct.

Score: 1
Accepted Answers:
uses real objects as well as specimens for demonstration in varied learning
environment

11) The media like this quiz itself, used for assessing the achievement of 1 point
learning outcomes by the learners is called…….

mediating media

inquisition media

exposition media

criterion media

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Yes, the answer is correct.

Score: 1
Accepted Answers:
criterion media

12)Teacher can record and edit own voice to create PODCAST using an open 1 point
source software such as……..

GIMP

Blender

Audacity

Adobe Audition CC
Yes, the answer is correct.
Score: 1
Accepted Answers:
Audacity

13)The main advantage of Interactive touch panel is that…… 1 point

teacher can carry it anywhere due to its portability.

teacher can maintain eye-to eye contact with students

it does not require any projector to display the contents.

It is very cheap compared to whiteboard.

Yes, the answer is correct.

Score: 1
Accepted Answers:
teacher can maintain eye-to eye contact with students

14)Pan movement of a video or PTZ camera means… 1 point

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moving the camera forward or backward, towards or away from the object

movement of camera from left to right or from right to left like our neck

moving camera from ground towards the sky or vice versa

carrying camera to left or right along with a moving object.

Yes, the answer is correct.

Score: 1
Accepted Answers:
movement of camera from left to right or from right to left like our neck

15)Skill development training can be given to the learner with cheaper cost 1 point
and lower life risk, by using….

a model of the actual system

an actual object or the system.

a laboratory experimental setup

a simulator of the actual system

Yes, the answer is correct.

Score: 1
Accepted Answers:
a simulator of the actual system

16)When a digitally created three-dimensional content overlays user’s real 1 point

world environment, this interactive media is called……..

Virtual reality

Augmented reality

Virtual game

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Simulator

Yes, the answer is correct.

Score: 1
Accepted Answers:
Augmented reality

17)Teacher can develop a handout for students because it….. 1 point

eliminates the problem of taking notes by the students.

eliminates classroom teaching for the topic covered in the handout.

allows teacher to provide more detailed information on the topic.

is easy to copy matter from handout to board while taking class.

No, the answer is incorrect.

Score: 0
Accepted Answers:
allows teacher to provide more detailed information on the topic.

18)Type of assignment which reinforces the learning through comprehension 1 point

and drill & practice is………

Internet based assignment

Library based assignment

Field based assignment

Classroom based assignment

Yes, the answer is correct.

Score: 1
Accepted Answers:
Classroom based assignment

19)In case of a laboratory worksheet, what should be the correct 1 point

sequence……

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Interpretation of Results, Conclusions, Results

Conclusions, Results, Interpretation of Results

Results, Interpretation of results, Conclusions

Interpretation of Results, Results, Conclusions

Yes, the answer is correct.

Score: 1
Accepted Answers:
Results, Interpretation of results, Conclusions

20)As per dual channel assumption, for better learning, any instructional 1 point
media should have ………

visual-pictorial material only

auditory-verbal material only

text, video, visual, questions, animation, quizzes

both auditory-verbal and visual-pictorial material

Yes, the answer is correct.

Score: 1
Accepted Answers:
both auditory-verbal and visual-pictorial material

21)Whenever there is an overload of information in any media, it results in 1 point

lower learning, this is as per …………..

Active processing assumption

Temporal Contiguity principle

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Limited capacity assumption

Dual channel assumption

Yes, the answer is correct.

Score: 1
Accepted Answers:
Limited capacity assumption

22)Students learn deeply when relevant pictures are added to the text than 1 point
from text only, this is as per the ………....

Spatial Contiguity principle

Coherence principle

Temporal Contiguity principle

Multimedia principle
Yes, the answer is correct.
Score: 1
Accepted Answers:
Multimedia principle

23)While using visuals in a PowerPoint presentation, teacher needs to remove1 point

irrelevant parts from the visuals, this is as per the principle of……………..

Multimedia

Spatial Contiguity

Coherence

Temporal Contiguity
Yes, the answer is correct.
Score: 1
Accepted Answers:
Coherence

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24)RGB color model is used in……………… 1 point

television screens, computer monitors

color printing

color painting

all the above

Yes, the answer is correct.

Score: 1
Accepted Answers:
television screens, computer monitors

25)The subtractive Color model used in color printing is………. 1 point

Red Green Blue model

Red Yellow Blue model

Cyan Magenta Yellow Key model

Orange Green Brown model

Yes, the answer is correct.

Score: 1
Accepted Answers:
Cyan Magenta Yellow Key model

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment VI - MCQ

The due date for submitting this assignment has passed.
Curriculum Due on 2021-06-07, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-06-07, 21:47 IST
Planning:
ASSESSMENT - VI
 1) While planning for a session, awareness about the entry level knowledge 1 point
Instructional of students help teacher to …….
Methods
and
Strategies I decide the sequence of the content to be taught


Instructional determine what should be included in the session
Methods
and
Strategies select appropriate instructional method
II
write the learning outcomes of the session
Yes, the answer is correct.
Score: 1
Accepted Answers:
determine what should be included in the session

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 2) In session planning, decision about the selection of suitable learning 1 point

activities is part of….
Instructional
Methods
and
Strategies- Final Steps
Part 2
(Continued)
Preliminary Steps


Instructional
Main Steps
Media
Semester planning steps

Yes, the answer is correct.
Instructional Score: 1
Media & Accepted Answers:
Instructional Main Steps
Plan
Preparation 3) While planning for the session, teacher can ensure active involvement of 1 point
students in the learning process by…..

Instructional
Plan planning for various learning activities and learning experiences
Preparation
&
Instructional formulating questions to be asked during the session
Delivery

 using group based instructional methods

Instructional
Delivery adopting all the other options.

Yes, the answer is correct.

 Score: 1
Accepted Answers:
ASSESSMENT adopting all the other options.

Quiz: 4) In the introduction phase of a session, informing learning outcomes is an 1 point

Assessment important step, because LOs….
I - MCQ 1
(assessment?
name=97)
help teacher to present the content in logical sequence
Quiz:
Assessment
II - MCQ

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(assessment? provide clear picture to the learners of the learning targets to be achieved through
name=98) the session.

Quiz:
Assessment
help teacher to formulate the assessment questions
III - MCQ
(assessment?
help teacher and learners to achieve all the above activities.
name=100)
No, the answer is incorrect.
Quiz: Score: 0
Assessment Accepted Answers:
help teacher and learners to achieve all the above activities.
IV - MCQ
(assessment? 5) In development phase of a session three M’s have importance. These 1 point
name=101) are….

Quiz:
Assessment
V - MCQ man, machine and material
(assessment?
name=102)
methods, material and media
Quiz:
Assessment
VI - MCQ machine, material and methods
(assessment?
name=103) machine, material and money

Quiz: Yes, the answer is correct.

Score: 1
Assessment
Accepted Answers:
VII - MCQ
methods, material and media
(assessment?
name=104)
6) As per Gagne’s 9 th instructional event “Enhancing retention and transfer” 1 point
the teacher is supposed to……

give relevant practice tasks and assignments to the students

provide corrective and remedial feedback to the students

conduct a short quiz during the session.

explain the concept by suitable examples using media

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No, the answer is incorrect.

Score: 0
Accepted Answers:
give relevant practice tasks and assignments to the students

7) The main aim of providing feedback to the students about their 1 point
performance at an appropriate time is to……

find out the shortcomings in the performance and taking decisions based on that.

inform about gaps in actual and expected performance and suggesting ways to
improve their performance.

complete the activity as it is given in the curriculum

make them ready for the future world of work.

Yes, the answer is correct.
Score: 1
Accepted Answers:
inform about gaps in actual and expected performance and suggesting ways to
improve their performance.

8) While giving peer feedback on the session plan, the sequence of three 1 point
phases of an instructional session which should be followed is………..

Informing topic, developing topic, summarizing.

Stating objectives, developing content, testing achievement.

Introduction, demonstration, evaluation.

Introduction, development, consolidation

Yes, the answer is correct.
Score: 1
Accepted Answers:
Introduction, development, consolidation

9) The purpose of developing and implementing the session plan is to…… 1 point

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document the teaching learning process for classroom or laboratory session.

ensure effective implementation of teaching learning process

organize various elements of teaching learning process systematically in order to

achieve intended learning outcomes

Prepare students systematically for their final examination.

Yes, the answer is correct.
Score: 1
Accepted Answers:
organize various elements of teaching learning process systematically in order to
achieve intended learning outcomes

10)With respect to the importance of peer feedback and validation of lesson 1 point
plan, the feedback should be….
A. specific and measurable
B. given in front of other teachers
C. acceptable to the receiver
D. realistic and timely

Choose the correct option.

A, C, and D only

B and C only

A and C only

B, C, and D only

Yes, the answer is correct.

Score: 1
Accepted Answers:
A, C, and D only

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11) As per Hattie and Timperley, identification of activities for better progress in 1 point
future refers to….

Feed down

Feed forward

Feed up

Feed back

Yes, the answer is correct.

Score: 1
Accepted Answers:
Feed forward

12)Video Recording of a session conducted by a teacher in a classroom can 1 point

be a good source for ……..

Student’s feedback

College Management’s feedback

Peer feedback

Self-feedback

Yes, the answer is correct.

Score: 1
Accepted Answers:
Self-feedback

13)Correct sequence of 5E Learning Model is……. 1 point

Explain, Engage, Elaborate, Explore, and Evaluate

Explore, Exchange, Engage, Elaborate, and Evaluate

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Engage, Explore, Explain, Elaborate, and Evaluate

Educate, Explain, Engage, Evaluate, and Elaborate

Yes, the answer is correct.

Score: 1
Accepted Answers:
Engage, Explore, Explain, Elaborate, and Evaluate

14)Identify the activity that is to be performed by the teacher before the 1 point
industry-based session….

Demonstration of relevant activity

Informing about learning outcomes to be achieved

Engaging student in purposeful activity

Orientation of students relevant to the task

Yes, the answer is correct.

Score: 1
Accepted Answers:
Orientation of students relevant to the task

15)Which of the following principles is NOT stated as a Principle of learning? 1 point

Principle of note-taking

Principle of readiness

Principle of freedom

Principle of intensity

Yes, the answer is correct.

Score: 1
Accepted Answers:

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Principle of note-taking

16)When a teacher acknowledges the good work done by a student in the 1 point
class, this act motivates the student, this is as per the ….

principle of exercise through drill and practice

principle of effect due to positive reinforcement

principle of freedom to learn and achieve the outcomes

principle of intensity

Yes, the answer is correct.

Score: 1
Accepted Answers:
principle of effect due to positive reinforcement

17)With respect to Gagne’s nine events of instruction, identify the most correct 1 point
sentence……

The sequence of instruction changes with the characteristics of the target group.

The whole sequence of instruction is implemented in the beginning of the session.

The whole sequence of instruction need not to be followed in every session.

The sequence of instruction is implemented during the session whatever are the
intended leaning outcomes

Yes, the answer is correct.

Score: 1
Accepted Answers:
The sequence of instruction is implemented during the session whatever are the
intended leaning outcomes

18)The learning event of ‘Presenting the stimulus material’ means…. 1 point

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reviewing the contents covered in the earlier session.

presenting supplementary material to previous topic.

presenting the content of the session in varied forms.

informing the session learning outcomes to the students.

Yes, the answer is correct.

Score: 1
Accepted Answers:
presenting the content of the session in varied forms.

19)While teaching in the class, teacher should…. 1 point

avoid speaking to chalkboard, whiteboard, roof or walls

not repeat some words or phrases during the session

vary speech volume and pitch to stress main points

perform all the above activities during the session

Yes, the answer is correct.

Score: 1
Accepted Answers:
perform all the above activities during the session

20)For delivering effective lecture in classroom, two important aspects which 1 point
need to be considered by the teacher are …...

teacher’s own confidence and delivery skills.

two-way communication and time management.

classroom environment and instructional media.

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well formulated learning outcomes and notes on the topic.

No, the answer is incorrect.

Score: 0
Accepted Answers:
two-way communication and time management.

21)The teacher should control the problem creating or disturbing students 1 point
by……

informing their parents about their classroom behaviour

punishing them and asking them to go out of the class

involving them in the classroom activities such as demonstration, resource

management.

giving them more assignments to submit

Yes, the answer is correct.

Score: 1
Accepted Answers:
involving them in the classroom activities such as demonstration, resource
management.

22)Summarization of lecture is an essential event of instruction because… 1 point

It helps teacher finish the lesson smoothly

It helps student to review whether outcomes are achieved

the teacher can move to next lesson

it helps the teacher to attain learning outcomes

Yes, the answer is correct.
Score: 1
Accepted Answers:

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It helps student to review whether outcomes are achieved

23)In case of laboratory sessions, to provide more practical experience to the 1 point
students, they may be …….

asked to come prepared with theory related to the practicals

instructed to perform the practicals on virtual labs before coming to lab

asked to work independently while performing the practical tasks.

attached in rotation with lab staff for checking functionality of equipment,

maintaining records.

Yes, the answer is correct.

Score: 1
Accepted Answers:
attached in rotation with lab staff for checking functionality of equipment, maintaining
records.

24)As per laboratory worksheet, the suggested weightage for process related 1 point
and product related performance assessment is……

60% and 40% respectively

40% and 60% respectively

70% and 30% respectively

30% and 70% respectively

Yes, the answer is correct.

Score: 1
Accepted Answers:
60% and 40% respectively

25)In laboratory session, log books are created to…..… 1 point

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Keep the record of completed laboratory journals

Keep the record of maintenance of equipment, tools in the laboratory

Keep the track of users, keep the record of observations and readings

report the higher authority about the practicals conducted

Yes, the answer is correct.

Score: 1
Accepted Answers:
Keep the track of users, keep the record of observations and readings

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NITTT » NITTT - Module 4 - Module 4 Instructional Planning and Delivery - April 2021

Unit 9 - ASSESSMENT

Course outline
Assessment VII - MCQ

The due date for submitting this assignment has passed.
Curriculum Due on 2021-06-14, 23:59 IST.
Analysis
for Session
Assignment submitted on 2021-06-14, 16:06 IST
Planning:
1) Summative assessment can be done ….. 1 point

Instructional after every small teaching act
Methods at the end of a course only
and after every lecture session only
Strategies I after every unit only

No, the answer is incorrect.

 Score: 0
Instructional Accepted Answers:
at the end of a course only
Methods
and 2) Sense of competition to perform better can be directly developed by 1 point
Strategies assessing students through….
II

Tests

Assignments

Quizzes

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 Final exam papers

Instructional Yes, the answer is correct.

Score: 1
Methods
Accepted Answers:
and Quizzes
Strategies-
3) According to the capability of student in formative stage of learning, 1 point
Part 2
teacher may give…..
(Continued)

 different assignments to individual student

Instructional different tests to individual student
Media same quiz to all the students
same test or assignment to all the students
 Yes, the answer is correct.
Score: 1
Instructional
Accepted Answers:
Media & different assignments to individual student
Instructional
4) To identify individual contributions in group-based assignments, the reliable1 point
Plan
and valid assessment tool available with the teacher is……
Preparation

 Checklist
Instructional Interview
Plan Rubrics
Preparation Rating scale
& Yes, the answer is correct.
Instructional Score: 1
Delivery Accepted Answers:
Rubrics

 5) An assessment of project report of a student is nothing but an assessment 1 point

Instructional of …..

Delivery
the process adopted during the project
 the product of the project
ASSESSMENT the planning done by the students for project
the resources used by the students to complete the project.
Quiz:
Yes, the answer is correct.
Assessment Score: 1
I - MCQ 1 Accepted Answers:
(assessment? the product of the project
name=97)
6) The assessment instruments used for assessment of both process and 1 point
Quiz: product practical skills are….
Assessment A. Rating scale
II - MCQ B. Rubrics

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(assessment? C. Seminar
name=98) D. Check list

Quiz:
Assessment
III - MCQ (A), (B), and (C) only
(assessment? (B), (C) and (D) only
name=100) (A), (B) and (D) only
(A), (B), (C), (D)
Quiz:
Assessment Yes, the answer is correct.
Score: 1
IV - MCQ Accepted Answers:
(assessment? (A), (B) and (D) only
name=101)
7) To identify essential activities for preparing the checklist for process 1 point
Quiz: assessment, teacher need to do….
Assessment
V - MCQ
Content analysis
(assessment?
name=102)
Task analysis
Quiz:
Assessment Course analysis
VI - MCQ Curriculum analysis
(assessment? Yes, the answer is correct.
name=103) Score: 1
Accepted Answers:
Quiz: Task analysis
Assessment
VII - MCQ
8) During the laboratory and practical sessions, the records kept by teacher 1 point
(assessment?
that of student’s attitudes are…
name=104)

Logbooks
Portfolios
Laboratory Journals
Anecdotal records

Yes, the answer is correct.

Score: 1
Accepted Answers:
Anecdotal records

9) LMS Software such as MOODLE facilitates ….. 1 point

(A) student’s assessment at individual and group level.
(B) assessment through supply type and select type questions.
(C) tracking the progress of every student
(D) to provide learning material

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(B), (C) and (D) only

(A), (B), and (C) only
(A), (B) and (D) only
(A), (B), (C), (D)
Yes, the answer is correct.
Score: 1
Accepted Answers:
(A), (B), (C), (D)

10)For the field based practical work, the best way to assess ability of student 1 point
is to use…

Rubric for assessing the practical performance and viva for related theory
information
Checklist for both practical performance and related theory information
Checklist for practical performance and rating scale for related theory
information
Rubric for assessing the practical performance and assignment for related
theory information.

Yes, the answer is correct.

Score: 1
Accepted Answers:
Rubric for assessing the practical performance and viva for related theory
information

11) While managing students, the preventive approach ….. 1 point

prevents students to interact with each other

creates unconditional, rewarding and support environment
prevents students asking for guidance from teacher
demands appropriate and strict behaviour from students
Yes, the answer is correct.
Score: 1
Accepted Answers:
creates unconditional, rewarding and support environment

12)Providing Flexible Learning Goals means….. 1 point

maintaining discipline using non-forceful way.

Setting teaching goals for a theory or practical course

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providing stress free environment to the students with fun

making students responsible for setting and achieving their own learning goals

Yes, the answer is correct.

Score: 1
Accepted Answers:
making students responsible for setting and achieving their own learning goals

13)Planning strategies of resources allocation includes …. 1 point

(A) Provision of adequate funds
(B) Establishing audio-visual facilities
(C) Procurement of consumables
(D) Maintenance and replacement of machines, tools

(B), (C) and (D) only

(A), (B), (C), (D)
(A), (B), and (C) only
(A), (B) and (D) only
Yes, the answer is correct.
Score: 1
Accepted Answers:
(A), (B), (C), (D)

14)Under the ‘student’s engagement’ component of effective classroom 1 point

management teacher may use……

intellectual engagement,
emotional or behavioral engagement
physical or social engagement
all the other options

Yes, the answer is correct.

Score: 1
Accepted Answers:
all the other options

15)Preparing and using computer-based presentations with visuals, 1 point

animations, video in classroom saves…
(A) Learning time of students
(B) Course planning time
(C) Instructional time of teachers
(D) Student’s assessment time

(A), and (C) only

(A), (B), and (C) only
(A), (C) and (D) only

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(A), (B), (C), (D)

Yes, the answer is correct.

Score: 1
Accepted Answers:
(A), and (C) only

16)The software which could be used to manage the administrative activities 1 point
of the institute, departments as well as classroom-based activities, is….

MOODLE based Learning Management System

Enterprise Resource Planning Software
Google classroom
Online public access catalog (OPAC) System
Yes, the answer is correct.
Score: 1
Accepted Answers:
Enterprise Resource Planning Software

17)On entering the class for a session, you noticed that students are not 1 point
giving any attention to you, and are busy in discussion, in such situation you will…
(A) get angry and draw the attention of the concerned students by scolding.
(B) start narrating about an incidence related to the session
(C) throw the pieces of chalks towards the students to gain their attention
(D) show an interesting video on the related content

(A), (B), and (C) only

(B), (C) and (D) only
(B), and (D) only

Use all the above options (A), (B), (C), (D) alternatively

Yes, the answer is correct.

Score: 1
Accepted Answers:
(B), and (D) only

18)The students lose their interest in the session of a teacher, because…. 1 point
(A) teacher does not maintain eye-to eye contact with students
(B) teacher changes the stimulus frequently
(C) teacher has low and monotonous voice
(D) teacher always teach facing the chalkboard/ whiteboard

(A), and (B) only

(A), (C) and (D) only

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(B), (C) and (D) only

(A), (B), (C), (D)

No, the answer is incorrect.

Score: 0
Accepted Answers:
(A), (C) and (D) only

19)As per the JOHARI window when you receive feedback from others on 1 point
your performance,

It increases your awareness about yourself.

It discloses something about yourself
It decreases your awareness about your self
It hides something about yourself.

Yes, the answer is correct.

Score: 1
Accepted Answers:
It increases your awareness about yourself.

20)While giving feedback to the colleague on his/ her performance in the 1 point
classroom, always…..
(A) mention the points of weakness first and then the strengths
(B) start with the strengths observed and then mention the points for improvement.
(C) disclose the weaknesses of your colleague to other teachers
(D) use soft language while expressing weaknesses.

(B), and (C) only

(B), and (D) only
(A), and (C) only
(B), (C), and (D) only
Yes, the answer is correct.
Score: 1
Accepted Answers:
(B), and (D) only

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Module 4 - Instructional Planning and Delivery

Module Outline
Welcome to the Module 4, on Instructional Planning and Delivery. Before providing you the
detailed e-content for this module, the purpose served through this Module 4 and outline of
lessons, videos, activities, assignments and discussion forum are given unit wise in initial
pages. The need for this is recognized as variety of approaches and sequence may be adopted
for learning, such as through text matter, video, activities, assignment and discussion as per
the need of individuals undertaking this module. This also provide you a bird eye view of the
total module and interrelationship between the different components.

4.1 Rationale
In the process of effective curriculum implementation through teaching learning strategies,
one of the most essential competencies required by the teacher is to plan and effectively
deliver the instructions for achieving the expected learning outcomes. Instructional planning
emphasizes on the whole range of planned activities used by the teacher for active
engagement of students. It is one of the core abilities for effective delivery in the classroom,
laboratory, workshop and other learning environments. For this, the teacher ought to know
the subject matter to be taught, the learner characteristics as well as the strategies to develop
the skills and abilities in the learner. This requires the teacher to understand the process of
human learning and curriculum analysis in order to interpret correctly the expected learning
outcomes for their accomplishment. In this module teachers have also been provided
opportunities to integrate the principles of media design with principles of learning for
designing instructional material and planning the total instructional process. This module has
six units: Curriculum analysis for session planning, Instructional methods and strategies Part 1
and Part 2, Instructional media, Instructional plan preparation, and Instructional delivery. The
module has been designed to provide hands-on experience to trainee teacher in preparing
instructional plan and instructional material leading to delivery through practicum in the
classroom.

Module Objectives
On completion of this Module 4, the teacher trainee will be able to:
A. Plan effectively for accomplishment of learning outcomes applying the principles related
to instructional system design.
B. Deliver class/ laboratory/ workshop based and industry-oriented instruction and learning
to promote student’s overall ability.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- i

4.2 Schedule
Duration
No. Unit No. of Video
(in Hours)
1. Curriculum Analysis for Session Planning 05 08
2. Instructional Methods and Strategies- Part 1 07 11
3. Instructional Methods and Strategies- Part 2 08 14
4. Instructional Media 08 11
5. Instructional Plan Preparation 04 Nil
6. Instructional Delivery 08 06
Total 40 Hours 51*
* Includes introductory video

4.3 Module Outcomes

After completing the learning tasks in this module, the teacher trainee will be able to:
(a) Interpret the learning outcomes after curriculum analysis of a given course.
(b) Select appropriate instructional methods and strategies in view of the learning
outcomes.
(c) Prepare session plan for classroom, laboratory, workshop and industry-based
instruction.
(d) Relate the classroom delivery with relevant assignments, tests and other activities for
reinforcement of learning.
(e) Supplement the classroom presentations with appropriate media and materials for
effective teaching learning process.
(f) Deliver a session in a classroom and obtain feedback for improvement.

4.4 Contents
4.4.1 CURRICULUM ANALYSIS FOR SESSION PLANNING (Duration 5 Hours)
Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:

UO 1 Interpret the curriculum to identify the learning outcomes vis-a-vis contents for the
courses.
UO 2 Prepare the concept map/ spray diagram to correlate the learning outcomes of
different domains with the content of a given course.
UO 3 Suggest strategies for teaching different elements of content analysis.
UO 4 Correlate ‘Events of Instruction’ with ‘Principles of Learning’.

This unit focuses on curriculum analysis of a specific course, so as to understand the

relationship between programme outcomes, course competency, course outcomes, unit
outcomes, practical outcomes and affective domain outcomes and how to arrive at subject

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- ii

matter comprising of topics, subtopics, practical activity, project work, etc. The teacher
trainee will use taxonomy table, create spray diagram and concept maps to analyse the
curriculum. The teacher trainee will be equipped to use relevant strategies for teaching
elements of content analysis such as facts, concepts, principles, and so on. Principles of
learning and events of instruction will be dealt with from instructional planning point of view.

The contents of this unit include:

LESSONS
L1 Curriculum Analysis
L2 Mapping for Curriculum Analysis
L3 Strategies for Teaching Elements of Content Analysis
L4 Learning Principles and Events of Instruction

VIDEOS
V1 Revised Bloom’s Taxonomy of Cognitive Domain- Part 1 Cognitive Process Dimension
V2 Revised Bloom’s Taxonomy of Cognitive Domain- Part 2 Knowledge Dimension
V3 Revised Bloom’s Taxonomy of Cognitive Domain- Part 3 Taxonomy Table
V4 Curriculum Analysis
V5 Mapping for Curriculum Analysis- Part 1
V6 Mapping for Curriculum Analysis- Part 2
V7 Principles and Process of Learning and Instruction- Part 1
V8 Principles and Process of Learning and Instruction- Part 2

ACTIVITIES
• Prepare a course plan for selected course in the given format.
• Select a topic from a course curriculum and identify two abstract and two concrete
concepts. Write at least two attributes for each.
• Suggest strategies for memorising and recalling factual knowledge.
• Select a concept/ principle you want to teach in the class. Given an opportunity, which
teaching strategy- inductive or deductive you would like to choose. Mention two
reasons to support your selection.

ASSIGNMENTS
• Select a learning outcome from your course curriculum and analyse it with the help of
taxonomy table. Identify the cognitive level dimension, knowledge dimension and list
out the topics and subtopics to achieve that learning outcome.
• Select a topic from your course curriculum and prepare a concept map using open
source software like CmapTools.
• Select the relevant principle(s) of learning for the given situation.
• Match the events of instruction with the given situations.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- iii
DISCUSSION FORUM
• Discuss the benefits of concept map for the topic analysis.

ASSESSMENT
• Multiple Choice Questions will be used for assessing the learning.

4.4.2 INSTRUCTIONAL METHODS AND STRATEGIES- PART 1 (Duration 07 Hours)

Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:

UO 1 Describe the concept of basic teaching model for enhancing effectiveness of Teaching-
Learning process.
UO 2 Justify the need for a variety of instructional methods.
UO 3 Classify different types of instructional methods and strategies.
UO 4 Describe the characteristics of basic instructional methods.

Planning a teaching learning session involves a number of instructional decisions, of which one
of the vital decisions is regarding the instructional methods to be employed. For any given
learning outcome, teachers may choose among a wide range of teacher-centred and student-
centred instructional methods. Effective teachers look for an appropriate match between the
content to be taught and strategies for teaching that content. This unit is intended to provide
an exposure to various basic instructional methods through e-content, video lectures,
discussion forum, activities, assignments, etc.

The contents of this unit include:

LESSONS
L5 Basic Teaching Model
L6 Need for Variety of Instructional Methods
L7 Classification of Instructional Strategies
L8 Basic Instructional Methods (Lecture, Demonstration, Tutorials, Laboratory)

VIDEOS
V9 Basic Teaching Model- Part 1
V10 Basic Teaching Model- Part 2
V11 Basic Teaching Model- Part 3
V12 Need for Variety of Instructional Methods
V13 Classification of Instructional Methods and Strategies- Part 1
V14 Classification of Instructional Methods and Strategies- Part 2
V15 Tutorial as an effective instructional method
V16 Improved Lecture Method of Instruction
V17 Laboratory Experience as an effective instructional method
V18 Demonstration Method- Part 1
V19 Planning and Conduction of Demonstration- Part 2

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- iv

ACTIVITIES
• Write the steps for developing identified skills in students using demonstration
technique.
• Please go through the given case related with improved lecture method and answer the
questions.

ASSIGNMENTS
• Relate the aspects of abilities with the families of models of teaching.
• Identify the practical outcomes from the given list, which can be best achieved through
laboratory work.

DISCUSSION FORUM
• Discuss the viability and use of student-centred methods over teacher centred methods
in an engineering institution in view of outcome-based education
• Discuss the concerns related to roles of teachers, students and technical staff in the
laboratory.

4.4.3 INSTRUCTIONAL METHODS AND STRATEGIES- PART 2 (Duration 08 Hours)

Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:

UO 1 Describe the characteristics of advanced instructional methods.

UO 2 Select appropriate instructional methods and strategies in view of the learning
outcomes to be achieved.
UO 3 Plan to incorporate blended and flipped learning approach to develop learning
outcomes.

This unit, which is in continuation of ‘Instructional Methods and Strategies- Part 1’ focuses on
some advanced instructional methods and strategies, along with blended and flipped learning
approaches. These require action, interaction and reflection by students individually or in
groups to develop the higher taxonomy level skills in all the domains of learning matching with
the programme outcomes, course outcomes and learning outcomes. This unit provides an
exposure to various advanced instructional methods, strategies and approaches through e-
content, video lectures, discussion forum, activities, assignments, etc.

The contents of this unit include:

LESSONS
L9 Advanced Instructional Methods (Seminar Method, Panel Discussion, Educational
Games, Brainstorming, Group Discussion, Case Method, Role-Play, Industry/ Field Visit,
Simulations, Project Method, Self-directed Learning, Problem-based Learning.)
L10 Blended and Flipped Learning Approach

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- v

VIDEOS
V20 Group Discussion Method
V21 Panel Discussion- Part 1 (Concept and Purposes)
V22 Panel Discussion- Part 2 (Process of conducting Panel Discussion)
V23 Role play (Process of Role Play)
V24 Brainstorming
V25 Educational Games- Part 1
V26 Process of conducting Educational Games- Part 2
V27 Use of Case Study as Teaching Method
V28 Problem Based Learning- Part 1
V29 Problem Based Learning- Part 2
V30 Project Work
V31 Seminar Method- Part 1 (Introduction)
V32 Seminar Method- Part 2 (Mini-Seminar)
V33 Blended and Flipped Learning

ACTIVITIES
• Suggest three topics related to your curriculum for organizing panel discussion with
justification. (In about 100 words each)
• Design an educational game to fulfil the curriculum outcomes of your course.
• Select a topic for group discussion and identify the criteria, and the specific activities
that are to be performed by the students before, during and after the discussion.
• Suggest three titles each for a micro-project and capstone project. For any one of the
projects, state the broad activities expected from students.
• Formulate learning outcomes in the three domains to be achieved through industrial
visit related to your courses.
• Formulate/ choose learning outcome(s) for any selected course and suggest the relevant
instructional methods with justification for your selection.
• Prepare an activity plan to incorporate blended and flipped Learning approach to
develop a learning outcome

ASSIGNMENTS
• Write the steps to be followed in implementation of a role-play.
• Prepare a list of activities in order to organize a seminar.
• List any three instructional methods that help in development of creativity
• Read the case related to storage area of the ABC Company and suggest methods for
increasing the storage area to accommodate the contemplated increase in finished
goods inventory.
• Describe one situation from a course that can be dealt with buzz session method.
• Identify two titles of project in a subject and write the expected outcomes
• Write the information about contents, objectives and duration of one course on Swayam
platform of your interest

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- vi

• Describe the roles of teachers and students in blended and flipped learning approach

DISCUSSION FORUM
• Discuss the viability and use of student-centred methods over teacher centred methods
in an engineering institution in view of outcome-based education
• Discuss the feasibility of using brainstorming, educational games and simulation in
teaching learning environment.
• Compare Case-Based Learning with Problem-Based Learning (PBL)

ASSESSMENT
• Multiple Choice Questions will be used for assessing the learning.

4.4.4 INSTRUCTIONAL MEDIA (Duration 8 Hours)

Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:

UO 1 Identify relevant instructional media based on the emerging trends for the given
teaching learning situation.
UO 2 Classify instructional media.
UO 3 Design print and non-print instructional media.
UO 4 Use chalk board and interactive board effectively.

Instructional media plays an important role in improving the effectiveness of instruction and
in enhancing the process of learning. This unit focuses on the importance of instructional
media, identification of relevant media for the given teaching learning environment from
traditional to emerging media. Further, the importance of various media elements, media
design principles and guidelines, designing of print and non-print media, effective use of
chalkboard and interactive board are elaborated with examples in video as well as in e-
content. This will guide the teacher trainee in designing, developing and using different types
of instructional media in classroom, laboratory, workshop, etc.

The contents of this unit include:

LESSONS
L11 Need for Instructional Media
L12 Classification of Media
L13 Design of Handouts, Assignments and Laboratory Worksheets
L14 Media Design Principles and Effective Board Work

VIDEOS
V34 Need of Instructional Media- Part 1
V35 Need of Instructional Media- Part 2
V36 Classification of Media- Part 1
V37 Classification of Media- Part 2

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- vii
V38 Media Design Principles- Part 1
V39 Media Design Principles- Part 2
V40 Media Design Principles- Part 3
V41 Effective Board work
V42 Smart Class room
V43 Smart Classroom- Use of Interactive Board- Part 1
V44 Smart Classroom- Interactive Board- Part 2

ACTIVITIES
• Write at least two media used in classroom teaching, along with their purposes.
• Read the case given in Lesson 11 and write your opinion on the issues addressed in the
“Brief”.
• Search for information about the features of media equipment such as interactive
board, interactive panel and pad, multimedia projector.
• Select a visual related to the topic of your choice and edit the visual.
• State the learning outcome and prepare a relevant handout to support the classroom
session.
• State the learning outcome and prepare relevant type of assignment to assess its
attainment.
• Design a laboratory worksheet.

ASSIGNMENTS
• Prepare a computer-based presentation of about 15 slides, incorporating all the media
elements, design principles and guidelines on the topic of your choice. Submit your
presentation.
• Design a handout, an Assignment, and a Laboratory worksheet

DISCUSSION FORUM
Suggested topics for discussion forum include
• Discuss on the issues related to the use of media in the classroom, problems faced and
strategies adopted to overcome them.
• Some of the instructional media are highly acceptable to teachers and students in
today’s context. Discuss the reasons.

ASSESSMENT
Multiple Choice Questions will be used for assessing the learning.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- viii
4.4.5 INSTRUCTIONAL PLAN PREPARATION (Duration 4 Hours)
Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:

UO 1 Prepare session plan to achieve the specified learning outcomes in different

domains.
UO 2 Obtain peer feedback on the developed session plan.
UO 3 Modify the session plan on the basis of feedback received.

Every teacher, whether newly recruited or experienced, has to plan for the sessions to be
implemented. This ensures effective use of resources and organization of teaching learning
activities, to attain intended learning outcomes. A teacher is expected to plan for classroom,
laboratory, workshop and industry-based instructions. The session plan should be discussed
with peers and mentors to obtain feedback on various aspects of planning. The developed
plan needs to be modified in view of the feedback provided. This unit will equip a trainee
teacher to prepare a session plan systematically and get it validated.

The contents of this unit include:

LESSONS
L15 Classroom Session Plan Preparation
L16 Feedback Mechanism for Improvement
L17 Planning for Laboratory and Industry-Based Instruction

ACTIVITIES
• Prepare a session plan for a classroom session of 45-60 minutes in the suggested format.
• Obtain the peer feedback preferably of your discipline, on the session plan prepared in
the above activity. Modify the session plan as per feedback and get it validated by
mentor.
• Match any of the experiments of your course with an experiment available on Sakshat
Portal Virtual lab, (http://www.vlab.co.in) and plan laboratory instructions.

ASSIGNMENT
• Submit the validated session plan for a classroom session of 45-60 minutes in the
suggested format.

ASSESSMENT
• Multiple Choice Questions will be used for assessing the learning.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- ix

4.4.6 INSTRUCTIONAL DELIVERY (Duration 8 Hours)
Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:

UO 1 Organize for instructional delivery as per the validated session plan.

UO 2 Manage class and the requisite resources for effective delivery of instructions.
UO 3 Use assignment and assessment tools to assess and enhance students learning.
UO 4 Deliver the session for a period of 45 to 60 minutes duration in a classroom situation.
UO 5 Obtain feedback from peers and mentor about the teaching practice using suggested
“observation form”.
UO 6 Identify areas for improvement based on feedback received.

The final outcome of this module is to improve the teachers’ performance through “Practicum
in classroom’. Apart from planning for practicum, organisation and effective management of
resources for delivery are also important. The teacher also has to make provision for
assessment of student’s learning during planning and delivery of the session, which is an
integral part of teaching learning process. Assignment, quiz, classroom tests, are some of the
important tools to assess the learning of students in formative stage in classroom situation
while checklists, rating scales, and rubrics are used for practical performance assessment
during workshop and lab sessions. Guidelines for using these tools in brief are included in this
unit, and will be dealt in detail in Module 6 on ‘Effective Modes of Students Assessment and
Evaluation’.

Further in this unit, the teacher will deliver a session of stipulated duration in a classroom
situation. The presentation will be followed by feedback, which may be provided using the
suggested format by the peers and mentor. In addition, the teacher trainee ought to
introspect, as self-feedback is significant activity for self-improvement. This feedback process
will result in identification of areas for improvement in order to enhance the effectiveness of
teaching - learning process. As we know any skill cannot be developed in one attempt, so the
cycle of practicing, getting feedback, improving the performance based on the feedback and
re-practice should continue, till the teacher achieve confidence level and develop effective
presentation skills.

The contents of this unit include:

LESSONS
L18 Organising for Effective Delivery in Classroom and Laboratory
L19 Assessment Tools for Classroom and Laboratory Session
L20 Classroom Management: Students, Resources and Time
L21 Practicum in Classroom

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- x

VIDEOS
V45 Delivering an effective lecture in classroom
V46 Introduction to Assignment as a method of assessment
V47 Aspects of Classroom Management- Part 1 (Students Management)
V48 Aspects of Classroom Management- Part 2 (Resources and Time Management)
V49 Do’s & Don’ts of Classroom Management- Part 3
V50 Instructional planning and delivery

ACTIVITIES
• Differentiate process and product assessment w.r.t. practical work in laboratory.
• Deliver the classroom-based session using validated and finalised session plan and
obtain feedback.
• Record your video and submit the recorded video to the mentor.
• Develop an action plan for the next six months in order to improve your teaching skills,
based on the feedback provided by mentor, colleagues and self-feedback.

ASSIGNMENTS
• Prepare a checklist to ensure the availability of resources for effective implementation
of the validated classroom session plan.
• Prepare a checklist to ensure the availability of resources for effective implementation
of the validated laboratory session.
• Prepare one Check list for product and process assessment each to assess selected
tasks/ topics from the course teacher has taught.
• Compare the features of checklist and rating scale based on their use.
• Enlist the norms of student’s behaviour for effective management of classroom.
• Write various dimensions of student engagement strategies for classroom management.

DISCUSSION FORUM
• Discuss the problems faced in assessment of assignments.

ASSESSMENT
• Multiple Choice Questions will be used for assessing the learning.

Course Coordinator : Dr. Sandip S. Kedar, Dr. Kiran Saksena

Course Co-Coordinator :
Prof. Chanchal Mehra
E-Content Editor : Dr. Joshua Earnest
Other Contributors : Prof. Susan S. Mathew, Prof. Asmita Khajanchee,
Dr. K. K. Jain, Dr. B. L. Gupta, Dr. S. K. Pradhan,
Dr. J. P. Tegar, Dr. A. K. Jain, Dr. A. S. Walkey, Dr. K. J. Mathai,
Dr. Vandana Somkuwar, Dr. R. K. Kapoor, Dr. Joshua Earnest

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- xi

4.5 Reference Materials
1. Abell, S. K., & Volkmann, M. J. Seamless Assessment in Science: A guide for Elementary and
Middle School Teachers. Portsmouth, NH: Heinemann (2006)
2. Allery, L. How to Teach Practical Skills. Education for Primary Care, 58-60 (2009).
3. Anderson, L. W., & Krathwohl, D. R. A Taxonomy for Learning, Teaching and Assessing - Á
revision of Bloom's taxonomy of Educational Objectives. Pearson Education (2001).
4. Banthiya, N. K. REC Module 2 'Devise Teaching Strategies and Select Teaching Methods'.
Bhopal, India: TTTI, Bhopal (1999).
5. Dori, Y. J., Mevarech, Z. R., & Baker, D. R. Cognition, Metacognition, and Culture in Stem
Education. Springer (2018).
6. Hesket, R. P., Farrell, S., & Slater, C. S. 'An Inductive Approach to Teaching Courses in
Engineering, Proceedings of the 2003 American Society for Engineering Education Annual
Conference & Exposition (2003).
7. IHMC, CMAP Tools, Retrieved from Florida Institute for Human & Machine Cognition (IHMC):
https://cmap.ihmc.us/(2019).
8. Novak, J. D. & A. J. Cañas. The Theory Underlying Concept Maps and How to Construct and
Use Them. Institute for Human and Machine Cognition. IHMC CmapTools. Retrieved April 02,
2019, from http://cmap.ihmc.us/docs/pdf/TheoryUnderlyingConceptMaps.pdf (2008).
9. Joyce, Bruce R., Weil, Marsha, and Calhoun, Emily; Models of Teaching, Pearson. (2017).
10. Families of Models of Teaching. Retrieved 2019, from https://www.scribd.com/document/
51165265/Families-Of-Models-of-Teaching (2019).
11. University of Texas at Austin, flip quick start guide. Retrieved from flipped classroom:
http://ctl.utexas.edu/sites/default/files/utflipquickstartguide112114.pdf (2018).
12. Schaffzin, K. T. Learning outcomes in a flipped classroom. Retrieved from University of
MemphisCecil C.: https://www.memphis.edu/law/documents/schaffzin46.pdf (2016).
13. Yeop, M. A. Blended Learning: pedagogy, learning styles and assessment activities in the
classroom. International Journal of Advanced and Applied Sciences, 36-39 (2016).
14. Virtual Reality Society, Retrieved from Virtual Reality: https://www.vrs.org.uk/virtual-
reality/what-is-virtual-reality.html(2019).
15. Kenna. (2019). Diy design: what’s the difference between RGB and CMYK? Retrieved 2019,
from Modern Soapmaking: https://www.modernsoapmaking.com/diy-design-whats-the-
difference-rgb-and-cmyk/
16. Inquiry, the Learning Cycle, & the 5E Instructional Model (2019, June 26). Retrieved from
http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- xii
MODULE 4
Instructional Planning and Delivery

1.0 INTRODUCTION

This Lesson 1 is on ‘Curriculum Analysis’ of Module 4 ‘Instructional Planning and Delivery’. As

a teacher, you will be engaged in teaching-learning activities on daily basis. Whether it is
classroom, laboratory or workshop situation, systematic instructional planning, its
implementation and improvements, based on feedback, are the essential elements for
effective instruction. By now you must have a clear understanding of curriculum, its
development stages and domains of learning. The domains of learning are categorized as
cognitive, psychomotor and affective domain and each one has its taxonomy. Also, you have
developed sample learning outcomes in different domains. These learning outcomes are the
backbone of the programme curriculum. In this lesson the focus is on Curriculum Analysis of
a Specific Course, so as to understand the relationship between Programme Outcomes,
Course Competency, Course Outcomes, Unit Outcomes, Practical Outcomes and Affective
Domain outcomes. How to arrive at subject matter comprising of topics, sub-topics, practical
activity, project work etc. by analyzing these is also discussed in this lesson. Such an analysis
of course curriculum will help you in planning and implementation of sessions in effective
and efficient manner.

2.0 AIMS, GOALS AND OBJECTIVES V/s PEOs, POs and COs

A scientifically developed curriculum addresses requirements of curricular aims, goals and

objectives. Nel Noddings (Noddings, 2003) specifies that aims, goals, and objectives can be
thought of as hierarchically ordered educational purposes which are arranged in descending
order of generality. Nel Noddings further clarifies that vagueness of statements of aims and
goals can be an advantage. It invites ‘aimstalk’ (Noddings, 2003), and that discussion is
essential to a value-laden enterprise such as education. Further, educators/planners need to
assess not only specific student outcomes but also what we as educators are doing, what we
offer, and why. Thus, alignment between aims, goals and objectives is essential.

•General and broad Programme

Aim/s statement •General and broad
Educational Objectives
(PEOs) statement

Goal/s •Broad and narrow statement as Programme •Broad and narrow statement
compared to aim Outcomes (POs) as compared to PEO

Course Outcomes
•Specific •Specific
Objectives (COs) and Learning
statements Outcomes (LOs) statements

Figure 1: Alignment between Aims, Goals and Objectives versus PEOs, POs and COs

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page- 3

Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

In today’s era of Outcome Based Education, the terms that are used in Programme
Curriculum are Programme Educational Objectives (PEOs), Programme Outcomes (POs) and
Course Outcomes (COs) instead of aims, goals and objectives respectively. The same has
been depicted in the Figure 1. In majority of course curriculum, that are redesigned on
Outcome Based philosophy, PO–CO matrix is included which depicts the correlation between
the Course Outcomes and Programme Outcomes by indicating 1, 2, 3 or -. Here 1 indicates
low, 2 indicates medium, 3 indicates high and ‘–‘ indicates no correlation. POs for Under
Graduate Engineering Programme and Engineering Diploma Programme have been fixed by
National Board of Accreditation (NBA). List of same is given in Annexure A.

Table 1 PO–CO Matrix for Course ‘A’ (UG Engineering Programme)

PO1 PO2 PO3 PO4 P05 PO6 PO7 PO8 PO9 P010 PO11 PO12

Competency 3 3 2 3 2 3 3 2 2 3 2 3
CO1 3 2 1 1 1 1 2 3 2 1 1 2
CO2 2 2 2 2 1 1 1 2 2 2 2 2
…CO5 2 3 1 1 1 1 1 2 3 1 1 3
(CO1 to CO5) 3 2 2 1 1 1 1 3 2 2 1 2
Legend 1 indicates low, 2 indicates medium, 3 indicates high and ‘– ‘indicates no correlation between the
respective COs and POs

3.0 CURRICULUM ANALYSIS OF A COURSE

AICTE has published the ‘model curriculum’ in January 2018, with the presumption that,
every teacher in universities or affiliated institutions knows ‘how’, ‘why’ and ‘level of
complexity’ of selected topic at the time of teaching. However, in a typical Indian university
with a large number of affiliated colleges, course teacher and examiner are generally
different persons. This situation necessitates the curriculum designer to provide elaborate
course curriculum. (example of course curriculum is given in Annexure B). This will enable all
stakeholders (especially the teacher, examiner and student) to comprehend and interpret
the curriculum in ‘letter and spirit’ to fulfill the course competency, course outcomes and
learning outcomes in cognitive, psychomotor and affective domains. The relationship
between these is depicted in Figure 2 (Earnest, 2019) . As a teacher you have to interpret the
course curriculum and establish linkage between these and arrive at the activities to be
performed by students for achievement of outcomes. The Figure 2 clearly indicates that
Programme Outcomes as specified by NBA, are outcomes at macro level, whereas course
competency and the course outcomes are at the meso level and learning outcomes in three
domains (cognitive, psychomotor and affective domain) are at the micro level.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page- 4

Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Macro level Programme Outcomes (PO)

Course 1 (say Elements of Electrical Engineering)

Meso level Competency for Course 1 (say Elements of Electrical Engineering)

CO 1 CO 2 COn

LO 1 (C/P/A)* LO 2 (C/P/A) LO n (C/P/A)

Micro Level
Topic 2.1 Topic 2.2 Topic '2.n'

Practical Activity Project Work Other Activities

*C/P/A – Cognitive Domain/Psychomotor Domain/Affective Domain 2

Figure 2: Procedure for Course Curriculum Analysis

2
Thus, the curriculum of each course needs to be analyzed from course outcome levels to the
subject matter comprising of topics, subtopics, practical activity, project work, and other
activities. Constructive alignment between course outcomes and subject matter need to be
ensured while analyzing any curriculum. For proper analysis of course curriculum you need
to develop expertise in following areas:
a) Formulate course outcomes which are at higher taxonomic levels in cognitive,
psychomotor and affective domain.
b) Analyse each course outcome and formulate specific learning outcomes in Cognitive,
Psychomotor and Affective domain (C/P/A) at different taxonomic level.
c) Prepare Taxonomy Table comprising of cognitive process dimension and knowledge
dimension and place the specific learning outcomes in appropriate cell. (Refer
Annexure C).
d) Identify the factual knowledge, conceptual knowledge, procedural knowledge and
Metacognitive knowledge that is required for the learning outcomes (Anderson &
Krathwohl, 2001). (Refer Annexure C).
e) Identify the practical outcomes and relevant affective domain outcomes that need to
be developed.
f) Based on these outcomes the topics, sub-topics, practical activity, project work and
other activities will emerge out.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page- 5

Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

A brief summary of revised Bloom’s taxonomy of cognitive domain, Dave’s taxonomy of

psychomotor domain, Krathwohl’s taxonomy of affective domain and guidelines for
formulating outcomes is given in Annexure C.

A sample curriculum for the course ‘Elements of Electrical Engineering’ (MSBTE) is given in
Annexure B. You need to go through the same for establishing alignment between course
competency, course outcomes, practical outcomes (psychomotor domain), Unit Out comes
(cognitive domain), affective domain outcomes, topics, sub-topics, practical and project
work.

4.0 INSTRUCTIONAL PLANNING

The instructional planning also includes course planning and sessional planning.

4.1 Course Planning

Once you carry out curriculum analysis and establish an alignment between course
competency, COs, LOs in three domains, with topics, sub-topics, practical activity, project
work and other activities, the first step in planning is completed. This is then followed by
preparation of course plan which includes total number of sessions required for the selected
course, their sequence, time required, instructional method/s required, print and non-print
media requirement, equipment required, learning activities and assessment tools. A sample
format for course plan is given in Table 2

Table 2 Course ‘A’ Plan

S. Session Date and Instructional Print, Non– Learning Assessment

No. Details Time Methods Print Media and Activities tools
(Lecture, required Equipment
Tutorial) Required
1
2
3
4
5
6

After preparing the course plan, session wise plan is to be prepared for each session
identified in column no. 2 of Table–2 Course Plan. Sessions could be related to theory,
tutorial, practical activity, project work, visit and industrial training.

ACTIVITY
Prepare a course plan for selected course in the given format. Use the format given in
Table 2. Discuss it with your peers and submit the same in your journal.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

4.2 Session Planning

Session wise planning is one of the crucial steps as this plan is to be implemented in the
appropriate place whether it is classroom, laboratory, workshop or field. For preparation of
session plan two stages need to be clearly defined:
a) Current status of students (i.e. pre requisite knowledge and skills available with the
target group) and
b) Final destination to be achieved (what you expect student to achieve at the end of
the session i.e. Session Learning Outcomes).
After analyzing the two stages as mentioned above, you have to prepare plan/s for
achievement of learning outcomes. The same is shown in Figure 3.

Plan 3

Plan 1
Prerequisite knowledge & Session Learning
skills Outcomes to be achieved
Plan 2

Plan 4

Figure 3: Gap Between Prerequisite Knowledge and Skills and Session Learning Outcomes

For preparation of session plan, you need to focus on the following:

a) Why to teach? (Purpose and Importance)
b) Where to teach? (Location – Classroom, Laboratory, Workshop, Field)
c) When to teach? (Time and sequence)
d) Whom to teach? (Target Group, student characteristic)
e) What to teach? (Session Learning Outcomes and content coverage)
f) How to teach? (Instructional Method and media to be used)
g) How to assess whether outcomes are achieved or not?

To a large extent answer to these questions are available in course curriculum and in the
course plan developed by you. Detailed analysis of ‘What to teach’? ‘How to teach’? and
‘How to assess’? is further needed for preparing detailed session plan. Suggested format of
session plan is given in Exhibit 1. This is discussed in detail in Lesson 15- Concept, format and
process of preparing classroom session plan.

Now you have to finalize Session Learning Outcomes and analyse the same using the
taxonomy table. This will help you in finding out answer to the question ‘What to teach?’.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page- 7

Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Exhibit – 1
Session Plan Format
a) Name of Teacher: ………………………………………………………………………....
b) Name of programme:
c) Semester:
d) Course Code and Title
e) Unit Number with Title …………………………………………………………………………...............
f) Topic: ………………………………………………………………….……………….................................
g) Session Duration: ……………………………………………………………………..
h) Relevant Course Outcomes: ……………………………………..………………
i) Session Learning Outcomes:
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
j) Entry level knowledge and skills of students
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
k) Equipment required in Classroom/ Laboratory/ Workshop
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
l) Instructional media required
• List of media available
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
• List of media to be prepared
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................

m) Instructional strategy and methods to be used

S. Teaching Points Teacher’s Student’s Time in Media to

No. Activity Activity minutes be used
1 Introduction

2 Development

3 Consolidation

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page- 8

Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

5.0 SESSION LEARNING OUTCOMES AND ITS ANALYSIS

The steps indicated below helps you in formulating Session Learning Outcomes (SLO).
a) Select a course curriculum and prepare course plan as discussed in point 4.1.
b) Select a session from the course plan. This session could be lecture, tutorial or
practical related.
c) Identify the knowledge and skills, attained by the students prior to the selected
session.
d) Formulate the session learning outcomes that are specific, student oriented, start
with action-oriented verb, measurable and observable, achievable, realistic and time
bound.

For a session of 45-60 minutes duration, two to four session learning outcomes are
sufficient. If a course curriculum includes the introductory unit, where the terms and basic
elements are introduced to the learner, then for such sessions few session learning
outcomes may be formulated at lower level, followed by higher level learning outcomes.

To have holistic picture of ‘What to teach?’ now let us take an example. In order to decide
what all to include in the session, first formulate the session learning outcomes followed by
its analysis so that you can decide the subject matter that needs to be covered.

Example 1: Session Learning Outcome (SLO)1 Explain the working principle of induction
motor.
This learning outcome primarily falls under cognitive domain. Using the Taxonomy Table
given in Annexure C, try to place SLO1 in appropriate cell of taxonomy table. The session
learning outcome ‘Explain the working principle of induction motor’ can be placed at the
intersection of Understand column and Conceptual Knowledge row as the verb ‘Explain’
indicates learning at ‘Understand, level and ‘working principle’ is related to conceptual
knowledge. This means that student has already achieved the related Remember Level
outcomes which might cover types of induction motors, name of different parts,
constructional details, IS Codes of Induction Motor, application and advantages. These now
become the part of pre-requisite knowledge and skills that is required in order to achieve
the SLO1.

As a teacher you also have to decide about the subject matter related to factual, conceptual,
procedural and metacognitive knowledge that is to be covered during the session as shown
in Table– 3

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Table 3 Placing Session Learning Outcome in appropriate cell of Taxonomy Table

The Knowledge The Cognitive process Dimension

Dimension
1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create
A. Factual
Knowledge
B. Conceptual SLO1
Knowledge
C. Procedural
Knowledge
D. Metacognitive
Knowledge

a) Factual Knowledge (include knowledge of terms and elements). Factual knowledge

that is required for above session include - North and south pole of magnet, force,
electromagnetism, magnetism, Capacitor, EMF, Friction, velocity, acceleration,
synchronous speed, slip and slip speed. Few of these terms and elements are already
known. Accordingly, you will make an attempt to recall this during the session, by
asking questions, examples, using images etc. The new terms will however be dealt
with in detail during the session.
b) Conceptual Knowledge (include classification, categories, principle, theory, model
and structures). The conceptual knowledge that is required for above session include
- Magnetic field, Fleming’s right Hand rule, Induced EMF and Current, Len’s Law,
Faraday’s laws of electromagnetic induction, Fleming’s Left Hand rule, line frequency,
rotor frequency, rotor torque, right hand thumb rule, rotating magnetic field in stator
winding, working of single phase induction motor and 3 phase induction motor,
capacitor start and capacitor run etc. Some of these may already be known to
students and this foundation may be used to explain the application of these in
context of working of induction motor.
c) As SLO1 is placed at intersection of ‘understand’ level and ‘conceptual knowledge’,
this indicates absence of procedural and metacognitive knowledge. A brief
description about procedural and Metacognitive knowledge is as under.
d) Procedural knowledge deals with ‘knowledge of how’ to do something. It involves
series of steps, knowledge of skills, algorithms, techniques and methods which are
collectively known as procedures. It also addresses to knowledge of the criteria that
is used to determine when to use various procedures. At lower taxonomy level the
steps related to procedure are followed in fixed order, however at higher level, at
times, learners take decision about which step to perform next.
e) Metacognitive is often defined as ‘thinking about one’s thoughts’. It involves
deliberate, planful, and goal-oriented mental process, applied to one’s thoughts and
experiences. The thinking process is tied to a person’s own internal mental
representations of that reality. Usually learners develop their own Metacognitive

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

strategies based on their interaction with the learning material. During the initial
stages and at lower taxonomy level you may suggest such strategies which are widely
in use.

Thus, analysis of session outcomes helps you to identify the level of learning together with
the subject matter that is to be dealt, during the session.

6.0 CONCLUSION
In this lesson the systematic procedure to analyse a typical course curriculum to establish
the linkages between Programme Outcomes, Course Competency, Course Outcomes,
Practical Outcomes, Affective Domain Outcomes and Unit Outcomes was discussed to
understand their linkage with the subject matter. With this holistic picture you are required
to prepare a course plan and there after a session plan. While preparing session plan,
session learning outcomes are formulated and analysed, to arrive at the subject matter, that
is to be covered during the session.

********

7.0 REFERENCES

(n.d.). Retrieved from MSBTE: https://msbte.org.in/portal/curriculum-search/

Anderson, L. W., and Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing,
Revision of Bloom’s Taxonomy of Educational Objectives. Pearson Education.

Earnest, J. (2019). SWAYAM MOOCs Course on Fundamentals of Curriculum in Engineering

Education,. In Unit 3.3 Course presentation Pattern in Outcome Based Curriculum 2019.
SWAYAM.

Mehra, C. (2019). Swayam MOOCs Course on Learning and Instruction. Lesson 3.4.3 Taxonomy of
Cognitive Domain. SWAYAM.

Mehra, C. (2019). Swayam MOOCs Course on Learning and Instruction. Lesson 3.4.5 Taxonomy of
Affective Domain. SWAYAM.

Mehra, C. (2019). Swayam MOOCs Course on Learning and Instruction. Lesson 3.4.4 Taxonomy of
Psychomotor Domain. SWAYAM.

NBA. (n.d.). Retrieved from http://www.nbaind.org/accreditation-documents.aspx

Noddings, N. (2003). Aims,Goals and Objectives. Retrieved April 2019, from www.yashada.org:
https://www.yashada.org/yash/egovcii/static_pgs/TC/Aims_Goals_Objectives.pdf

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Annexure A
For Undergraduate Engineering Programme

PROGRAM OUTCOMES (POs) Engineering Graduates will be able to:

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex engineering problems.
2. Problem analysis: Identify, formulate, review research literature, and analyze complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and
engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and design system
components or processes that meet the specified needs with appropriate consideration for the public
health and safety, and the cultural, societal, and environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering
and IT tools including prediction and modeling to complex engineering activities with an understanding of
the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional
engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and write effective reports and
design documentation, make effective presentations, and give and receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent
and life-long learning in the broadest context of technological change.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Engineering Diploma Programme

PROGRAM OUTCOMES (POs) Engineering Diploma Graduates will be able to:

1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science and engineering
fundamentals and engineering specialization to solve the engineering problems.
2. Problem analysis: Identify and analyse well-defined engineering problems using codified standard
methods.
3. Design/ development of solutions: Design solutions for well-defined technical problems and assist with the
design of systems components or processes to meet specified needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and appropriate
technique to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply appropriate technology in context
of society, sustainability, environment and ethical practices.
6. Project Management: Use engineering management principles individually, as a team member or a leader
to manage projects and effectively communicate about well-defined engineering activities.
7. Life-long learning: Ability to analyse individual needs and engage in updating in the context of
technological changes.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Annexure B

Maharashtra State Board of Technical Education (MSBTE)

I – Scheme
II – Semester Course Curriculum

Course Title: Elements of Electrical Engineering

(Course Code: ...................)

Diploma Programme in which this course is offered Semester in which offered

Digital Electronics, Electronics and Telecommunications Engineering, Industrial
Second
Electronics, Instrumentation Engineering and Computer Engineering,
Information Technology

1. RATIONALE
An engineering technologist is expected to have some basic knowledge of electrical engineering as they have to
work in different engineering fields and deal with various types of electrical machines and equipment. Hence, it
is necessary to understand magnetic circuits, AC fundamentals, polyphase circuits, different types of electrical
machines, their principles and working characteristics. This course deals with the basic fundamentals of
electrical engineering and working principles of commonly used AC and DC motors and their characteristics.
The basic concepts of electrical engineering in this course will be very useful for understanding of other higher-
level courses.

2. COMPETENCY
The aim of this course is to help the student to attain the following industry identified competency through
various teaching–learning experiences:
• Use electrical equipment in various applications.

3. COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills associated with this course are to be taught and
implemented, so that the student demonstrates the following industry-oriented COs associated with the
above-mentioned competency:
a) Use principles of magnetic circuits.
b) Use single phase AC supply for electrical and electronics equipment.
c) Use three phase AC supply for industrial equipment and machines.
d) Connect transformers and DC motors for specific requirements.
e) Use FHP motors for diversified applications.
f) Use relevant protective devices/switchgear for different requirements.

4. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme

(In Hours) (L+T+P) Theory Marks Practical Marks Total Marks
L T P C ESE PA ESE PA
4 - 2 6 70 30* 25 25 150
(*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of
COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of
the UOs required for the attainment of the COs.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit, ESE - End Semester
Examination; PA - Progressive Assessment.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes
(details in subsequent sections) to be attained by the student by the end of the course, in all domains of
learning in terms of the industry/employer identified competency depicted at the centre of this map.

Topic 5.3 MCB, MCCB,

ADO 6b - Practice
ADO 6a - Follow safe ELCB: operation and
good housekeeping
practices general specification

Topic 4.1 Working Topic 3.4 Phase & line

principle, classification, UO 6a – Describe the current & voltages in star
& delta connected balanced
voltage, current & given type of switching
system
transformation ratio or protective device

PrO 10 –Identify UO 3d - Calculate the

UO 4 a – Explain the current and power of the
switches, fuses, MCB,
working principle of given 3-phase balanced
MCCB and ELCB
the given type of
system
transformer

CO (f) –Use protective

CO (c) - Use three phase
PrO 5 - Determine devices/ switchgears for
AC supply for industrial
voltage and current specific requirement
equipment and machines PrO 4 – Balanced star
ratio of 1-phase and delta load
transformer connections to get the
required voltage and
CO (d) - Connect
Competency
current
transformers and Use electrical
DC motors equipment in CO (a) - Use
various principles of UO 1d –Interpret
PrO 9 – Reverse the
applications. magnetic circuits the B-H curve and
direction of rotation of
Universal motor hysteresis loop for
the given material
CO (e) - Use FHP
motors for diversified
applications CO (b) - Use single phase AC PrO 1 - Determine
supply for electrical and permeability of
electronics equipment magnetic material
UO 5a - Explain
the operating principle by B-H curve Topic 1.6 - B-H
of the given type of curve and
PrO 2 - Determine
FHP motor Hysteresis,
parameters of AC
waveform using CRO Hysteresis loop
.
and loss

Topic 5.2 Universal motor: UO 2d - Calculate the

principle of operation, parameters of the Topic 2.2 - Instantaneous value,
reversal of rotation given quantities cycle, amplitude, period,
frequency, RMS and peak value

Legends

UO in Cognitive ADO - Affective Domain

CO - Course Outcome PrO through Practicals
Domain Outcome Topic

Figure 1 - Course Map

6. SUGGESTED PRACTICALS/ EXERCISES

The practical in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the
student for the attainment of the competency.

Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
1 Determine the permeability of magnetic material by plotting its B-H curve. I 02*
2 Determine frequency, time period, peak value, rms value, peak factor and form II 02*

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
factor of a sinusoidal A.C. waveform on C.R.O. Part I
3 Determine frequency, time period, peak value, rms value, peak factor and form II 02
factor of a sinusoidal A.C. waveform on C.R.O. Part II
4 Find the phase difference between voltage and current on C.R.O. for resistive, II 02
inductive and capacitive circuits. Part I
5 Find the phase difference between voltage and current on C.R.O. for resistive, II 02
inductive and capacitive circuits. Part II
6 Connect balanced star and delta load connections to get the required voltage III 02*
and currents. Part I
7 Connect balanced star and delta load connections to get the required voltage III 02
and currents. Part II
8 Determine voltage and current ratio of single-phase transformer. IV 02*
9 Operate the DC shunt motor using 3-point starter. IV 02
10 Operate the DC shunt motor using 4-point starter. IV 02
11 Reverse the direction of rotation of single-phase induction motor. V 02*
12 Reverse the direction of rotation of Universal motor. V 02
13 Identify switches, fuses, switch fuse and fuse switch units, MCB, MCCB and VI 02
ELCB.
14 Connect the switches, fuses, switch fuse and fuse switch units, MCB, MCCB and VI 02
ELCB in a circuit. Part I
15 Test circuit using series lamp and multimeter. VI 02*
16 Use the earth tester. VI 02
17 Use the insulation tester. VI 02
18 Use different types of digital clamp-on meters VI 02
Total 36
Note
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and
competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the
practical marked as ‘*’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave’s
‘Psychomotor Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested
sample given below:

S. No. Performance Indicators Weightage in %

1 Selection of suitable component, apparatus/instrument 20
2 Preparation of experimental set up 10
3 Setting and operation 10
4 Safety measures 10
5 Observations and Recording 10
6 Interpretation of result and Conclusion 20
7 Answer to sample questions 10
8 Submission of report in time 10
Total 100

The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes
(ADOs) that are best developed through the laboratory/field-based experiences:
a) Follow safety practices.
b) Work as a leader/a team member.
c) Follow ethical practices.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs
takes place gradually in the student when s/he undertakes a series of practical experiences over a period of
time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’
should gradually increase as planned below:
• ‘Valuing Level’ in 2nd year
• ‘Organization Level’ in 3rd year.
• ‘Characterization Level’ in 4th year.

7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with broad specification mentioned here will usher in uniformity in conduct of
experiments, as well as aid to procure equipment by authorities concerned.

S. PrO.
Equipment Name with Broad Specifications
No. S. No.
1 Single Phase Transformer: 1kVA, single-phase, 230/115 V, air cooled, enclosed type. 1,5
2 Single phase auto transformer (Dimmerstat) - Single-Phase, Air cooled, enclosed model, 1,2,3,5
Input: 0 ~ 230, 10 A, Output: 0 ~ 270 Volts
3 CRO – 20 MHz, Dual channel 2,3
4 Three phase Auto Transformer -15 kVA, Input 415 V, 3 phase, 50 Hz, Output 0-415 V, 30 A 4
per Line, Cooling air natural
5 Loading Rheostat - 7.5 kW, 230V, 3 phase, 4 wire, Balanced load. (Each branch having equal 4
load), Load: Wire Wound Fixed Resistors
6 Lamp Bank - 230 V 0-20 A 5
7 DC shunt motor coupled with DC shunt Generator 6,7
8 Single phase Induction motor – ½ HP, 230 V, 50 Hz, AC supply 8
9 Universal motor -1/4 Hp 9
10 Digital Multimeter - 3 1/2 digit Commo
11 DC and AC Ammeters: 0-5-10 Amp n
12 DC and AC Voltmeters: 0-150-300 V
13 Tachometer: Non-contact type, 0-10000 rpm
14 Rectifier: solid state, Input- 415 V, 3-Phase, AC, Output – 230 V DC regulated, 20 Amp

8. UNDERPINNING THEORY COMPONENTS

The following topics/subtopics should be taught and assessed in order to develop UOs in cognitive domain for
achieving the COs to attain the identified competency. More UOs could be added:

Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
Unit – I 1a. Describe the salient features of the 1.1 Magnetic flux, flux density, magneto motive
Magnetic given type of circuits. force, magnetic field strength, permeability,
Circuits 1b. Apply Fleming’s left-hand rule and reluctance
Lenz’s law to determine direction of 1.2 Electric and magnetic circuits
induced EMF in the given circuit. 1.3 Series and parallel magnetic circuits
1c. Explain the given type(s) of induced 1.4 Faraday’s laws of electromagnetic induction,
emf. Fleming’s right hand rule, Lenz’s law
1d. Interpret the B-H curve and 1.5 Dynamically and statically induced emf, self
hysteresis loop for the given and mutual inductance
material. 1.6 B-H curve and hysteresis, hysteresis loop and
hysteresis loss.

Unit– II 2a. Describe the salient features of the 2.1 A.C. and D.C. quantity, advantages of A.C.
AC given type of power supply. over D.C., Single phase A.C. sinusoidal A.C.
Fundamentals 2b. Represent the given AC quantities by wave: instantaneous value, cycle,

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
phasors, waveforms and amplitude, time period, frequency, angular
mathematical equations. frequency, R.M.S. value, Average value for
2c. Explain the response of the given sinusoidal waveform, Form factor, Peak
pure resistive, inductive and factor
capacitive AC circuits with sketches 2.2 Vector representation of sinusoidal A.C.
2d. Calculate the parameters of the quantity, Phase angle, phase difference,
given circuit. concept of lagging and leading – by
2e. Calculate impedance, current, power waveforms, mathematical equations and
factor and power of the given AC phasors
circuit. 2.3 Pure resistance, inductance and capacitance
in A.C. circuit
2.4 R-L and R-C series circuits
2.5 Impedance and impedance triangle
2.6 Power factor and its significance
2.7 Power – active, reactive and apparent,
power triangle

Unit– III 3a. Describe the salient features of the 3.1 3 phase system over 1 phase system
Polyphase AC given type of AC power supply. 3.2 3-phase emf generation and its wave form
Circuits 3b. Explain the concept of symmetrical 3.3 Phase sequence and balanced and
system and phase sequence of the unbalanced load
given AC supply. 3.4 Phase and line current, phase and line
3c. Distinguish the characteristics of the voltage in star connected and delta
given type(s) of star (or delta) connected balanced system
connections with sketches. 3.5 Current, power, power factor in a 3-phase
3d. Calculate the current and power of balanced system
the given three phase balanced 3.6 Star and delta connections
system.

Unit-IV 4a. Explain the working principle of the 4.1 Transformer: Working principle, emf
Transformer given type of transformer. equation, Voltage ratio, current ratio and
and DC 4b. Distinguish the construction of the transformation ratio, losses
given type of transformer. 4.2 Auto-transformer – comparison with two
Motors
4c. Describe the construction and winding transformer, applications
working of the given type of DC 4.3 DC motor construction - parts its function
motor. and material used
4d. Select relevant type of DC motor for 4.4 DC motor -Principle of operation
the given application with 4.5 Types of D.C. motors, schematic diagram,
justification. applications of dc shunt, series and
compound motors

Unit –V 5a. Explain the working principle of the 5.1 FHP: Schematic representation, principle of
Fractional given type of FHP motor. operation and applications of: split phase
Horse Power 5b. Select relevant FHP motor for the Induction motor, capacitor start induction
given application with justification. run, capacitor start capacitor run and
(FHP) Motors
5c. Describe the procedure to connect permanent capacitor motors, shaded pole
the given type of FHP motor for the motors
given application with sketches. 5.2 Universal motor: principle of operation,
5d. Describe the procedure to connect reversal of rotation and applications
stepper motor for the given 5.3 Stepper motor: types, principle of working
application with sketches. and applications

Unit-VI 6a. Describe the features of the given 6.1 Fuse: Operation, types
type of protective device. 6.2 Switch Fuse Unit and Fuse Switch Unit:

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
Protective 6b. Select the relevant protective device Differences
Devices and for the given application with 6.3 MCB, MCCB and ELCB: Operation and
Switchgear justification general specifications
6c. Select suitable switchgear for the 6.4 Earthing: Importance of earthing, factors
given situation with justification. affecting earthing
6d. State the I.E. rule related to be 6.5 Methods of reducing earth resistance, I.E
applied for the given type of rules relevant to earthing
earthing with justification.
Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application
Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

Unit Unit Title Teaching Distribution of Theory Marks

No. Hours R U A Total
Level Level Level Marks
I Magnetic Circuits 10 02 04 04 10
II AC fundamentals 10 02 04 04 10
III Polyphase AC circuits 08 02 04 04 10
IV Transformer and DC motors 14 04 04 06 14
V Fractional Horse Power (FHP) motors 12 04 04 06 14
VI Protective Devices and Switchgear 10 02 04 06 12
Total 64 16 24 30 70
Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
Note: This specification table provides general guidelines to assist student for their learning and to teachers to
teach and assess students with respect to attainment of UOs. The actual distribution of marks at different
taxonomy levels (of R, U and A) in the question paper may vary from above table.

10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular
activities which can be undertaken to accelerate the attainment of the various outcomes in this course:
Students should conduct following activities in group and prepare reports of about 5 pages for each activity,
also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement
interviews:
a) Market survey regarding commonly used electrical equipment which are not covered in the curriculum.
b) Prepare power point presentation or animation for showing working of DC or AC motors.
c) Undertake a market survey of different domestic electrical appliances based on the following points:
i. Manufacturers
ii. Specifications/ratings
iii. Salient features
iv. Applications.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in
this course:
a) Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
b) ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching
methods and media that are to be employed to develop the outcomes.

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c) About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be

given to the students for self-directed learning and assess the development of the COs through
classroom presentations (see implementation guideline for details).
d) With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-
curricular activities.
e) Guide student(s) in undertaking micro-projects.

12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the
beginning of the semester. In the first four semesters, the micro-project is group-based. However, in the fifth
and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in
every student to become problem solver so that s/he contributes to the projects of the industry. In special
situations where groups have to be formed for micro-projects, the number of students in the group should not
exceed three.

The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or

field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs,
UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the
project work and give a seminar presentation of it before submission. The total duration of the micro-project
should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit
micro-project by the end of the semester to develop the industry-oriented COs.

A suggestive list of micro-projects is given here. Similar micro-projects could be added by the concerned
faculty:
a) Magnetic circuits: Each batch will collect B-H curves and hysteresis loops for various types magnetic
and non-magnetic materials from internet. Based on the permeability and shapes of the curves, each
student will decide the suitability of each material for different applications.
b) Magnetic circuits: Each batch will prepare a coil without core. Students will note the deflection of
galvanometer connected across the coil for: movement of the North Pole of permanent magnet
towards and away from the coil (slow and fast movement), movement of the South Pole of permanent
magnet towards and away from the coil (slow and fast movement). Students will demonstrate and
prepare a report based on their observations.
c) AC fundamentals: Each batch will visit a nearby sub-station or industry and observe the arrangement
for power factor correction/improvement. Each batch will prepare a report based on their
observation.
d) Polyphase circuits: Each batch will observe the three-phase power distribution panel in their own
Institute/Commercial complex/mall etc. and draw single line diagram and prepare a report.
e) Transformer: Each batch will visit nearby pole mounted sub-station and prepare a report based on the
following points:
i. Rating: kVA rating, primary and secondary voltage, connections
ii. Different parts and their functions
iii. Earthing arrangement
iv. Protective devices
f) Fractional horse power (FHP) motors: Each batch will select a FHP motor for a particular application
(assume suitable rating). They will visit local electrical market (if the market is not nearby you may use
the Internet) and prepare a report based on the following points:
i. Manufactures
ii. Technical specifications
iii. Features offered by different manufacturers
iv. Price range
Then select the motor which you would like to purchase. Give justification for your selection in short.

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g) Each batch will visit Institute workshop and prepare a report which includes the following points:
i. Different types of prime movers used, their specifications and manufacturers
ii. Method of starting and speed control
iii. Different protective and safety devices used
iv. Maintenance
h) Each batch will select any one electrical device/equipment which is not included in the curriculum and
prepare a short power point presentation for the class based on the following points: construction,
working, salient features, cost, merits, demerits, applications, manufacturers etc.

13. SUGGESTED LEARNING RESOURCES

S.
Title of Book Author Publication
No.
1 Basic Electrical Engineering Mittle and McGraw Hill, New Delhi,
Mittal ISBN: 978-0-07-0088572-5
2 Electrical Technology Vol – I Theraja, B. L. S. Chand and Co., New Delhi,
ISBN: 9788121924405
3 Electrical Technology Vol – II Theraja, B. L. S. Chand and Co., New Delhi,
ISBN: 9788121924375
4 Fundamentals of Electrical Engineering Saxena, S. B. Lal Cambridge University Press, New
Delhi, ISBN: 9781107464353
5 Basic Electrical and Electronics Jegathesan, V. Wiley India, New Delhi,
Engineering ISBN: 97881236529513

14. SOFTWARE/LEARNING WEBSITES

a) Scilab
b) SIMULINK (MATLAB)
c) PSIM
d) P-SPICE (student version)
e) Electronics Workbench
f) www.nptel.iitm.ac.in
g) www.onlinelibrary.wiley.com

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Annexure C
A. Revised Bloom’s Taxonomy of Cognitive Domain

(Cognitive Process Dimensions and Knowledge Dimension)

View the video programme on Revised Bloom’s Taxonomy of Cognitive Domain Part 1, 2 and 3.
Revised Bloom’s Taxonomy of Cognitive Domain is two dimensional. The two dimensions of this taxonomy are
Cognitive Process Dimension and Knowledge Dimension and is represented by Taxonomy Table as shown in
Table A.
Table A – Taxonomy Table

The The Cognitive Process Dimension

Knowledge
Dimension
1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create
Retrieve Determine the Carry out Break Make Put
relevant meaning of or use a material judgments elements
knowledge instructional procedure into its based on together to
from long-term messages, in a given constituent identified form a
memory including oral, situation. parts and criteria and novel,
written and detect how standards. coherent
graphical the parts whole or
communication relate to make an
one another original
and to an product.
overall
structure or
purpose.
a.
Factual
Knowledge
b.
Conceptual
Knowledge
c.
Procedural
Knowledge
d.
Metacognitive
Knowledge

a. Factual Knowledge includes knowledge of terminology and knowledge of specific details and elements
b. Conceptual Knowledge includes knowledge of classifications and categories, knowledge of principles and
generalizations and knowledge of theories, models, and structures
c. Procedural Knowledge includes knowledge of subject-specific skills and algorithms, knowledge of subject-
specific techniques and methods, and knowledge of criteria for determining when to use appropriate
procedures
d. Metacognitive Knowledge includes strategic knowledge, knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge and self-knowledge.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

B. Dave’s Taxonomy of Psychomotor Domain

Dave’s Taxonomy of Psychomotor Domain comprises of five level viz. imitation, manipulation, precision,
articulation and naturalisation the same is depicted in Figure A below.

Naturalization: At this stage the response is automatic,

natural and involves negligible thinking. The individual
creates new ways of manipulating materials and
controls out of understandings, abilities & skills
developed. Precise actions are performed “without
thinking” and action become natural. Example:
Produce a given job on the lathe by manipulating the
lathe controls automatically on the basis of materials
removed and sound produced during machining.
Articulation: At this stage an individual is involved in an even
higher level of precision. The skills sets are so well developed that
the individual can modify movement patterns to fit special
requirements or to meet a problem situation. The major focus is in
coordinating a series of actions, achieving harmony and internal
consistency. Example: Produce variety of jobs on a lathe to the
required specification in specified time limit.
Precision: At this stage the skill has been attained. Proficiency is indicated
by a well-coordinated, smooth, accurate performance, requiring a
minimum of energy. The overt response is complex and performed
without hesitation. Example: Produce the given job to the required
specification.
Manipulation: The individual continues to practice a particular skill or sequence and
being able to perform certain actions by following instructions and practicing. The
response is complex as compared to imitation. Example: Operate a given equipment
using operational manuals.
Imitation: First stage in learning a practical skill. Imitation includes repeating and copying an
act that has been demonstrated or explained, and it includes trial and error until an
appropriate response is achieved. Example: Operate a machine/equipment step by step by
observing the instructor.

Figure A: Dave's Taxonomy of Psychomotor Domain

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

C. Krathwohl’s Taxonomy of Affective Domain

Krathwohl’s Taxonomy of Affective Domain comprises of five levels viz. receiving, responding, valuing,
organization and characterization. Same is shown in Figure B below.

Characterisation by
a value or value
Organisation complex
•Conceptulization of •Generalised set
Valuing •Characterisation
a value
•Acceptance of •Organisation of a
a Value value system
Responding •Preference for
• Acquiescence in a value
responding •Commitment
• Willingness to respond
Receiving •Satisfaction in response
•Awareness
•Willingness to receive
•Controlled or selected attention

Figure B: Krathwohl's Taxonomy of Affective Domain

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

Annexure D
GUIDELINES FOR FORMULATING LEARNING OUTCOMES

While formulating learning outcomes following guidelines need to be adhere to.

a) Learning outcomes should describe in clear and specific terms what the learner is able to do, on completion
of instruction, unit, course, programme etc. In other words, learning outcomes at class room instruction
level (classroom instruction usually last for 45-60 min.) are narrow and specific. As we move from unit to
course and further to programme, scope and context of learning environment increases and thus time
required for achieving the learning outcome increases. As a teacher it is expected that you develop skills in
formulating learning outcomes at different levels of taxonomy. You may develop this skill by practice.
b) The basic thumb rule for formulating learning outcomes is; Learning outcomes must be ‘S3MART’ where
S3MART stands for:
S3 Start with action-oriented verb, Student oriented and Specific
M Measurable and observable
A Achievable (with in the given time frame)
R Realistic
T Terminal in nature or Time-bound.
c) If necessary, condition of performance (condition may be facilitating condition or limiting condition) and
criteria of performance are also specified in learning outcomes.
Some examples of facilitating and limiting condition are given below.
i. Using steam table, calculate………. (Facilitating condition)
ii. Given the samples, identify………. (Facilitating condition)
iii. Given the cooling curve for pure iron, name the different types of lattice structure. (Facilitating
condition)
iv. Estimate dimension of given object without using measuring instrument. (Limiting condition)
v. Solve the given mathematical problem without using calculator. (Limiting condition)
The criteria of acceptable performance is specified in terms of quantity, quality, time, etc.
Some examples of condition of performance are given below:
i. Give two examples and two non-examples for…..
ii. Submit the given Multiple-Choice Question Test comprising of 30 questions within 20 minutes.
iii. Prepare a cover page for Annual Report with no spelling mistake using MS Word 2013
d) Avoid use of question words, like what, how, why, where, etc . in learning outcome
statements.
i. Incorrect Example- Explain, how the given steam turbine works.
ii. Correct Example- Explain the working of a given steam turbine.

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Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis

ASSIGNMENT

Select a learning outcome from your course curriculum and analyse it with the help of
Taxonomy Table. Identify the cognitive level dimension and knowledge dimension for the
same. List out the topics and subtopics for the same.

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

L2: Mapping for Curriculum Analysis

Contributors

Dr. Sandip S. Kedar

Associate Professor, Department of Electronic Media
&
Prof. (Mrs.) Chanchal Mehra
Associate Professor, Department of Vocational Education
and Entrepreneurship Development

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

L2: Mapping for Curriculum Analysis

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Explain the need and importance of curriculum analysis at micro-level
LO 2. Explain methodology of curriculum analysis.
LO 3. Create a map for treating the topics to develop learning outcomes.

Contents
1.0 INTRODUCTION ......................................................................................................................... 29
2.0 NEED AND IMPORTANCE OF CURRICULUM ANALYSIS AT MICRO-LEVEL.................................. 29
3.0 COMPONENTS OF CURRICULUM ANALYSIS .............................................................................. 30
3.1 Facts........................................................................................................................................... 30
3.2 Concepts .................................................................................................................................... 31
3.3 Principles ................................................................................................................................... 31
3.4 Procedures................................................................................................................................. 32
3.5 Applications ............................................................................................................................... 32
4.0 METHODOLOGY OF CURRICULUM ANALYSIS............................................................................ 33
5.0 CONCLUSION ............................................................................................................................. 36
6.0 REFERENCES .............................................................................................................................. 37

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L2: MAPPING FOR CURRICULUM ANALYSIS

1.0 INTRODUCTION
Curriculum document is a blue print of all the activities of various stake holders including
mainly teachers, students and administrators. It provides information to its stake holders
about PEO (Program Educational Objective), POs (Program Outcomes), competency to be
developed through each course, COs (Course Outcomes), PrOs (Practical Outcomes), UOs
(Unit Outcomes), ADOs (Affective Domain Outcomes), courses to be taught/ learned,
appropriate instructional media to be selected, practical, micro-project and main project
activities, industrial training, co-curricular and extra-curricular activities, students’
assessment scheme, and so on. Teachers and students are the main stakeholders of the
curriculum document. You have already learned in first lesson about the analysis of
curriculum. Such an analysis makes teacher aware about his or her instruction related
activities.

Planning for implementation of each course curriculum is an important activity every

teacher has to perform at the start of every semester or year. Sequencing of content and
synchronization of theory and practical classes is part of this planning process. From
instructional planning point of view, analysis of the curriculum content is the next important
stage. Spray diagram and concept map are the effective tools for conducting curriculum
analysis at micro level or topic level. In this lesson, need and importance of curriculum
analysis, use of spray diagram, concept map and process of writing concept attributes for
the identified concept/ principle included in the topic has been discussed.

2.0 NEED AND IMPORTANCE OF CURRICULUM ANALYSIS AT MICRO-LEVEL

Curriculum/content analysis at micro-level is a technique of breaking bigger chunks of
curricular items into smaller components in an objective and systematic way. These
components are then arranged in a proper sequence. As per Banthiya (Banthiya, 1999)
Content analysis is a technique of objectively and systematically identifying concepts,
principles, procedures, and skills for topics in different courses. When the content analysis is
made available, or, teacher analyses the content for a topic/course; important ‘teaching
points’ become available to the teacher, and it becomes easier for the teacher to ensure that
the students attain the desired learning outcomes.

Curriculum analysis at micro-level or topic level helps the teacher to:

a) Identify the learning outcomes
b) Know what is to be taught to make the students to learn
c) Decide how much and up to what extent he/she has to teach
d) Identify facts, concepts, principles, procedures and applications and their sequence.
e) Select appropriate methods and techniques of teaching and plan teaching keeping in
view the learning hierarchies found in the content analysis.

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

f) Decide various instructional resources to be developed, procured or collected

g) Plan and arrange for the resources needed, in advance
h) Collect examples and non-examples related to the topic
i) Design suitable laboratory experiences and demonstrations
j) Design relevant assessment tools.

3.0 COMPONENTS OF CURRICULUM ANALYSIS

The process of curriculum/content analysis is like inverted funnel
(Figure 1). We can consider main topic as input to the funnel
from top, which gets divided into topics, sub-topics, and sub-sub
topics. These all bifurcated content forms the components of
content analysis.

Consider an example from day-to-day life. An engineer examines

any machine for its fault and tries to analyse the probable causes
of the failure or fault. He collects information about the machine
Figure 1: Inverted funnel from the operator and diagnose the probable causes of fault. He
analogy of content analysis checks all the mechanical and electrical systems. Based on the
observations and collected information he solves the problem.
Similarly, in educational setup, considering the learning needs of the students, teacher need
to analyse the content (i.e. the topics and sub-topics) to decide about various activities and
treatment to be given the content for better implementation of the instruction. Content
analysis is a process of identifying facts, concepts, principles (rules, laws), procedures and
applications supporting learning.

3.1 Facts
While teaching any topic, teacher informs students about some places, events, functions
that are known to be true or which we accept as true. These are usually indisputable
statements. Such information is termed as verbal information or facts, which is part of the
factual knowledge. Therefore, fact is any knowledge acquired through the medium of
language, and which is readily available in our memory. For example, Earth is a big magnet
with North and South Poles, Solar eclipse occurs when moon covers sun on new moon day,
the United Nations declared 21 June as the International Yoga Day.

Learner usually acquires verbal information or fact by verbal association, like naming an
object. For example, when teacher shows a Vernier Caliper to the students and tells them its
name, they associate the visual and its name, and record it in their memory. Students can
recognize it as Vernier caliper next time when they see it. Teacher can teach content such as
symbols for chemical elements, electrical symbols and color codes in this manner.

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3.2 Concepts
A concept is a class of stimuli, which has common characteristics. It is an abstraction or idea
that permits the learner to classify a variety of related phenomena into a convenient
meaningful category (Banthiya, 1999) A concept can be ‘concrete’ or ‘abstract’. Concrete
concepts are those, which can be seen, touched, smelt or heard. These are the concepts,
which can be felt by our physical senses. For example, a computer system or a laptop, a
smart mobile, flower, chair, microphone, electric motor, lathe machine, speakers, these all
could be seen, touched, smelt or heard.

Abstract concepts are those, which cannot be sensed by our physical senses. We can only
perceive their effects. For example, heat, pressure, current, gravitational force. These are all
abstract concepts, which cannot be seen, but their effects are perceived. 'Electric current'
cannot be seen or touched but when it flows through a conducting material, we can see its
effects in the form of light, running of a motor, heating of a coil, and so on.

3.2.1 Attributes of Concepts

Teacher may identify and explain any concept by its characteristics or attributes. Thus, an
attribute is a distinguishing feature of a concept and it varies from concept to concept.
Learner need to understand general characteristics and distinguishing features of the
concept. For example, Attributes of electric machines could be described as follows.
a) They use electromagnetic forces.
b) They are electromechanical energy converters. An electric motor converts electricity to
mechanical power while an electric generator converts mechanical power to electricity.
c) These machines may have rotating or linear moving parts.
d) The rotating electric machine is different from a transformer, which is also an energy
converter, changing the voltage level of an alternating current, having no moving parts.

ACTIVITY
Select a topic from a course curriculum and identify two abstract and two concrete
concepts. Write at least two attributes for each.

3.3 Principles
A principle (which includes rules or laws) is a statement of relationship between two or more
concepts. These are universally accepted statements and called generalizations. These are
expressed in the form IF-THEN. They represent cause effect relationships also. For example,
Induction motor and transformer are the electric machines, which work on the principle of
electromagnetic induction. It is the process in which an electromagnetic force is induced in a
closed circuit, due to changes in the magnetic field around the circuit.

The teacher needs to identify various principles, rules and laws, in the topic and explain
them with examples and non-examples as well as situations where principle is applicable

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

and situations where it is not applicable. Learning of concepts and principles is very
important in education in general and technical education in particular. Such learning
enhances the ability of the learners to solve problems in various situations.

Example of law: Newton’s first law of motion (also called Law of Inertia) states that 'An
object at rest stays at rest and an object in motion stays in motion with the same speed and
in the same direction unless acted upon by an external force'. This statement shows
relationship between different concepts such as object in motion, speed, direction, external
force, etc.

Example of rules - Fleming’s right hand rule, Fleming’s Left-Hand Rule, Right-hand Thumb
Rule, and so on.

3.4 Procedures
Procedures are generally a standardized way of doing certain operations, which is an
integration of concepts, rules, laws and principles. Teacher must identify these procedures
and teach accordingly. For example,
• Procedure for using standard tables, charts, graphs etc.
• Procedure for designing certain components, structures etc.
• Standard test procedures according to BIS standards
• Procedure to pour concrete in forms and vibrating it.
• Procedure to start an engine
• Procedure to operate a machine.
The procedures are understood and followed best when the students are made to follow
them in some planned situations or assignments.

3.5 Applications
Transfer of learning to a new situation is an important element of learning. Student can
solve a new problem by applying the knowledge of concepts, rules, laws or principles. For
example,
• Ohm’s law can be applied to know current, when voltage and resistance are known.
• Design of machine component, or a structure can be made following certain rules.
• Right hand thumb rule can be used to determine direction of current and magnetic
field in a current carrying conductor.
• Principle of four bar mechanism is used in various machine designs.
• Based on the principles, laws, rules learned by the students, they may discover a new
relationship or principle while dealing with a completely new situation or problem.
Through the activity of problem-solving students learn higher order principles and
other concepts on their own.

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

4.0 METHODOLOGY OF CURRICULUM ANALYSIS

Whenever we select a topic from a course for curriculum/content analysis, it is advisable to
identify the highest level of learning outcomes for the students. Such learning outcomes
guide us in deciding the depth and scope of the topic. The subject matter/content can be
divided into its various constituent components. For doing so, spray diagram and concept
map are very much helpful. While developing a spray diagram, main topic can be written in
an oval shape at the centre of an A3 size sheet (42 cm x 29.7 cm). The topic is then
bifurcated and extended into number of sub-topics, sub-sub-topics up to facts, concept
levels. A spray diagram can be developed in any word processing software or by using a
Google Drawing Tool. Figure 2 is an example of such a spray diagram. Thick lines in this spray
diagram indicate direct relationship between the topics and dotted lines indicate indirect
linkages. As a teacher if you prepare such a spray diagram on each topic, this will help you in
deciding the scope and depth of the topic, logical sequencing of the content, formulating
learning outcomes, planning for effective delivery of the content, designing media and
learning resources, formulating questions for formative as well as summative assessment,
deciding laboratory experiences to be given to the students, deciding topics for micro-
projects and for self-learning.

Spray diagram can also be used to map concepts. Novak (Novak, J. D. & A. J. Cañas, 2008)
defined concept maps are graphical tools for organizing and representing knowledge. They
include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts indicated by a connecting line linking two concepts (Figure 3). Words on
the line, referred to as linking words or linking phrases, specify the relationship between the
two concepts. Proposition is combination of two or more concepts connected using linking
words or phrases to form a meaningful statement.

The concept map such as shown in Figure 3 can be developed using software available
online. One of such free software is CmapTools (IHMC, 2019). Teachers as well as students
can use this software for developing concept maps. These could be stored on cloud and
shared to the world through this software.

Concept map could be developed considering learning outcome placed at the top and then
developing related concepts, laws, principles to achieve that learning outcome. One such
example is shown in Figure 4

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

Figure 2: Spray Diagram of topic on Induction Motor (Kedar, 2012)

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

Figure 3 Concept Map of topic on Induction Motor (Kedar)

Figure 4: Concept map based on Learning Outcome (Kedar)

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

Based on the concept map developed, identify various characteristics or attributes of every
concept you need to explain in the class. This will facilitate you to decide about the teaching
method, teaching strategy, instructional media and assessment criteria to be used.
The strengths of concept maps (Novak, J. D. & A. J. Cañas, 2008) are many:
• Concept maps are not only used as a learning tool but also as an evaluation tool.
• They are effective in identifying both valid and invalid ideas held by students.
• They facilitate meaningful learning and serve as a kind of template or scaffold to help to
organize knowledge and to structure it.
• Concept maps are visual representation of knowledge and our brains have a remarkable
capacity for acquiring and retaining visual images. They not only permit utilization of the
knowledge in new contexts, but also the retention of the knowledge for long periods of
time.
• Many researches have shown that our brain works to organize knowledge in hierarchical
frameworks and that learning approaches that facilitate this process significantly
enhance the learning capability of all learners.
Note- Now you are expected to complete the Assignment

5.0 CONCLUSION
For effective instructional planning and delivery of the content in an instructional
environment, analysis of the topic becomes the foremost activity the teacher needs to do.
By analysing the course content, the teacher can identify facts, concepts, rules, laws,
principles, procedures, applications in the course; formulate learning outcomes; decide the
content sequence; decide about the instructional media required; plan for laboratory and
project work and decide about the assessment strategies. Development of different types of
spray diagrams as discussed here helps the teacher to conduct content analysis
systematically using visual representation of the knowledge.

You may use open source software available online for developing spray diagrams and
concept maps. It is recommended to develop concept maps on every topic in the course
which will help you to effectively plan and implement the instructional delivery.

*******

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

6.0 REFERENCES

Banthiya, N. K. (1999, July 3). Module 7 Development of Curriculum for a Subject/ Programme. UK-
REC Project on Development of Competency-based Self Learning Module. Bhopal, Madhya
Pradesh, India: TTTI, Bhopal.

IHMC. (2019). CMAP. Retrieved from Florida Institute for Human & Machine Cognition (IHMC):
https://cmap.ihmc.us/

Kedar, S. S. (2012). Effectiveness of Different multimedia designs with respect to achievement of

engineering students with differing learning styles. NITTTR, Bhopal, Electronic Media. Bhopal:
S. S. Kedar.

Novak, J. D. & A. J. Cañas. (2008). The Theory Underlying Concept Maps and How to Construct and
Use Them. Institute for Human and Machine Cognition. IHMC CmapTools . Retrieved April 02,
2019, from http://cmap.ihmc.us/docs/pdf/TheoryUnderlyingConceptMaps.pdf

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Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis

ASSIGNMENT

Select a topic from your course curriculum and prepare a concept map using open source
software like CmapTools.

DISCUSSION FORUM

Discuss the benefits of concept map for the topic analysis.

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Unit 4.4.1: Curriculum Analysis for Session Planning L3: Strategies for Teaching Elements of Content Analysis

L3: Strategies for Teaching Elements of

Content Analysis

Contributors

Prof. (Mrs.) Chanchal Mehra

Associate Professor, Department of Vocational Edu.
& Entrepreneurship Development
&
Dr. Sandip S. Kedar
Associate Professor, Department of Electronic Media

Edited by: Dr. Joshua Earnest, Professor, Department of Electrical and Electronics Engineering

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Unit 4.4.1: Curriculum Analysis for Session Planning L3: Strategies for Teaching Elements of Content Analysis

L3: Strategies for Teaching Elements of Content Analysis

Learning Outcomes: At the end of this lesson, the teacher trainee will be able to:
Learning outcomes: At the end of this lesson, the you will be able to:
• Explain the need for different teaching methods and teaching strategies.
LO 1 Explain the need for different teaching strategies.
• Differentiate between deductive and inductive teaching strategies
LO 2 Differentiate between deductive and inductive teaching strategies
• Select relevant teaching strategies for achievement of learning outcomes in
LO 3 Select relevant teaching strategies for achievement of learning outcomes
cognitive, psychomotor and affective domain.
in cognitive, psychomotor and affective domain.

Contents
1.0 INTRODUCTION ................................................................................................................................. 41

2.0 TEACHING METHODS AND STRATEGIES ............................................................................................. 41

3.0 STRATEGIES FOR TEACHING DIFFERENT TYPES OF SUBJECT MATTER ................................................. 43

3.1 Strategies for Teaching Factual Knowledge ........................................................................................ 43

3.2 Strategies for Teaching Conceptual Knowledge ................................................................................. 44

3.3 Strategies for Teaching Procedural Knowledge .................................................................................. 46

3.4 Strategies for Teaching Metacognitive Knowledge ............................................................................ 46

3.5 Strategies for Teaching Psychomotor Skills ........................................................................................ 47

3.6 Teaching Strategies for Affective Skills .............................................................................................. 48

4.0 CONCLUSION ..................................................................................................................................... 49

5.0 REFERENCES ...................................................................................................................................... 49

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Unit 4.4.1: Curriculum Analysis for Session Planning L3: Strategies for Teaching Elements of Content Analysis

L3: Strategies for Teaching Elements of Content Analysis

1.0 INTRODUCTION
After completing the curriculum analysis and content analysis, now you have a clear
understanding about the subject matter/content that needs to be dealt with, their
interrelationship and dependency by preparing the spray diagram/concept map. You know
that teaching-learning experiences aim to accomplish the course outcomes, which is a
combination of cognitive, psychomotor and affective domain outcomes. To develop these
effectively, you need to adopt a variety of teaching strategies and methods, which are
relevant to the nature of subject matter that is to be delivered. You might have experienced
that although many teachers have in depth subject matter knowledge, but when it comes to
deliver this to the students, they simply pass on this information without considering the
pedagogical aspects. This ultimately leads to a situation that in-spite of having a
knowledgeable teacher, student is disinterested and demotivated in the class. Thus, as a
teacher what you teach and how you teach are inextricably linked. In this lesson a working
definition of the terms 'teaching (instructional) method (or technique)' and 'teaching
(instructional) strategy', and their proper selection for achievement of learning outcomes in
different domains are discussed.

2.0 TEACHING METHODS AND STRATEGIES

Review of literature on instructional design indicates that terms such as teaching methods,
instructional methods, instructional techniques are synonymously used. In this lesson term
teaching method/s is used which is defined as 'an arrangement of learning events adopted
by teacher to facilitate learning to occur in students' (Banthiya, 1999). A number of teaching
methods, lecture, tutorial, demonstration, laboratory, project, seminar and others can be
used in technical education, the details of which are given in Unit 2.

At times during the teaching learning process you may use more than one method in
combination. In such situation instead of teaching method, term teaching strategy is used.
The term ‘strategy’ is borrowed from the military usage, where strategy is the science and
art of ‘planning' and directing large operations for military movements of a campaign to
achieve the specified aim. Similarly, in classroom and other locations you have to plan and
direct various teaching-learning events in such a way that outcomes of session are achieved.
Thus, teaching strategy is defined as 'the science and art of planning and directing use of
teaching-learning events for achieving outcomes using appropriate teaching method(s)'
(Banthiya, 1999). The symbolic representation of teaching strategy is given in Figure 1.

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Unit 4.4.1: Curriculum Analysis for Session Planning L3: Strategies for Teaching Elements of Content Analysis

Teaching strategy

Teaching
Method 1

Teaching Teaching
Method 5 Method 2

Teaching Teaching
Method 4 Method 3

Figure 1: Symbolic representation of teaching strategies

Now try to recapitulate how your teachers taught you about current, voltage, resistance,
food chain etc. At times, during their sessions they might have given you the related
definitions, explanations, examples, non-examples, analogy, case study, anecdote, shown
real object, model etc. Or they might have asked you to work in group, visit to laboratory,
observe a phenomenon and present your view point on the same. All these represent the
teaching strategies selected by them depending upon the content type.

It is therefore essential that for ensuring learning to happen, you need to make appropriate
match between content to be taught and teaching strategies to be adopted. The researches
carried out in the area of education technology highlight the need for variety of teaching
methods. Few findings of these researches in support of this are given below:
a) Using all the five senses (hearing, sight, taste, touch, smell) in the learning process will
maximise learning. At least two senses i.e. hearing and seeing can be used in most of the
learning situations. Also, sense of touch can be used in many situations relevant to
engineering.
b) Span of effective attention of the learner is limited to 15- 20 minutes during the learning
process. Use of more than one teaching method in combination brings in variety, breaks
monotony and provides stimulus variation there by enhancing the amount of learning.
c) Due to individual differences, the learners develop different learning styles. Methods of
teaching should as far as possible match with learning styles of students.
d) Achievement of learning outcomes in different domains requires the use of different

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mental processes, physical processes and learning conditions as mentioned below:

• Cognitive learning outcomes include factual, conceptual, procedural and meta
cognitive knowledge at remember, understand, apply, analyse, evaluate and create
levels.
• Psychomotor learning outcomes include manual or physical skills required for
manipulative performance.
• Affective learning outcomes include attitudes, interests, values or motivational
behaviors.
It is therefore, essential that different teaching strategies be used matching to learning
outcomes in different domains.

3.0 STRATEGIES FOR TEACHING DIFFERENT TYPES OF SUBJECT MATTER

You might be aware of a common saying - 'Theory without practice is sterile; practice
without theory is blind.' Thus the ‘know’ and ‘do’ part go hand in hand for achievement of
learning outcomes. As a teacher your role is to achieve a right balance between
content/subject matter (know part), teaching strategies (do part) and the student learning.

Student Teaching
Learning Strategies
(Outcome) (Do)

Content/Subject
Matter (Know)

The same is depicted in Figure 2.

Figure 2: Need for relevant teaching strategies for achieving learning outcomes

3.1 Strategies for Teaching Factual Knowledge

Facts always remain as facts, and are the building block for conceptual knowledge and
procedural knowledge. Factual knowledge covers the facts, knowledge of terminology also
referred as concept (e.g. velocity, friction, rock, etc.), knowledge of specific details and
elements (e.g. parts of IC Engine, lathe machine, etc.). Proper understanding of factual
knowledge related to different courses provides a strong foundation. These act as the
building blocks within a discipline and are required for application, analysis and problem
solving. Factual knowledge that is frequently used, needs to be memorised (e.g.

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Multiplication table, atomic number of an element, etc.), and those not used frequently may
be referred from books and other sources (start button of automatic car may be identified,
referring manual).
Memorising factual information improves speed and accuracy. For example, students who
memorise multiplication table and value of ‘π’ can quickly solve a given mathematical
problem or numerical problem.
Combination of lecture method, in-class and laboratory demonstration, industry and field
visit may be helpful in imparting factual knowledge. Along with these, following strategies
are useful for imparting factual knowledge:
a) Use of mnemonics (this helps in memorising). For example, Name of colors in color
spectrum as in a rainbow can be memorised using mnemonic VIBGYOR- Violet,
Indigo, Blue, Green, Yellow, Orange, Red.
b) Highlight pattern, relationship or tips for remembering (multiplication table of 9
using number from 0 to 9 in one column and reverse numbering 9 to 0 in another
column).
c) Use charts and graphical display with proper textual matter and color coding.
d) Provide ready to refer list (e.g. List of formulae, equations etc.), glossary of terms,
acronyms and tables for reference.
e) Use analogy when using any new terminology such as voltage, current, heat etc.
f) Use examples and non-examples for clarification of a particular concept. For
example, ‘Fish’ is a concept and its characteristics include jawless, cold blooded,
vertebrate animal living in water having fins, permanent gills and scales. The different
varieties of fishes are small fish, large fish, odd shaped fishes etc. The non-example in
this case is ‘Dolphin’. Dolphins are mammals, warm blooded and breathe through
lungs.

ACTIVITY
Suggest strategies for memorising and recalling factual knowledge.
As a teacher and also as a student you might have developed creative ways of
memorising and recalling factual knowledge in your content area. Describe the same in
4-5 lines. Also specify how it will help the learner. Save a copy of the same in your e
journal as a part of your teaching – learning portfolio.

3.2 Strategies for Teaching Conceptual Knowledge

Conceptual Knowledge is the interrelationship among the basic elements within a larger
structure which enable them to function together. It includes knowledge of classifications
and categories, knowledge of principles and generalizations, knowledge of theories, models,
and structures (Anderson & Krathwohl, 2001). Concept is a basic element and has certain
characteristics. For example, diode is a concept. As variety of diodes are available, they can

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be classified or categorised based on certain characteristics. Thus, conceptual knowledge, is

a head of concept and learner is expected to differentiate, compare or contrast between
different types within the same class or categories (say diode). Also, conceptual knowledge
includes principles, law, theories and models, which actually exhibit relationship between
two or more concepts. Example Kirchhoff’s Law, Theory of relativity, Fleming’s right hand
rule, Genetic Model (DNA) etc.
As a teacher you have to use your creativity while teaching conceptual knowledge. This is
the heart of any subject matter and needs to be understood in depth by students. The
challenge is to ensure students involvement during learning process, so that they are in a
position to apply the same in real world and solving problems. You can design deductive
(direct) or inductive (indirect) teaching strategies/approaches for imparting this.

Deductive teaching strategies begins with rules or principles and then proceeds to deduce
consequences or resulting phenomena. This is the most favored teaching strategy in higher
education, particularly in mathematics and engineering courses. Using this you can cover a
large quantity of material in a short amount of time simply by lecturing and presenting
derivations.

Inductive teaching strategies provide opportunities for learners to explore observations and
then infer the governing principles from them. (Hesket, Farrell, & Slater, 2003).

Depending upon the type of conceptual knowledge i.e classifications, categories, principles,
theories, models etc. following strategies can be used.
a) State, explain, give examples, non-examples, assumptions, constraints and provide
situation to apply the conceptual knowledge in varied situation (deductive approach).
b) Design planned observation of relevant phenomenon and interweave probing
questions for channelizing student thinking, so that they themselves derive the
relationship that justify the occurrence of phenomenon (inductive approach).
c) Use analogy, demonstration, laboratory experiments and in-class discussions of
experimental observations.
d) Promote the culture for writing reflective journals, blogs and graphic organizer etc.

ACTIVITY
Select a concept/ principle you want to teach in the class. Given an opportunity, which
teaching strategy- inductive or deductive you would like to choose. Mention two reasons
to support your selection.

You may go through the research paper on ‘An Inductive Approach to Teaching Courses in Engineering’ by
Robert P. Hesket, Stephanie Farrell, and C. S. Slater. https://peer.asee.org/an-inductive-approach-to-
teaching-courses-in-engineering.pdf to understand the use of inductive and deductive approach.

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3.3 Strategies for Teaching Procedural Knowledge

Procedural knowledge focuses on how to do something, methods of inquiry and criteria for
using skills, algorithms, techniques and methods (Anderson & Krathwohl, 2001). This is
applicable for both cognitive and psychomotor skills. Focus here is to follow series of steps
either in linear or non-linear way, depending upon the activity. For example, differentiation
and integration require series of steps (mental processing), whereas setting up an
equipment requires to perform physical steps (psychomotor). Acquiring a skill without
understanding the various concepts, rule, principle etc. related to the skill could result in
students’ acquiring knowledge that is of limited use. For example, if students are skilled at
solving linear and quadratic equations, but do not understand the distinctive characteristics
of these equations or when to use a specific type of equation, they are missing the critical
knowledge that is necessary. As a teacher you need to focus on the following while teaching
procedural knowledge.
a) Display the steps to be followed. This could be in written form, flow diagram, or
pictorial.
b) Develop student guide for ready reference of the procedures, incorporating to do
checklist.
c) Demonstrate the step by step procedure, highlighting critical points.
d) Provide opportunity to students to carry out the steps.
e) Provide immediate feedback.
f) Use video programmes, simulation where ever possible.

3.4 Strategies for Teaching Metacognitive Knowledge

Metacognitive knowledge is knowledge of cognition in general as well as awareness and
regulation of knowledge of one’s own cognition (Anderson & Krathwohl, 2001). Knowledge
of cognition means what students know about their own knowledge (self-awareness), and
regulation of cognition refers to what students can do with this knowledge to better control
their learning. Regulation of cognition involves planning, monitoring and evaluation of
learning (Dori, Mevarech, & Baker, 2018). A brief description of these is given below:
a) Planning involves goal setting, clear understanding of present knowledge and skills,
time required, identifying other resources and activities that are essential to achieve
the goals.
b) Monitoring includes self-testing or self- assessment with respect to plan. Through
monitoring, individual can control the learning process and can incorporate
necessary changes with respect to activities, resources, time etc. that are essential
for achieving the goal.
c) When students evaluate their learning, they may ask themselves, what peers would
think about their work. If they were to carry out a similar learning activity, they might

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consider planning differently and review their strategies in order to improve their
performance (Schraw et al. 2006; Vrugt and Oort 2008).
As a teacher ample opportunities are available with you to develop metacognitive
knowledge in classroom, laboratory, project work, solving real life problem, and many more.
Focus on the following for developing metacognition.
i. Design variety of learning tasks relevant to your course curriculum for students
where they may approach the task in variety of ways.
ii. Encourage students to communicate their thinking process/ approach for the given
task with peers and teacher using brief write up, spray diagram, concept map, flow
diagram, graphical representation etc. They may decide their own format or you can
suggest the broad guidelines.
iii. For purposeful engagement of students, always motivate them to submit their
tentative plan, how they plan to approach the task, steps decided to solve the
problem, student's own reflection and evaluation on the output or the result,
suggestions for further improvement.
iv. Educate students to evaluate their own work using rubrics.
As students become aware of how they learn, they will use these processes to efficiently
acquire new information, and consequently, become more of an independent thinker.

3.5 Strategies for Teaching Psychomotor Skills

For professionals, practical skills which include use of equipment, machines, tools, devices
are indispensable. Utmost care needs to be taken, while teaching practical skills for quality
outcomes. In today’s high-tech environment, students have number of options for learning
practical skills. They may quickly access internet and see the relevant you tube videos, use
virtual lab resources and simulations, use help options and many more. This is ‘quick fix’
approach, as they can have these at their will. Quality of you tube videos which are available
in abundance does not ensure that skill learning is as per recommended procedure. So, as a
teacher it is your responsibility, to brief the students in advance regarding:
a) the correctness of related factual and conceptual knowledge,
b) procedures to be followed,
c) critical aspects to be considered while
learning skills for ensuring quality
outcome.
Miller’s Pyramid (Allery, 2009) help you in
deciding the teaching strategies that are
relevant for an identified skill. Whenever
Figure 3: Miller's Pyramid
students learn a new practical skill, they move
from the base level to the top. At lower level you have to make the student understand
about the related factual and conceptual knowledge, that are essential for demonstration of

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the skill under your guidance to the final step of performance. Following steps will help you
in teaching practical skills.
a) Make the student aware of factual knowledge related to practical skills (example of
practical skill - setting up a microscope). Here show them the different parts of the
microscope, name of different parts, terminology used (focus, type of lens, focal
length).
b) Explain them the function of different parts and the working principle.
c) Demonstrate the steps to be followed for setting up the microscope.
d) Provide opportunity to the students to practice the steps in phased manner under
your guidance.
e) Provide feedback to students highlighting where correction is required at different
stage.
f) Provide opportunity to demonstrate the complete skill. After demonstration provide
feedback.
g) Plan for phased withdrawal so that student develop confidence to perform
independently.
h) Provide opportunity for practice of new skills so as to achieve accuracy and precision.
i) Make them aware of precautions to be taken, importance of housekeeping,
cleanliness and use of safety gadgets (example: Use of fire extinguisher)

3.6 Teaching Strategies for Affective Skills

A good teacher always tries to integrate affective domain outcomes with cognitive domain
and psychomotor domain so as to develop the emotional aspect such as empathy, care,
enthusiasm, motivation, belongingness towards the task, peer, people, and feelings of liking,
disliking, interest etc. in the students. The affective dimension of learning is important, as it
is critical in acquiring and developing cognitive and psychomotor domain outcomes. If you
critically observe the students actions and reactions in the classroom and laboratory you will
find, they are exposed to emotional component such as listening and responding to
teacher’s instruction, attending classes regularly, submitting work on time, acceptance or
rejection by team or group, controlling negative emotion such as anger, motivating self and
others, valuing other’s point of view etc. By carefully planning your sessions and associated
activities these can be achieved. Following guidelines will help you in integration of affective
dimension of learning.
a) Establish classroom and laboratory procedures/rules that support affective domain
outcomes.
b) Encourage students to adhere to procedure/rules like timely submission of assigned
task, punctuality, professional ethics etc.
c) Provide opportunities for them to develop as independent thinkers and problem
solvers.

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d) Provide opportunities for taking initiative, to be a leader and effective member of

team, participate in discussions, volunteer for tasks, contribute information/creative
substance for bulletin board and college magazine.
e) Plan and implement role play exercises.
f) Design rubrics incorporating affective learning dimension and make students aware
of the same.

4.0 CONCLUSION
In this lesson, detailed description about strategies for teaching different elements of
content analysis such as factual knowledge, conceptual knowledge, procedural knowledge,
meta cognitive knowledge, psychomotor skills and affective skills is given. This will help you
in carrying out the instructional planning in effective manner. As a teacher your role is to
achieve a right balance between the content/subject matter, teaching strategies and the
achievement of learning outcomes by students.

5.0 REFERENCES
Abell, S. K., & Volkmann, M. J. (2006). Seamless Assessment in Science: A guide for Elementary and
Middle School Teachers. Portsmouth, NH: Heinemann.

Allery, L. (2009). How to Teach Practical Skills. Education for Primary Care, 58-60.

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing - Á
revision of Bloom's taxonomy of Educational Objectives. Pearson Education.

Banthiya, N. K. (1999). REC Module 2 'Devise Teaching Strategies and Select Teaching Methods'.
Bhopal, India: TTTI, Bhopal.

Dori, Y. J., Mevarech, Z. R., & Baker, D. R. (2018). Cognition, Metacognition, and Culture in Stem
Education. Springer.

Hesket, R. P., Farrell, S., & Slater, C. S. (2003). 'An Inductive Approach to Teaching Courses in
Engineering,. Proceedings of the 2003 American Society for Engineering Education Annual
Conference & Exposition.

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L4: Learning Principles and Events of
Instruction

Contributors

Dr. (Mrs.) Kiran Saksena

Professor, Department of Education & Research
&
Dr. K. K. Jain
Professor, Department of Mechanical Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.1: Curriculum Analysis for Session Planning L4: Learning Principles and Events of Instruction

L4: Learning Principles and Events of Instructions

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Explain the various principles of learning.
LO 2. Differentiate the events of instruction.
LO 3. Use nine events of instruction while planning classroom teaching.

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Unit 4.4.1: Curriculum Analysis for Session Planning L4: Learning Principles and Events of Instruction

L4: Learning Principles and Events of Instruction

1.0 INTRODUCTION

People learn in different settings and different ways which could be broadly categorised into
formal and informal learning. Formal learning occurs in any formal education set up such as
in schools, universities and other higher education institutes and follows a set of prescribed
rules, regulations and norms. In contrast to this informal learning occurs at everywhere
depending on the characteristics and interests of the learner. To ensure effective learning to
happen, it is essential that the teacher is aware of the learning principles so that they can
integrate the same during the various teaching-learning (T-L) situations process. Learning
has been broadly understood as acquiring new information, exhibit change in attitude,
behaviour or performing a new skill which pertain to different learning domains i.e.
Cognitive, Affective and Psychomotor domain as discussed in Module 1. This lesson is
intended to help you to understand the ‘learning principles’ and 'Events of Instruction' so
that you will be able to ‘teach’ (instruct) effectively and efficiently.

2.0 CONCEPT OF LEARNING

In module 1 the concept of learning has already been discussed in detail. But it is worth
recalling that learning’ can be said to be is a process of Acquisition, Organisation, Retention,
Recall, Application. Some other educationists (Richard, 2015) say’s ‘learning’ is the process of
acquiring new, or modifying existing knowledge, behaviors, skills, values, or preference.
Robert Gagne defines learning as ‘a change in human disposition or capability that persists
over a period of time and is not simply ascribable to processes of growth’ (Robert M. Gagne,
1992). This definition has three indicators. Firstly, the duration of the change is long-term
rather than short-term. Secondly, the cause of the change is the learner’s experience in the
environment rather than fatigue, motivation, drugs, physical condition or physiologic
intervention state. Among a plethora of definitions, learning is also popularly defined among
the engineering education fraternity as ‘a relatively permanent change in a person’s
knowledge or behavior due to the experience or teaching that happens voluntarily or
involuntarily’.

Understanding how the human brain processes the information, stores it and retrieves the
same whenever needed is often required to be known by the teacher. The kind of internal
processing that occurs in a learner at the time of learning, could be summarised as follows:
(Robert M. Gagne, 1992). These processes together with the principles of human learning,
will greatly help to design and implement the learning experiences in classroom, laboratory,
workshop, field and other locations effectively and efficiently.

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a) Attention: Determines the extent and nature of reception of the learning material.

b) Selective perception (or pattern recognition): Transforms the above received learning
material in the form of object-features, for storage in short-term memory.
c) Rehearsal: Maintains and renews the learning material stored in short-term memory.
d) Semantic encoding: For long-term storage the learning material is semantically
encoded for future retrieval which may be some form of cues which differs from
person to person
e) Retrieval, including search: Whenever the learnt material is required by the learner,
the semantically encoded material is brought to the working memory from the long-
term memory.
f) Response organization: The retrieved material that is brought to the working
memory is required for response (i.e. performance) for that particular situation.

2.1 Principles of Learning

The three major ‘principles of learning’, also referred to as ‘laws of learning’, which are
generally applicable to the learning process have been well researched, tested, and used by
educationists over the years. These are:
a) Principle of Readiness (or in other words Principle of Motivation): This is based on
the fact that Individuals learn best when they are physically, mentally, and
emotionally ready to learn. For example, the teacher can tell a story with a positive
ending, use a video clip with a motivating theme as a ‘starter’ and so on.
b) Principle of Exercise: This is based on the proof that when things are repeated, they
are best remembered and this is also the basis for ‘redundancy' in several teaching-
learning situations, ‘tutorials’ and ‘drill-and-practice’ sessions.
c) Principle of Effect: This is based on the emotional reaction of the student which is
accompanied by a pleasant or satisfying feeling due to positive reinforcement. Rather
than punishing, the teachers should provide feedback in such a manner (such as
saying “good, very good, and others) so that the students get a good feeling and are
encouraged to learn more and more.

There are some other broadly accepted principles of learning as well, such as the:
d) Principle of Primacy: Things that are learned for the first time are more durable and
lasts longer. They are ‘absorbed’ by the student and create a durable and long-lasting
impression on the student. For example, inform in the beginning of the session of
how that topic will help tell the student when s/he will work in the industry.
e) Principle of Intensity: This states that a student will learn more from the real thing
than from a substitute. For example, a student will understand the construction of a

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Unit 4.4.1: Curriculum Analysis for Session Planning L4: Learning Principles and Events of Instruction

real small transformer brought to the class, rather than a rudely drawn figures on the
board.
f) Principle of Freedom: This implies that things ‘freely’ (against forcefully or coerced)
learned are best learned. Learning should be ‘fun’. Students need to be given the
choice to choose, to act and also bear the consequence of the act whereby better
learning will occur. The greater the freedom enjoyed by individuals within a society,
the greater the intellectual and moral advancement enjoyed by society as a whole.

3.0 INSTRUCTION

The purpose of instruction is to provide support to the processes of learning. Teaching or

Instruction already seen in the module 1, ‘is the process in which one individual teaches or
instructs another individual’. Teaching is considered as the act of imparting instructions to
the learners. A teacher is a person who helps students to acquire knowledge, competence or
virtue. Similar to learning, teaching can occur in different settings and different locations.

Although there are many definitions of instruction, Romiszowski, 1981 (Romiszowski, 1981)
says, ‘By instruction we shall mean a goal directed teaching process which is more or less
pre-planned’. The great educationist R. M. Gagne, [1971] defines instruction as ‘a set of
events external to the learner which are designed to support the internal processes of
learning’. This definition indicates that the concept of instruction has the following elements:
a) It is a set of events.
b) It is external to the learners,
c) These events of instruction are designed by the teachers, and
d) These events of instruction support (facilitate) the internal processes of learning.

4.0 GAGNE’S NINE EVENTS OF INSTRUCTION

In teaching-learning (T-L) situations, the processes involved in learning as mentioned in

section 2 are influenced by external events called instruction. For effective instructional
planning Gagne (Robert M. Gagne, 1992) proposed nine instructional events which is
popularly known as ‘Gagne’s Nine Events of Instruction'. These nine events are applicable in
various places such as designing instructions, writing a paper, authoring a book and also in
the T-L situations. These events of instruction need to be deliberately arranged by the
teacher for the learning to occur. The functions served by the various events of Instruction
during learning are listed in Table 1.

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Table 1 Instructional Events and Their Relation to Process of Learning

(Robert M. Gagne, 1992)
S. No. Instructional Events Relations to Learning Processes

1. Gaining attention Reception of patterns of neural impulses

(learning material or stimulus)
2. Informing the learner of the Activating the process of executive control
objective
3. Stimulating recall of prerequisite Retrieval of prior learning to working
learning memory
4. Presenting the stimulus material Emphasizing features of selective
perception
5. Providing learning guidance Semantic encoding; cues for retrieval
6. Eliciting the performance Activating response organization
7. Providing feedback about Establishing reinforcement
performance correctness
8. Assessing the performance Activating retrieval; making reinforcement
possible

9. Enhancing retention and transfer Providing cues and strategies for retrieval

For a better understanding, each of these nine events of instructions are discussed briefly
with some sample external activities that needs to be planned by the teacher.

4.1 Gaining Attention

This event may be also called 'hooking the attention', so that the student's far away thoughts
are brought into the classroom. Some of the techniques for gaining student's attention are:
a) showing a video clip as a ‘starter'
b) showing a picture
c) Telling a story related to topic of instruction
d) Clapping the hands
e) Ask thought provoking questions and the like.

4.2 Informing the Learner of the Objective

This event is perfectly in tune with the present engineering education situation in the
country where all teaching activities have to be undertaken so that some observable and
measurable outcomes are seen in the students at the end of the session. These outcomes
are also called as Instructional objectives Some of the methods for stating the learning
objectives/outcomes are:

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a) The students have to be explicitly told 'After completing the lesson you will be able
to............(do something such as explain, calculate and such others)'.
b) Action verbs of terminal nature have to be used in formulating these objectives/
outcomes.
c) Describe required conditions and criteria
d) Describe criteria for standard performance.

4.3 Stimulating Recall of Prerequisite Learning

Recalling earlier learned concepts or principles is always helpful. Prior knowledge provides a
foundation for building up next level of learning. Revision or recall of previous relevant
instructional content helps the students to understand new information or teaching points.
Some of the techniques to accomplish this task such as:
a) Asks questions of previous learning.
b) Show some video/power point presentations of previous lesson and the like.

4.4 Presenting the Stimulus Material

By now the student is ready to receive the new concepts or principles that you as a teacher
expect the students to learn. Present the new subject matter in order to develop the already
stated outcomes, which can be broken down in smaller steps to gradually and sequentially
built up such as:
a) Present the learning material using real things, videos, ppts and such others
b) Provide suitable examples.
c) Use different teaching methods depending on the subject matter.

4.5 Providing Learning Guidance

This activity means that the teacher should provide cues and learning guidance or
alternative approaches to understand the concepts so that the students can encode them,
retain the information and retrieve them as and when required. Some of the techniques to
provide learning guidance are:
a) Show real things.
b) Show videos.
c) Use analogies and visual images.
d) Conduct role plays depending on the subject matter.
e) Explaining the concept by suitable examples
f) Use non-examples-to help students see what to do and what not to do
g) Provide Graphical representations.

4.6 Eliciting the Performance

For confirmation of the learning performance, eliciting the performance provides an
opportunity for students to confirm their correct understanding. This is basically for

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providing feedback for consolidating the right learning. At this stage, the teacher ascertains
whether or not the students have learnt and to what extent. In this event, the students are
further required to do the repetition to confirm their correct responses. Some strategies for
eliciting the student performance are:
a) Ask relevant questions to test the achievement of the objective.
b) Ask the students to solve numerical.
c) Conduct a short quiz.
d) Ask students to narrate or demonstrate new knowledge /skills.
e) Ask students to elaborate or explain details of some principle, procedure or
application.

4.7 Providing feedback

This event is very much required after eliciting the response from the students for cementing
the correct learning to occur. This can also be called as 'Immediate knowledge of results'
(IKR). It is better, if the feedback is given at every interim stage of the learning process. The
types of feedback at this stage can be for:
a) Confirmatory feedback or
b) Corrective and remedial feedback
When the correct responses are reinforced through the feedback, confidence is generated in
the students as the reinforced responses are likely to be repeated.

4.8 Assessing the Performance

This event that usually happens at the end of the session is generally used for grading and
certifying whether the already stated learning outcomes in the third event is achieved in the
student. The students should be provided with the knowledge of these results as well. Some
of the assessing techniques are:
a) Tests of different types
b) Short questionnaires
c) Quizzes

4.9 Enhancing Retention and Transfer

This is the last of the instructional events, by which retention of the correct learning
outcome is enhanced and further cemented when the student is able to transfer this to new
learning outcomes or skills in some other new or different situations. For this to happen,
some of the techniques of retention are:
a) Giving relevant practice tasks and
b) Assignments and such other tasks.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L4 Page 8

Unit 4.4.1: Curriculum Analysis for Session Planning L4: Learning Principles and Events of Instruction

5.0 MAXIMS OF TEACHING (AND LEARNING)

Combined with above mentioned major principles of learning and events of instruction,
learning in the students can be maximised if some of the following rules of
instructions/teaching are also adhered. They are also called Maxims (derived from the word
‘maximisation’) of Learning:
a) Known to Unknown paths
b) Simple to Complex concepts
c) Concrete to Abstract Concepts
d) Whole to part and part to whole
e) Particulars to generalisations.
f) Provide immediate knowledge of results (IKR) especially during classroom sessions.

6.0 CONCLUSION

You must have noticed that this unit is of utmost important to every teacher, as classroom
and laboratory teaching are the 'lifeline' of every engineering teacher through his/her entire
career. These principles of learning and events of instruction discussed above are indivisible
part of their profession. Therefore, in various teaching-learning situations understanding and
practicing the salient features of these two major functions is required for designing,
developing, implementing, and monitoring lessons and instructional materials which lead to
effective and efficient learning in the students.
**********
7.0 REFERENCES

experiential_learning. (2019). Retrieved from

www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf
Gagne, R. M. (1977). The Conditions of Learning ( 3rd ed.). Holt, Rinehart and Winston.
Gagne, Robert M.& Briggs, Leslie, J. (1979). Principles of Instructional Design (2nd ed.). New York:
Holt, Rinehart and Winston.
influential-theories-of-learning. (n.d.). Retrieved from
www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-
framework/technical-notes/influential-theories-of-learning/
kolb_learning. (2019). Retrieved from changingminds.org/explanations/learning/kolb_learning.htm
principles12. (2019). Retrieved from
www.education.vic.gov.au/school/teachers/support/pages/principles12.aspx
Richard, G. (2015). Psychology: The Science of Mind and Behaviour 7th Edition. Hachette, UK: Hodder
Education.
Robert M. Gagne, L. J. (1992). Lesson 10 - The events of Instruction. In Principles of Instructional
Design (pp. 185-201). Orlando: Harcourt Brace Jovanovich.
Romiszowski, A. (1981). Designing Instructional Systems. . Kogan Page Ltd., London.
Thorndike, E. (1999). Education Psychology. New York: Routledge.

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Unit 4.4.1: Curriculum Analysis for Session Planning L4: Learning Principles and Events of Instruction

ASSIGNMENTS

Match the events of instruction in Column A with the given situations in Column B
Column A Column B
1 Gaining attention A. The Teacher discusses classroom assignment with
all the students
2 Informing the learner of the B. The teacher gives a classroom assignment.
objective
3 Stimulating recall of C. The teacher organizes a Quiz in the end of a
prerequisite learning session.
4 Presenting the stimulus D. The teacher showing a video programme on a
material new theme.
5 Providing learning guidance E. The teacher is asking question in the beginning to
ensure the learning of the last session
6 Eliciting the performance F. Teacher explaining a new concept with the help
of a diagram
7 Providing feedback G. The students solve the problems in home
assignments based on teacher inputs in the class
8 Assessing the performance H. The teacher narrates the learning outcomes in
the beginning of the session.
9 Enhancing retention and I. Greeting the students in the class
transfer

Module 4- Instructional Planning and Delivery NITTTR, Bhopal L4 Page 10

MODULE 4
Instructional Planning and Delivery

Unit 4.4.2
Instructional Methods and
Strategies- Part 1

L5 Basic Teaching Model

L6 Need for Variety of Instructional
Methods
L7 Classification of Instructional
Strategies
L8 Basic Instructional Methods
L5: Basic Teaching Model

Contributors

Dr. K. K. Jain
Professor, Department of Mechanical Engineering
&
Prof. (Mrs.) Susan S. Mathew
Associate Professor, Department of Electrical and Electronics Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.1: Curriculum Analysis for Session Planning L5: Basic Teaching Model

L5: Basic Teaching Model

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Describe the meaning and need of teaching models.
LO 2. Justify the use of basic teaching model to enhance the effectiveness of
teaching learning process.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

L5: BASIC TEACHING MODEL

1.0 INTRODUCTION
Models of teaching are critical pieces to instructional planning and delivery. In general,
models of teaching are helpful in designing meaningful instructional activities and
experiences for students. For any teacher it is essential to gain the needed insights into why
some instructional methods work with some learners, while others do not. Quite a number
of educationists and psychologists have conducted researches on this aspect, as a result of
which the teaching models or paradigms have been developed.
In this lesson, concepts related to models of teaching are presented in a very concise way in
order to understand their classroom implication. This lesson describes meaning, functions
and types of teaching model. The components of basic teaching model are discussed with
reference to the instructional procedures to be adopted for different domains of learning.

2.0 MODELS OF TEACHING

The term 'model' carries different meaning to different individuals and is used in several
ways. A model could be defined as representation or abstraction of something/system that
allows for investigation of the properties of the something/system and helps to concentrate
on the essentials of a (complex) problem by keeping out non-essential details.
With regard to teaching, the teacher needs to understand the concept of model and concept
of teaching first, so that the meaning of the term 'Models of Teaching' is clear in totality. For
a student to shape his or her behaviour and values, generally he or she looks up to a teacher,
a leader or a screen actor as a role model. In any instructional environment also, model is
important for the purpose of its imitation by the individual concerned. Teaching has been
defined in different ways by different educationists, of which some are reproduced here:
• Teaching is the work that a teacher does in helping students to learn.
• Teaching is a form of interpersonal influence aimed at changing the behaviour
potential of another person. (N.L. Gage, 1963)
• Teaching is an interactive process, primarily involving class room talk which takes
place between teacher and pupil and occurs during certain definable activity.
(Edmund Amidon, 1967)

2.1 Definitions of Models of Teaching

Models of teaching help a teacher improve his/her capacity to reach out to more students
and create conducive environment for them to learn. Educational experts and researchers
have developed a variety of models of teaching, each designed to produce intended learning
outcomes. Professional educators have evolved various definitions of models of teaching.
Some of these definitions are given below:

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

Deyouy (1916): The core of the process of teaching is the arrangement of environments
within which the student can interact.
Paul D. Eggen, et al. (1979): Models are prescriptive teaching strategies designed to
accomplish particular instructional goals.
Joyce and Weil (1978): A model of teaching is a plan or pattern that can be used to shape
curricula, to design instructional materials and to guide instruction in the classroom and
other settings. In other words, a model of teaching is a description of a learning
environment.
B. K. Passi, L. C. Singh and D. N. Sansanwal (1991); A model of teaching consists of guidelines
for designing educational activities and environments. Model of teaching is a plan that can
also be utilized to shape courses of studies, to design instructional material and to guide
instruction.
These definitions indicate that various educationists perceived the meaning of teaching
models differently. However, there are certain attributes related to the term model of
teaching, which are common to these definitions. Looking at these commonalities, teaching
model can be described to be consisting of:
a) Prescriptive teaching strategies,
b) Guidelines for designing educational activities,
c) Guidelines for designing and selecting Instructional materials,
d) Learning outcomes and its realization, and
e) Arrangement of environments.

3.0 UTILITY OF TEACHING MODEL

The model of teaching can be used for the following purposes:
a) For planning, implementation and evaluation of curriculum,
b) For developing the instructional materials, and
c) For guiding the teacher for interaction with learners.
Some other uses of teaching model are:
i. Teaching models help in guiding the teacher to select suitable teaching strategies,
methods and techniques for the effective utilization of the resources.
ii. Teaching models help in specifying the learning outcomes in terms of observable and
measurable performance of learners.
iii. Teaching models help in bringing about desirable changes in the behaviour of the
learner.
iv. Teaching models assist teachers to develop their capacities to create favourable
environmental situation for carrying out teaching process.
v. Teaching models help in achieving desirable teacher - learner interaction during
teaching.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

vi. Teaching models stimulates the development of new educational innovations in

teaching - learning process.
vii. Teaching models help curriculum planners to plan learning activities and content
material which provide a variety of educational experiences to learners.
viii. Teaching model evaluates the behaviour of the students.

4.0 CLASSIFICATION OF TEACHING MODELS

Different educationists have classified the models of teaching based on several patterns. In
this lesson, the classification described is on the basis of their families given by Joyce and
Weil, which is enough to help you to comprehend to plan and implement the instructional
session. In this classification, the models of teaching are categorised in four families as
described below:
a) Information processing family
b) Social interaction family
c) Personal family, and
d) Behaviour modification family.
4.1 Information processing family
The models of teaching of this family are concerned with the productive thinking and
development of general intellectual ability. Joyce, Weil and Showers (1992) refer
Information processing as the way in which people handle stimuli from the environment,
organise data, sense problems, generate concepts and solutions to problems and use verbal
and nonverbal symbols. Some examples of the models of this family are inductive thinking,
concept attainment, advance organizers, inquiry training. The teaching models of this family
could be helpful in attaining PO1, PO2, PO3, PO4, PO5 and PO10 of engineering graduate
programme.
4.2 Social interaction family
The models of teaching of this family are concerned with the social relationship of the
individual with others in the society. These models aim at the development of social
relationship, democratic processes and work productivity in the society. Some examples of
the models of this family are group investigation and role-playing. The teaching models of
this family could be helpful in attaining PO6, and PO11 of engineering graduate programme.
4.3 Personal family
The models of this family are intended to develop the unique personality of the learner.
These models pay more attention to the emotional life of the person and also focus on
helping individual to develop a productive relationship with their environment. An example
of the model of this family is Non-directive teaching. The teaching models of this family
could be helpful in attaining PO7, PO8, PO9 and PO12 of engineering graduate programme.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

4.4 Behaviour modification family

The models of this family are concerned with the changing behaviour of the learners that is
visible or overt instead of the underlying psychological structure and unobservable
behaviour. These have wide applicability in education, training and behavioural therapy. One
of the common characteristics of these models is that they break down the learning task into
series of small sequenced behaviour. Each behaviour is so designed that success is ensured.
The learner actively responds to the problematic situation and gets feedback for
improvement and learning also gets reinforced. Some examples of the models of this family
are contingency management, self-control, stress reduction model. The teaching models of
this family could be helpful in attaining PO8, PO9, PO10, PO11 and PO12 of engineering
graduate programme.

So far, you have been provided with sufficient related information, still if you are interested
in further reading and updating the knowledge, you may refer the website links given in the
references.

5.0 BASIC TEACHING MODEL

Basic teaching model was developed by Robert Glaser in 1962. This model provides a simple
but relevant conceptualization of the teaching learning process.
5.1 Basic Teaching Model
To make teaching-learning more effective and efficient, you are required to concentrate on
the instructional processes. These processes need to be carefully designed by the teachers,
keeping in view the type of learning objectives (domain wise): Cognitive, Psychomotor, and
Affective, as real change in behaviour (learning) occurs during these processes. Robert
Glaser model of teaching has been modified a little and is known as basic teaching model,
which is depicted in Figure 1. He has analysed the teaching learning process in terms of
following components:
a) Instructional Objectives/ Learning Outcomes
b) Entry Behaviour/ Pre-requisite knowledge/ Prior Learning
c) Instructional Procedures/ Instructional Strategies
d) Performance Assessment, and
e) Feedback.

Figure 1: Basic Teaching Model

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

a. Instructional Objectives/ Learning Outcomes

In this component of the model, the teacher has to state the objectives or learning
outcomes of the session/unit/course as the case may be. That is what students will be able
to do at the end of the teaching-learning process. By doing so, the destination becomes
quite clear and the scope and boundaries of the teaching-learning process becomes clear to
the students.
b. Entry Behaviour/ Pre-requisite knowledge/ Prior Learning
Entry Behaviour of students means the abilities of the students before the teaching-learning
process begins. Ascertaining the entry behaviour of students helps teachers in designing the
suitable teaching strategies/methods according to the capabilities and prior knowledge of
the students.
c. Instructional Procedures/ Instructional Strategies
This component is the heart of any teaching-learning process and in this component the
teachers use different instructional strategies, methods, techniques and resources to
transfer information to students so that they develop the skills as mentioned in instructional
objectives and achieve the expected outcomes.
d. Performance Assessment
Assessment is an essential component to understand the extent of learning. In this
component, the teacher gives assignments, tasks and tests to students. Performance of
students in these activities provides feedback to students and teachers to find out
shortcomings in learning and teaching strategies. This feedback helps teachers and students
both to take appropriate remedial measures.
e. Feedback
Feedback loop is an important component of this model, as it provides an opportunity both
to the teachers, as well as to the students, to see whether the pre-stated objectives are
achieved and to what extent. It also provides a basis for making adjustments and take
corrective measures for making necessary amendments in components mentioned above
under c, b and a of the basic teaching model.

5.2 Strengths of Basic Teaching Model

This basic teaching model is called so, because it can be applied to any level of education
from primary education to higher education. It is applicable to all types of courses whether it
is social sciences, natural sciences (physics, chemistry, biology etc.), languages, mathematics,
and engineering related courses.
A major strength of this model is its fundamental nature which helps to analyse the
teaching-learning processes without much complexity. The T-L process is broken down into
four basic components, where the finer elements within each block of the instructional

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

objectives, entry behaviour, instructional procedures and the performance assessment can
be analysed by the teacher for further improvement after each feedback cycle.
Another major strength of this model is that it helps to improve the T-L process for the
instructional events of any duration, whether it is a session of one hour or a course for a
semester or a whole programme of three/four year’s duration.

6.0 CONCLUSION
In this lesson you have seen various types of model of teaching at introductory level. An
important purpose of discussing these models is to assist the teacher to have an insight of
wide range of approaches for creating a conducive environment for learning. The models of
teaching enable the teacher to adopt to the learning needs of the learners as each model is
based on particular learning theory and differ in the type of learning that is targeted. Thus, in
a real sense, increasing the capabilities to learn more easily and effectively is one of the
fundamental purposes of these models. In this lesson, basic teaching model along with its
four basic components was also discussed in detail to understand the teaching-learning
process (Mayer, 2008) in a comprehensive way.
********

7.0 REFERENCES
Joyce, Bruce R., Weil, Marsha, and Calhoun, Emily; (2017, 9th Ed.). Models of Teaching, Pearson.
Gagne, Robert M. and Briggs, Leslie, J. (1979, 2nd Ed.). Principles of Instructional Design. Holt,
Rinehart and Winston, New York.
Joyce, Bruce R., Weil, Marsha, and Showers, B.; BIBLIOGRAPHY \l 1033 (1992, 4th Ed.). Models of
Teaching, PHI New Delhi.

Mayer, R. E. (2008, 2nd Ed.). Learning and Instruction, Pearson Merrill Prentice Hall, New Jersey.

Teaching and learning model. Retrieved June 02, 2019, from

http://sathitech.blogspot.com/2009/03/teaching-and-learning-models.html.
Models of Teaching. Retrieved June 02, 2019, from http://elainelouisesalonga-
edtech.blogspot.com/2015/07/models-of-teaching.html.
Families of Models of Teaching. Retrieved June 02, 2019, from
https://www.scribd.com/document/51165265/Families-Of-Models-of-Teaching.

Module 4-Instructional Planning and Delivery NITTTR, Bhopal L5 Page 8

Unit 4.4.2: Instructional Methods and Strategies – Part 1 L5: Basic Teaching Model

ASSIGNMENT

Match the statements of column-A associated with abilities with the corresponding families
of models of teaching in column-B.

Column -A Column -B
A. Social relationship of the individual with 1 Information processing family
others in the society
B. Productive thinking and development of 2 Personal family
general intellectual ability
C. Develop the unique personality of the learner 3 Behaviour modification family
D. Changing visible behaviour of the learners 4 Social interaction family
rather the underlying psychological structure
and unobservable behaviour

Module 4-Instructional Planning and Delivery NITTTR, Bhopal L5 Page 9

L6: Need for Variety of Instructional
Methods

Contributors

Prof. (Mrs.) Susan S. Mathew

Associate Professor, Department of Electrical and Electronics Engineering
&
Dr. K. K. Jain
Professor, Department of Mechanical Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.2: Instructional Methods and Strategies – Part 1 L6: Need for variety of Instructional Methods

L6: Need for Variety of Instructional Methods

Learning outcome: At the end of this lesson, you will be able to justify the need
for a variety of instructional methods.

Module 4-Instructional Planning and Delivery NITTTR, Bhopal L6 Page 2

Unit 4.4.2: Instructional Methods and Strategies – Part 1 L6: Need for variety of Instructional Methods

L6: Need for Variety of Instructional Methods

1.0 INTRODUCTION
The saying ‘necessity is the mother of invention’ holds good for every teaching-learning activity.
A teacher has to be concerned about how learning can be made more effective and efficient
and this is where the different types of instructional methods can be of great help. This lesson
attempts to establish the need to use the most suitable instructional method or technique in
formal teaching-learning (T-L) situations consciously and purposefully from a plethora of
instructional methods that are available.

2.0 INSTRUCTIONAL METHOD

In various contexts, an instructional method is also called a teaching method or a teaching
technique. In this module, the term that will be more often used will be instructional method
for which a working definition is given below.
‘An instructional method is an arrangement of learning events adopted by the teacher to
facilitate learning to occur in the students.’
In the above definition, you must have noticed that an instructional method is an
arrangement of learning events or learning experiences exterior to the learner. The aim is to
facilitate learning to occur in the students. A large number of instructional methods are used
in educational institutions, some of which are given below. It is the creativity of a teacher,
which makes him/her use these varieties of methods in his or her class.
i. Lecture and Improved Lecture xi. Simulation
ii. Demonstration xii. Computer-assisted Learning
iii. Tutorial xiii. Educational Game
iv. Laboratory/ Workshop/ Field Work xiv. Brainstorming
v. Project Method xv. Self-learning Module
vi. Assignment xvi. Role Play
vii. Web- based Learning xvii. Case Study
viii. Seminar xviii. Group Discussion
ix. Panel Discussion xix. Industry/ Field Visit.
x. Buzz Session

The various aspects of the initial four methods in the above list are discussed in lesson 8,
while the remaining are discussed in lesson 9.

3.0 NEED FOR VARIETY OF INSTRUCTIONAL METHODS

To develop different types of skills in the student, using one type of instructional method
may not always suffice. For example, demonstrations or projects are effective for meeting

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L6: Need for variety of Instructional Methods

the requirement for development of certain types of skills and outcomes, but ineffective for
achieving other types of outcomes. Also, a single instructional method cannot meet the
requirements of every student at the same time because of the individual differences. So, a
teacher needs to develop the capability to use not merely a single instructional method but
should be comfortable to employ variety of instructional methods. The prime reasons of
using number of instructional methods by a teacher especially with reference to courses of
technical education programmes are described below under the following sub-titles:
a) Types of learning outcomes
b) Individual differences
c) Learning effectiveness as a function of time
d) Need for stimulus variation
e) Availability of resources.

4.0 TYPES OF LEARNING OUTCOMES

It has already seen in Unit-1, Lesson 1 of this Module-4 that there are three different types of
learning outcomes that have to be achieved by the learners. These are learnt differently by
students due to the requirement of different mental and physical processes.
a) Cognitive Domain Outcomes: Knowledge of concepts, principles, procedures, or
intellectual skills (understanding, reasoning, analysing, synthesising, problem solving,
decision making, evaluating and the like). For example: explain the concept of current
and voltage, apply the current and voltage laws and such others.
b) Psychomotor Domain outcomes: Manual or physical skills required for manipulative
performance. For example: operate a machine, set up the apparatus and such others.
c) Affective Domain Outcomes: Attitudes, interests, values or motivational behaviours.
For example: exhibit the attitude of inquiry, take leadership role, practice good
housekeeping and such others.
Developing these different categories of learning outcomes require different learning
conditions. Such conditions could be created by using the different teaching methods.

5.0 INDIVIDUAL DIFFERENCES

Although there are many commonalties between students of any class, all students are
invariably and uniquely different in many ways. Even the rate of acquiring and assimilating
knowledge is different in individuals and a teacher has to be conscious of this factor in
selecting activities and methods for slow learners, average learners and fast learners. Due to
individual differences, the students use different learning styles. Methods of instruction should
always attempt to match with the learning styles of students. The students also differ from
class-to-class and institution to institution due to several other factors such as:
a) Intelligence c) Aptitudes
b) Temperament d) Social background

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L6: Need for variety of Instructional Methods

e) Cultural background j) Analytical abilities

f) Communication skills k) Drawing abilities
g) Physique l) Interests
h) Attitudes m) Values and such others.
i) Motivational level

Therefore, these differences in the students are important factors to be considered in the
choice of instructional methods. There is also a difference in the pace of learning and a
teacher needs to consider the methods to be employed to manage pace. Broadly, there can
be three categories: Self-paced - the students learn at their own pace (rate), Teacher-paced -
the students proceed at teacher’s rate of teaching and Group-paced - the students proceed at
the rate of their peers. Different methods exist for each of these, which will be discussed in
later lessons.

REFLECTION SPOT
If you are already a teacher, compare the traits, characteristics and factors under
Section 5.0 of this lesson of five of your peers or students, in order to identify the
individual differences.

6.0 LEARNING EFFECTIVENESS AS A FUNCTION OF TIME

Research has shown that by using a single type of teaching method, the attention of the
students cannot be retained beyond 15 to 20 minutes in a normal class period. If a time v/s
attention graph is plotted as shown in Figure 1, it can be noted that the curve after rising
initially and reaching a maximum level starts to droop. This implies that the effectiveness of
teaching method starts decreasing after certain amount of time i.e. about 15 to 20 minutes.
When the attention of the student in the class
starts drooping and if another teaching method 100 %
is seamlessly introduced at this point of time
Effectiveness

during the instructional period as shown in

Figure 2, the effectiveness of the attention curve
is sustained and rises to a new level for a greater
period of time. If this ‘cycle’ of using a new
teaching method is introduced, whenever the 15
Span of Attention
attention curve starts to droop, the attention will
Time in Minutes
rise again and thus the learning can be made
Figure 1: Attention Curve
more effective and efficient during the whole
period of instruction which is generally around
45 to 60 minutes.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L6: Need for variety of Instructional Methods

Method 1 Method 2 Method 3

100 %

Effectiveness

Span of Attention 15
30 45
Time in Minutes

Figure 2: Need for Variety of Teaching Methods for a Teaching Session

7.0 NEED FOR STIMULUS VARIATION

Incorporating the maximum number of the human senses in a multisensory manner in the
teaching- learning process activates more of the brain that accelerates the learning process in
the brain and facilitates the development of the various types of skills. Educational research has
established that if more of the five senses i.e., senses of hearing, sight, taste, touch and smell
are used, then the learning is more effective. This is what the advertisement world also
encashes upon through the Internet, social media, TV and other methods to market their
products. Good teachers also do the same by using techniques and methods, which make use
of more than one human sense. At least two senses i.e. hearing and seeing can be used in most
of the learning situations. Also, sense of touch can be used in many relevant situations in the
realm of engineering education.
Monotony as you must be aware results in boredom and loss of interest. On the other hand,
‘stimulus variation’ enhances the effectiveness of learning. It is, therefore, essential to bring in
variety in T-L situations. The relevant activities should be planned and provided so as to involve
the learners in the T-L processes. This objective can be successfully accomplished by using
different types of teaching methods which give students an opportunity of listening, watching,
writing, questioning, responding to questions, discussing, manipulating and the like.

8.0 AVAILABILITY OF RESOURCES

Many resources are available to teachers or can be developed or acquired by them. Also they
are required to teach under various constraints. These resources and constraints may be due to
various factors which are:
a) Students background (social, cultural, intellectual, and educational)
b) Students' entry level (prior knowledge and experience)
c) Class-size (Number of students)
d) Time available
e) Instructional Resources available (equipment, consumables)
f) Location of learning (classroom, laboratory, workshop, industry).

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L6: Need for variety of Instructional Methods

Therefore, different types of instructional methods have to be judiciously selected based on the
resources available.

9.0 CONCLUSION
The duty of the teacher is to ‘Focus on students Learning, not instruction or teaching’. You
have learnt in this lesson that there are vast differences in the students as each of them are
uniquely created. It was seen how different methods can be used to enhance the limited
attention span of learning during classroom sessions. Further it was also seen that for
different types of learning outcomes, different types of teaching methods are required to be
adapted in different educational settings. Every teaching method has its strengths and
limitations, which have to be used judiciously based on the outcomes that are to be
developed in the students.
******
10.0 REFERENCES
Mayer, R. E. (2008). Learning and Instruction (Second ed.). New Jersey: Pearson Merrill
Prentice Hall.
Banthiya, N.K., Earnest, Joshua, Mathew, Susan S.et al. (1999); Devise Teaching Strategies
and Select Teaching Methods- Competency Based Self-Learning Module; TTTI Bhopal.
Wilson, Bob. (1987). Methods of Training: Group Work ( Vol.2), Parthenon Publishing Group
Ltd., England.
Garvin, David A. (2000) Learning in Action; A Guide to Putting Learning Organization to Work
- Harvard Business School Press; Boston, Massachusetts.
Patki, S. D. (1997). Module on overview of Training Methods, Cement Industry HRD Project:
Technical Teachers’ Training Institute.

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L7: Classification of Instructional Strategies

TEACHER STUDENT
CENTRED CENTRED

Contributors

Dr. A. S. Walkey,
Associate Professor, Department of Electrical and Electronics Engineering
&
Prof. (Mrs.) Susan S. Mathew
Associate Professor, Department of Electrical and Electronics Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

L7: Classification of instructional strategies

Learning outcomes: At the end of this lesson, you will be able to

classify different types of instructional strategies.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

L7: Classification of Instructional Strategies

1.0 INTRODUCTION
Any teaching-learning (T-L) experience is planned and implemented to develop intended
outcomes in the learners. To develop these effectively, the need for a variety of instructional
methods have been discussed in Lesson 6 of this module. Even the working definition of the
instructional method has been discussed over there. This lesson endeavours to discuss the
concept of instructional strategy and its importance in the realm of engineering education.

2.0 INSTRUCTIONAL STRATEGY

The phrase ‘instructional strategy’ is borrowed from the military jargon, where strategy is
the science and art of ‘planning’ and directing large operations for military movements in a
campaign. A commander makes an integrated use of resources to achieve the specified aim.
A teacher is also considered a master strategist in the classroom or any other location, as
he/she has to plan and direct various T-L events in such a way that learning outcomes of the
lesson are achieved.
An ‘Instructional Strategy’ is the term used to define the combination of different types of
instructional methods which incorporates the use of different media, thereby continuously
bringing in stimulus variation at the relevant time when they are rightly required. A teacher
must try to select and use different instructional methods suitable to the total class and also
taking care of the individual differences among the students. For example, to develop a
practical skill, the demonstration method followed by the drill-and-practice is the best
‘instructional strategy’. A working definition of instructional strategy will be helpful to
understand it more clearly.
‘An instructional strategy is the science and art of planning and directing the use of teaching-
learning events for achieving the objectives using appropriate instructional method(s)’.
A strategy may comprise one or more instructional methods to deliver the learning and is
symbolically represented in Figure 1.
Strategy
Method - 1
3.0 TYPES OF STRATEGIES
Method - 2 Method - 3
The instructional strategies can be broadly
classified as: Method - 4

a) Teacher-centred strategy
b) Student or Learner-centred strategy Figure 1: Instructional Strategy -
Instructional Methods Relationship
c) Mixed strategy.

A teacher-centred strategy is one in which, the teacher plays the active role more as an
information provider.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

A student-centred strategy is one in which the student plays an active role for his or her
learning.

A mixed strategy is one in which there is a role change between the teacher and the student
during T-L sessions. Sometimes teacher is more active, and some other time student is more
active. Role of the teacher may change from information provider to a facilitator of learning,
guide or a counsellor for students.
Instructional strategies may also be classified differently such as the:

Deductive Inductive Eclectic strategy

In the ‘deductive strategy’, the teacher dispenses the information to the learners and they
assimilate it, i.e. the ‘rule’ or ‘principle’ of the topic in course is first defined and taught to the
students after which the teacher provides examples using different instructional methods
orally, through visuals, or video clips in which the rule or principle that were taught is
applied in that machine/ instrument or process. Therefore this is also known as Rule-eg
strategy, or expository strategy. The assumption of this method is that:
▪ The teacher knows the needs of the students.
▪ The teacher can transmit the message effectively.
▪ It is easier to understand.

In the ‘inductive strategy’, the teacher first presents various examples and/or applications
using different instructional methods such as brain storming, simulation, role-play, question
answer technique or visually or through video clips and helps the students to discover the
rule or principle that is underlying or being used in that machine/instrument or process.
Therefore, this is also known as discovery strategy or eg-rule strategy. This method of learning
is more exciting to the students as they experience the joy of discovering the rules and/or
principles related to that topic of the course.

However, inductive strategy may sometimes require relatively more time than the deductive
strategy. The assumptions in this method are:
• Learning by doing is more effective.
• Students have intrinsic motivation when there is relevant problem to solve.
• Students are capable of generalizing on their own. On the basis of examples they can
find out underlying principles.
Felder and Silverman suggest using both deductive and inductive instructional strategies, as
in case of scientific method i.e. first by induction and then by deduction. You can plan for
relevant observable phenomena in class that creates a framework for inferring general

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

principles. These governing principles can then be used to deduce other implications and
consequences (Hesket, Farrell, & Slater, 2003).
Sometimes ‘eclectic strategy’ are employed, wherein a combination of both the deductive
and inductive strategies are used by the teacher to teach various facts, concepts, principles
and procedures.
Such classifications of instructional strategies provide cues to the teacher as to how to use a
judicious mix of the instructional methods to develop the pre-determined learning outcomes
in the students, thereby making the T-L more effective and efficient.

4.0 TEACHER-CENTRED STRATEGY

The teacher-centred strategy is the most common one. Control of the T-L session lies with
the teacher. It helps the teacher to transmit factual information and relatively more
information to the students in the minimum time. Moreover, it is less demanding on the part
of the teacher. But, it turns out to be boring to the students as students are more or less
passive and hence not very effective in the application of the knowledge imparted. During
the T-L sessions, students listen, observe and take down notes. They usually respond only
when the teacher asks them.
Assumptions
The following assumptions justify the use of this strategy.
The teacher:
a) knows the needs of the students fully.
b) can deliver the lesson more effectively.

5.0 STUDENT-CENTRED STRATEGY

In the student-centred strategy, also known as learner-
centred strategy (Figure 2), the student will play an
active role, while the teacher’s role will be
predominantly of a guide or a counsellor. Control of T-
L session is in the hands of the student. Student is
more or less autonomous about his/ her learning.
Teacher's role, though extremely important, is not that
of an information provider. It is more of a ‘facilitator’ Figure 2: Student Centred Strategy
or a ‘guide’ or a ‘mentor’.
When this strategy is used, the students are actively involved in the learning process, ‘learn to
learn’ and think on their own and feel rewarded when they solve problem(s). However, this
strategy may sometimes seem more demanding on less able students and also more time
consuming as compared to teacher-centred strategy.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

Assumptions
Knowing about some basic assumptions of this strategy will be helpful, which are:
a) ‘Learning-by-doing’ is more motivating.
b) Students have an intrinsic motivation, when there is a relevant problem to solve.
c) On the basis of examples, the students find out the underlying principle, rule or law
governing them.
d) There is an academic thrill in discovering by oneself.

6.0 MIXED STRATEGY

It may so happen that in order to facilitate learning and establish channels of information flow;
the teacher may have to adopt a combination of teaching methods, which are both teacher-
centred and student-centred. When such a strategy is used, both the teacher and students are
active, and the focus still continues to be on the learning outcome(s) that should occur in the
students as illustrated by the following example.
Example
Suppose the learning outcome of a course is ‘the student will be able to use (operate) a single-
phase induction motor (or any other equipment related to any branch of engineering).
In this case, there are two dimensions to it. One dimension is the cognitive domain like –
'discriminate various parts of the equipment or explain the functions of various parts of the
induction motor (or the concerned equipment or process)'. This dimension may have to be
addressed using the teacher-centered strategy and using methods like improved lecture,
demonstration and others.
The other dimension is the psychomotor domain component - that of 'manually using or
operating the real induction motor (or the concerned equipment)'. For this, the teacher
needs to adopt the student-centered strategy by allowing the student to discover the fault
through the laboratory experience, project work and other methods.
In fact, as seen in the last lesson, deciding the strategy also depends on various other criteria
like the availability of the resources, time constraint, pace of instruction and others.

7.0 INSTRUCTIONAL METHODS CONTINUUM

To fully comprehend the classification and use of these instructional strategies, the
instructional methods are represented diagrammatically as instructional methods
continuum (Figure 3) based upon roles of teacher and students. The upper row lists
methods, where the teacher's role is that of an information provider. For example, when the
lecture method is employed, or when demonstrating the working of a mechanism, the
teacher role is predominant, as the teacher plays the major role of an information provider.

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The list of instructional methods in the middle column i.e. lecture, improved lecture and
demonstration is considered as teacher-centred methods.

Based on Figure 3, some more observations can be made:

a) The middle column gives a continuum of instructional methods beginning with
teacher-centred strategy to the student-centred strategy. In between there are
instructional methods, which can be used as mixed strategy as both teacher and
student, playing substantial role in the teaching-learning process. The features and
their benefits will be discussed in the subsequent lessons.
b) Teacher role decreases from that of direct information provider as can be seen
outside the first column in this continuum. However, it does not become
unimportant. On the other hand, it becomes much more important and crucial. Role
shift is from direct information provider to that of a facilitator of learning, to that of a
guide to learning and learners, to that of a mentor or counsellor to learners on their
learning. This is evident as seen in column 1.
c) For the methods starting from tutorial method all the way down, the teacher facilitates
the student to learn by himself/herself. These methods are fairly good, even to develop
some desirable attitudes like respecting the views of others, co-operation, teamwork,
leadership and others. This is because a student has to interact with other persons in
varied situations.
d) It can be seen in the third column that the student role increases down the rows in the
continuum. After each row the student becomes more active in the learning process.
From an inactive role in the lecture method usually, where there is 'monologue' by
teacher only, it shifts to dialogue, interaction, action and then to reflection towards the
end. In methods like seminar, group discussion, case study, game, simulation and
others, there is usually more interactions between learners and the teacher and
amongst learners themselves. This could lead to the development of certain social
skills among the students because of the interaction that takes place during the
learning process.
e) In laboratory, project work and assignment, most of the responsibility of learning is
transferred to the student and he/she has to take action. This gives him/her the
practice of taking certain decisions. In the assignment method, laboratory or project
work, industry/field visit, the teacher functions as more of a guide as the student acts
on his/her own and struggle to learn. The teacher plans (Figure 4), and may also solve
certain problems, which the students face during this process of learning. As the
students are active in the learning process, the retention and learning is more.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

Teacher’s Instructional Methods Type of Activity

Role Happening
Teacher-centred
T S
e Information Lecture Monologue
Provider t
a Improved Lecture Dialogue
u
c Demonstration d
h e
Facilitator Tutorial (Individual/Group) Interaction
e n
r Buzz Session
t
Seminar
Brainstorming
R R
o Game o
l Panel Discussion l
e Case Study e
Role play
D Group Discussion
I

e Guide Assignment Action n

c Laboratory/Workshop/ Field work c

r Simulation r

e
Project Method e
Industry/Field Visit a
a
Mentor Self-directed learning Reflection
s s
ICT-Based Learning
e e
Student-centred
s s

Figure 3: Instructional Methods Continuum

I need to give students

sufficient opportunity for
learning. What
assignments/ activities
can be planned?

Figure 4: Planning for students’ involvement

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

f) Towards the end of the continuum, students’ role in the T-L process leads to
'reflection' mode, if learning has to be more effective. It can be noted that the
instructional methods such as web-based learning (also commonly known as on-line
learning), computer-assisted learning and self-learning module can be used as a fully
student-centred strategy. These are all self-learning methods and provide considerable
autonomy to the student to control his/her own learning. In these methods, student is
active and not passive and continues to act, interact and reflect depending on the
design, as the T-L process goes on. This prepares the student for independent study
and he/she can be said to be in the reflection phase. As student works through the
lessons, the lessons make him/her to reflect back on the answers and decisions,
which he/she takes, in-turn reinforcing his/her learning.
g) The continuum shown in Figure 3 is not 'sacrosanct' or ‘prescriptive’. This is the
author’s view, when the T-L takes place in the right spirit. However, if a student does
not do the laboratory work on his own assigned to him, and teacher or laboratory
instructor does everything for him, use of this method can't be called a student-
centred strategy. Student is not doing any 'action' and teacher is not a 'guide' in this
case. Teacher or laboratory instructor is functioning like an 'information provider' as
in a 'lecture', where there is 'monologue', and student has no role.

8.0 CONCLUSION
‘All said and done’, our ultimate aim is that the student achieves the required objectives. For
this, a judicious mix of the instructional strategies incorporating a number of methods
should be adopted. This will come only through sustained ‘practice and feedback’. In the
following lessons, you will see in detail, the various aspects of different instructional
methods mentioned earlier.

9.0 REFERENCES
Banthiya, N. K., Joshua E. & Mathew Susan S.et al. (1999, July 3). Devise Teaching Strategies
and Select Teaching Methods- Competency Based Self-Learning Module; TTTI Bhopal.

Stephen Petrina. (in press). Curriculum and Instruction for Technology Teachers-eBook.

Damodharan V. S. and Rengarajan. V. (paper article). Innovative Methods of Teaching.

Instructional methods-Retrieved April 26, 2019, from

http://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf.

Methods of Teaching in the Classroom-Retrieved April 26, 2019, from

www.education.com/reference/article/methods-teaching-classroom/.

Instructional Methods information- Retrieved April 26, 2019, from

www.adprima.com/teachmeth.htm.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

Teaching methods- Retrieved April 26, 2019, from https://teach.com/what/teachers-

teach/teaching-methods

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

DISCUSSION FORUM

Discuss the viability and use of student-centred methods over teacher centred methods in
an engineering institution in view of outcome-based education.

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L8: Basic Instructional Methods

Contributors

Prof. (Mrs.) Susan S. Mathew

Associate Professor, Department of Electrical and Electronics Engineering
&
Dr. K. K. Jain
Professor, Department of Mechanical Engineering
&
Dr. A. S. Walkey
Associate Professor, Department of Electrical and Electronics Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods

L8: Basic Instructional Methods

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Use lecture method effectively.
LO 2. Use question answer and other techniques to improve lecture method of
instruction so that the learners are actively involved in the T-L process.
LO 3. Employ demonstration technique during instruction effectively.
LO 4. Apply tutorial technique effectively.
LO 5. Use laboratory experiences to develop the practical learning outcomes.

Contents
1.0 OVERVIEW ................................................................................................................................... 3
2.0 LECTURE METHOD ....................................................................................................................... 3
2.1 Question Answer Technique ....................................................................................................... 4
2.2 Types of Questions ...................................................................................................................... 5
2.3 Feedback to Questions ................................................................................................................ 5
2.4 Other Techniques to Improve Lecture ........................................................................................ 6
3.0 DEMONSTRATION METHOD ........................................................................................................ 7
3.1. Types of Demonstration .............................................................................................................. 7
3.2 Laboratory/ Workshop/ Field-based Demonstration.................................................................. 9
3.3 Planning for Demonstration ........................................................................................................ 9
4.0 TUTORIAL METHOD ................................................................................................................... 13
4.1 When and Where to Use Tutorials? .......................................................................................... 14
4.2 Individual Tutorial...................................................................................................................... 14
4.3 Group Tutorial ........................................................................................................................... 15
5.0 LABORATORY METHOD ............................................................................................................. 15
5.1 Need for Laboratory Work ........................................................................................................ 16
5.2 Objectives of Practical Work ..................................................................................................... 16
5.3 Factors influencing Laboratory Instruction ............................................................................... 19
5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work ............................................. 20
6.0 CONCLUSION ............................................................................................................................. 21
7.0 REFERENCES .............................................................................................................................. 23

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods

L8: Basic Instructional Methods

1.0 OVERVIEW
In the previous lesson, the instructional strategies were classified as teacher-centred and
student-centred strategies. In this lesson, commonly used instructional methods and
strategies required to teach typical engineering education courses are discussed, and hence
they are referred here as basic instructional methods. Every engineering teacher, whether
newly inducted or experienced, invariably use the Lecture method, Tutorial method,
Laboratory and Demonstration methods in teaching-learning environment. How to use these
effectively is discussed in this lesson.

2.0 LECTURE METHOD

After going through this e-content, video and activity/assignment related to lecture
method, you will be able to use the lecture method to teach the engineering courses
effectively.
.

Lecture is a method, which is very widely used for instruction and it is observed that a
teacher uses lecture for a major part of teaching. The word lecture is derived from the Latin
word lectus, which translates roughly into ‘to read’. Although there are different definitions,
in this context, the following definition is considered.

Lecture is a method of imparting learning where one teacher teaches a relatively large
group of students (numbering 20 or even more) exclusively by one-way
communication, usually talking to them without much of students’ participation in the
teaching-learning process.

Although the lecture method is just one of several

instructional methods, it’s usually considered the
primary one by most of the teachers. This is because
it is convenient and usually makes the most sense in
many circumstances, especially with larger classroom
sizes. Lecturing lets teachers address all students of
the class at the same time to expose students to
unpublished or not readily available material and
where the students are passive learners (Figure 1).
Lecture method is quite popular due to its certain Figure 1: Lecture method
strengths, some of which are given here:
a) A teacher can dispense more information (facts, theory) in less time and thereby
complete the syllabus/curriculum of a course.

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b) It is cost – effective. More number of students can be included in the teaching-

learning environment.
c) The teacher can adapt the lecture to the time and resources available.
d) Teachers and students being familiar with this method feel comfortable.
e) A teacher can pick up non-verbal cues from the students regarding their learning, as
well as teaching.
f) Lecture that is properly managed ensures students' discipline.

When the focus is on achievement of learning outcomes in the students, lecture method has
its own share of limitations:
a) Lecture generally involves one-way communication where learners are passive
listeners.
b) Due to poor note-taking skills in students, they forget much of what is heard during
the lecture.
c) All teachers are not trained to deliver good lectures, thereby reducing its
effectiveness.
d) As learners' active participation is limited, it tends to become dull, drab and boring.
e) For want of feedback from the learners, there is very little evidence of the learning
outcome.
f) It takes limited care of the individual differences in the students’ interests and
experience.
g) Research has indicated that recall of information after the lecture is not that
effective.
h) Lecture method is not at all suitable for developing practical skills.
i) It is not effective in developing desirable attitudes and social skills in the learners.

Some of these limitations could be overcome with the help of some other instructional
techniques and media that have been described later. However, one way of ensuring two-
way communication is to use 'oral question-answer technique'. For this, a teacher needs to
plan well in advance, as to what questions would be asked to students after covering each
teaching point in the class. Use of ‘oral question answer technique’ helps in improving the
effectiveness of the lecture.

2.1 Question Answer Technique

Good questions help the students to be actively involved in learning, and there is less scope
to get ‘switched off’. Depending on the purpose, questions of various types can be
formulated. Oral questioning can be used to:
a) Introduce new topic.
b) Review what has been taught.
c) Develop subject matter step-by-step.
d) Check whether students understand.

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e) Stimulate mental activity of students.

f) Encourage/promote healthy discussions.
g) Direct students to new possibilities in the problem being tackled.
h) Help students to apply previously learned material.
i) Prompt students to make additions to their answers.
j) Develop oral communication skills of students.

2.2 Types of Questions

During any instructional session, several types of questions can be used that are listed
below:
a) Rhetorical questions: These are the questions which the teacher can use in rapid
succession in such a way that there is no opportunity for students to respond. This is
a way to present information and give variety to presentation.
b) Introductory questions: These are the questions asked to introduce new knowledge.
At the beginning these may be used to test previous knowledge so that the teacher
knows what and where to start.
c) Developing questions: These are the questions asked for developing the lesson with
the active participation of the students. These may help the students discover new
knowledge by themselves.
d) Leading questions: These questions are asked after students have been asked some
question, which they have not been able to answer. These leading questions provide
some prompts or clues to the students and lead students to correct answers.
e) Recapitulatory question: These questions are asked at the end of the lesson to revise
the lesson, measure the success of the lesson, and evaluate how much learning has
occurred.

In order to increase active participation of students and to provide them practice for
comprehending the concepts, principles, etc. during the lecture or any instructional session,
following types of questions depending upon the process of asking questions can also be
used in addition to the types of questions mentioned above:
i. Centering questions: These can be used for focusing students thinking on a
particularly important concept or principle asked.
ii. Probing questions: These can be used for trying to get a student to go beyond
his/her initial answer to a previous question.
iii. Redirecting questions: These can be used for getting other students to respond to an
initial student's question or to comment on another student’s response.
2.3 Feedback to Questions
The students’ responses to questions raised during the session should be handled carefully:
a) The teacher should give feedback about the correctness or otherwise of the answers.
b) The teacher should reward (reinforce) their correct responses.

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c) The teacher should handle the incorrect or partially correct responses by offering
explanations in simple language and giving much more familiar examples.

How teachers respond to erroneous answers is critical in maintaining trust and developing
curiosity. Incorrect or partially correct answers should be experienced by the students
genuinely as learning opportunities. Hence to improve the effectiveness of any lecture
session, the teacher ought to ask questions, help students to understand the significance of
the question, ask students to make a judgment and provide them with some basis for
making the judgment, answer the question and leave students with a leading problem or
question related to topic taught.

2.4 Other Techniques to Improve Lecture

In the previous section, you have learned that in order to remove the limitation of one-way
communication, one of the effective ways is to use 'oral question-answer technique'.
Weaving other instructional techniques, methods and instructional media mentioned below
during a lecture improves this method.

These methods should build interest, maximize understanding and retention, involve
learners during the lecture, and then reinforce what has been said. Along with Question-
answer technique, some of these methods are:
a) Demonstration
b) Lead-off stories or interesting visuals
c) Use of media like chalk board, white board, interactive board, smart board
d) Use of resources like charts, video programmes, books, hand-outs, manuals, self-
learning modules, case studies
e) Examples and analogies
f) Short classroom assignments and tests.

If such techniques are properly planned and implemented, if not all, at least some of the
limitations of the lecture method can be removed. Demonstration method that is one of
these techniques, is being dealt in this lesson and some other techniques will be discussed in
subsequent lessons.

For increasing the effectiveness, it is also important for any teacher to properly organise the
lecture in three phases i.e. introduction, development of content, and summarization/
consolidation. While planning for implementing the instructional session, a teacher should
take care to incorporate these phases and the nine ‘Events of Instruction’, discussed in
lesson - 4 (Gagne 1970) and will be further dealt in the last unit of this module-4.
Please see the associated video on Improved Lecture method. You may also refer to the web
links provided in the references to get more information.
VIDEO

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3.0 DEMONSTRATION METHOD

After going through the e-content, video and activity/assignment related to

demonstration method, you will be able to plan to conduct an effective demonstration

Research has shown that the one of the ways to maximise learning is using the real things in
the classroom, laboratory or any other place. The use of the real thing in the class room is
through demonstration. For example, the teacher can show a small electric motor (Figure 2),
which could be brought into the class to show the
stator, rotor, windings, shaft and other things. It could
also be diodes or transistor in an electronics
engineering class or different types of gravel or
aggregate in a civil engineering class and so on. A well
planned, well performed demonstration by the
teacher provides stimulating visual reinforcement. It
includes thinking, invites discussion and bring out
why, when and how the way things or phenomenon Figure 2: Display of components of
happen, and generates a sense of satisfaction in the Induction motor
class. The demonstration method could be defined as:

Demonstration is an instructional method that normally combines oral explanation

with the handling or operation of equipment or materials.

Demonstrations serve as link between theory and practice. In teaching learning

environment, it is an activity carried out by the teacher in the classroom, laboratory,
workshop or any other situation to support theory discussed during classroom instruction or
to show how something is done (skill). Demonstrations may be used at the beginning of the
lesson, during the lesson to link theory and practice or to provide a motivation and/or
stimulus variation to the students.

A lecture with a demonstration can makes the teaching learning process more effective.
Learning becomes much more effective when concepts, principles, etc. studied in theory
classes are synchronized with the demonstration or laboratory work. A demonstration can
be planned as a part of a lesson in order to provide a motivation or stimulus variation to the
students. The teacher should perform a demonstration and ask questions as the
demonstration is in progress.
3.1. Types of Demonstration
For a better understanding, trainee can classify demonstration into four types on the basis of
the purpose for which it is going to be used.

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Display type - This is used to show

something in outline or in detail.
Examples - External features of a
theodolite and components of
crankshaft (Figure 3) etc.

a) Operational type - This is used to

Figure 3: Display of components of crankshaft
show how something works–
working principle, constructional details, processes
etc.
Examples – Mechanism of an engine (Figure 4),
Working of an Oscilloscope working of a Vernier
caliper, working of a compound lever, etc.
Figure 4: Mechanism of an engine
b) Instructional type – This is used to show how something is
done so that the student can repeat the same.
Examples – Reading a thermometer, how to start an electric
motor, how to drill properly, etc. (Figure 5)

c) Illustration type – This can be used to show why something

happens the way it does.
Examples – Concepts like deflection (Figure 6), discharge Figure 5: Drilling

through V- Notch, principles like ohm’s law, laws of

friction etc.

The teacher can also classify demonstration on the basis of

location where it is conducted as:
• Laboratory–based demonstration
• Workshop–based demonstration
• Field–based demonstration Figure 6: Concept of deflection
• Classroom–based demonstration

Normally, for developing practical skills, laboratory, workshop or field-based demonstrations

are used.

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3.2 Laboratory/ Workshop/ Field-based Demonstration

Students prefer to see (rather than hear) how

things happen. It is a fact that the more the
senses are used during teaching learning
situation, the greater is the possibility of the
student learning and retaining what is being
taught. Demonstration makes this possible. The
demonstration can also be used during the
laboratory/workshop/field session in order to
develop some practical skills related to an
Figure 7: A Field based demonstration
equipment or process (Figure 7). The students will
be able to clear up the doubts which might have risen in theory class. In that case, the
master craftsperson or the concerned expert on that equipment or process can conduct the
demonstration so that the students can observe and practice the skills under controlled
supervision. The main objective of such a demonstration is to develop the requisite skills
required by the industry.

REFLECTION SPOT
It has been stated that:
• Demonstration can be used for explaining ‘how something can be done?’
• Demonstration can be used for explaining ‘how something works?’
• Demonstration can be used for explaining, ‘what something is like’
• Demonstration can be used for explaining, ‘why something happens the way it does’.
From your course area, find at least one example where above requirements of
demonstration are met.

3.3 Planning for Demonstration

When the teacher prepares a proper plan, s/he will not only be able to deal with expected
learning problems, but also will feel herself/ himself confident while dealing with
unexpected learning problems. Purpose of demonstration should be quite clear. Therefore,
the learning outcome/s, teacher wants his/her students to achieve through demonstration
should be thoroughly understood. Planning for a demonstration involves six stages.

Planning for

Design Rehearsal Motivation Performance Practice Feedback

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a. Planning for Design

In order to have a good design, first of all the
teacher has to decide for his/ her
demonstration, the objectives to be achieved.
Once the objectives are clear, then decide the
type of demonstration, which suits to the
need i.e. whether it is a classroom (Figure 8),
laboratory, field or workshop type. Try to find
out what students already know so that it can
be omitted or touched lightly. Take care of
certain critical points that need attention Figure 8: A class room-based demonstration
during demonstration. Decide, develop or
arrange in advance, if any instructional media is required to support the demonstration so
that it is more effective.

b. Planning for Rehearsal

Before starting the demonstration, arrange the required material and equipment
systematically so that they are readily available when needed. Make sure that equipment is
working satisfactorily. If necessary, collect or prepare instructional media for greater
effectiveness such as drawings, product or process leaflets, graphs, diagrams, charts,
animations, video, computer-based presentation, etc. Before demonstration, do not forget
to rehearse, so that you become sure and confident that everything will work during the
demo in front of students. If needed make appropriate sequence of the operations. Prepare
well for each step. If required by student, repeat the whole sequence or part of it.

c. Planning for Motivation

In order to motivate the students, it is beneficial to have their active participation, instead of
they merely observing the demonstration. The importance and purpose of demonstration
ought to be established to build up the interest of students in demonstration. Students'
attention to specific points should be drawn; and if possible, by involving the students during
demonstration by inviting them to assist the teacher.

d. Planning for Performance

While demonstrating the most important thing is that students should hear and see the
demonstration clearly. The teacher will be tempted to look at the work, and if the teacher
talks to work table rather than to students, the teacher cannot hope to be heard. In addition
to this, the student will also feel neglected. The involvement of students can be achieved by
asking them. "What will happen further", by building suspense during demonstration or
expressing wonder about certain thing. Allow students to try for themselves if time permits.
Encourage students to ask questions and make special efforts to clear their doubts. Make
sure that students see the demonstration clearly. The size of model used should be

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appropriate for the size of group. Use enlarging media such as document camera, projector
to show tiny components or parts visible to all.

e. Planning for Practice

If the demonstration is for development of skill, allow students to emulate. Promote
interaction within the students. Supervise each student and while they are practicing, watch
common mistakes. Once the demonstration is complete, repeat and explain both correct
and incorrect way of doing. Also plan to evaluate each student’s performance of the skill.

f. Planning for Feedback

Invite any of the faculty member or colleague to watch the new demonstration. Have
detailed feedback from him/her or observe any of the colleagues giving a demonstration and
note his/her good points for the improvement.

3.4 Demonstration for Development of Manipulative Skills

In simple words, skill can be defined as 'organised and coordinated pattern of mental/or
physical activity'. When any teacher plans to use demonstration method for developing
manipulative skills in a laboratory or workshop, do remember that giving a demonstration is
not just giving a performance, but it includes explaining of the procedure as well.
Demonstration of a skill by a teacher primarily consists of two parts:
Doing part
Demonstration
Explaining

Now, the question comes up as to what the explanation should include in this case.
a) A list of the equipment, tool and other materials required for the demonstration.
b) A logical sequence of steps in skill which the students can follow.
c) The techniques, cues and key points of each step to be emphasized.
d) A description of the safety procedures to be followed.

Steps for developing skills

Skills are best learned by repeated practice. Hence, it is also important that a skill lesson
should be planned to contain the two components as shown below.

Skill Lesson

Demonstration by Practice by
Teacher/ Demonstrator Students

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A teacher must identify those mistakes, which may hinder the learning of manipulative skills,
and should act to rectify them immediately. Once having gone through a sequence of
movement wrongly, it is very difficult for learners to unlearn. This must be prevented from
happening. For example, a student before starting to solder, it is important that s/he should
hold the soldering iron correctly and a teacher ought to ensure it. Principles of planning a
skill lesson include:
i. Show students how to do it.
ii. Explain key points.
iii. Demonstrate the skill in full
iv. Break the skill down into its parts
v. Give reasons for doing a particular step in a particular way.
vi. Give the students plans of practice
vii. Repeat: Let the students watch the teacher/ demonstrator do it again.
viii. Let them do the simple parts of the job.
ix. Ensure feedback
x. Help them to do the whole, under supervision/observation. Provide feedback.
xi. Allow for free practice. Provide feedback.
xii. Let them practice on their own.

ACTIVITY
Identify skill(s) related to one of the courses you plan to deal with. Write the steps for
developing identified skills in students using demonstration technique.

3.5 Points to be taken care of before giving Demonstration

a) Anticipate those steps, which may cause the greatest difficulty and provide or have
ready form of supplemental instruction to clarify the point.
b) Have all material and equipment needed for the demonstration at hand and within
reach.
c) Rehearse before actual presentation; be sure that everything works as planned.
d) Give short demonstration to avoid fatigue of students and to help retention of what
is learnt.
e) Remove all possible distractions before the demonstration begins like unnecessary
noise, unused equipment, etc.
f) Be sure that everyone can see, as the worth of a demonstration is measured by its
visual appeal.
g) Use large equipment objects etc. if possible.
h) Avoid glare from light source and shining surface.
i) Hold work aloft, where all can get good view.
j) Stand by the side of the chart or model, particularly when it is on the board behind
the teacher.

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k) Support demonstration with charts, diagrams, slides & printed instructional

materials.
l) Ensure all students see the demonstration from the angle from their seats so that
they don't have any difficulty when they do it by themselves.

VIDEO
Please see the associated videos to get more information.

4.0 TUTORIAL METHOD

After going through the e-content and video related to tutorial you will be able to explore
the use of tutorial as an instructional method.

In most of the curricula of engineering programmes, credits of lecture (L), tutorial (T), and
practical (P) are part and parcel called the L-T-P design. Therefore, tutorials have to be taken
with all seriousness as they are included even in the time-table. The individuals in a class
though treated as equal by the teacher, are not comparable to each other, neither in terms
of cognitive ability nor in terms of desirable attitudes. The tutorial method is generally the
follow up action of a lecture session and one of the means to create an environment for
individualized instruction. To achieve maximum learning in the students, it is desirable to go
for individualized instruction. When the word 'tutorial' is used, it signifies one-to-one
interaction between teacher and student. It can be defined as below -

A tutorial is an interaction between the teacher and student(s), primarily on one-to-

one basis wherein an instructional session is reviewed, or a problem considered.

Tutorials are not intended to supply what books and lectures can give, rather provide
students opportunities for more practice and clearing their doubts. During tutorial, teacher
enquires from students, their areas of difficulty and tries to help them. Most of the time,
students are least prepared even to know what to ask. In such situations, teachers on their
own identify areas of difficulties and give assignment to student to solve the problems so
that they could learn from repeated practice. This particular part of lesson aims to explain
what a 'tutorial' is, emphasize the strengths of tutorial and how best it can be used as a
method of teaching. Even when there is no provision of 'tutorials' in the timetable, concept
of 'tutorial' can definitely be adopted in any educational institution.

Tutorial is popular for practice and remedial teaching due to its following salient features:
a) It brings in elements of individualised learning to a large extent, as a student has to
make attempts to learn on his/her own, and then identify what he/she does not
understand.
b) It helps the students in solving their individual difficulties.

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c) It supplements learning occurring during normal classroom teaching.

d) It provides the students an opportunity to exchange and validate ideas learnt
through individual study.
The tutorial has its share of limitations as well:
i. Individual tutorial is time consuming. If there are large numbers of students, it will
be difficult for the teacher to cater to needs of every individual student satisfactorily.
ii. During group tutorials, the pace of the instruction would differ if students vary
greatly in mental ability.
iii. Even with these limitations, one can use this method effectively by proper planning.

With the advancement of technology, there are other ways and means to create tutorial like
situation. For example, in 'Computer-Assisted Learning (CAL)', there is one-to-one
interaction between student and teacher (in the form of a CAL lesson).

4.1 When and Where to Use Tutorials?

Situations where tutorial can be used are:

a) When the topics are very important for understanding subsequent topics.
b) When the topics are difficult.
c) When the topic requires drill and practice.
d) When the students face some problems.
e) When the teacher wants to have remedial teaching for weak students.
f) When students need the guidance of teacher for their project work, assignment,
seminar presentation etc.

Tutorials can be of two types - Individual Tutorial and Group tutorial.

4.2 Individual Tutorial

Here the teacher will meet one of the students

possibly in the office at pre-fixed times or in laboratory
or some other location (Figure 9). Student can come up
with the problem. The role of teacher will be facilitator
of learning. There will be close interaction between
the teacher and the student. Because of this there will Figure 9: Individual tutorial
be better interpersonal relationship and student can
feel free to get his/her doubt(s) clarified.

Example
Suppose in an electronics engineering class, the students are taught how to calculate gain of
an amplifier. But it may be possible that some weak students have not understood it
thoroughly. So, they may come individually to the teacher during pre-fixed time and then

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the teacher can explain stepwise how to solve the problem. To see whether the student has
understood or not, the teacher can give similar exercises with slight variations in the circuit.
This drill and practice followed by immediate feedback will help them learn. The teacher will
also provide individual care and attention.

4.3 Group Tutorial

Figure 10 depicts a group tutorial situation. Number of students in group tutorials could be 5
to 10. Preferred seating arrangement in this is around a
table, so as to facilitate easy interaction between the Student
teacher and the students. Group tutorial could be in the
Teacher
form of getting exercises solved in a group with teacher
assistance, and getting doubts clarified for specific
topics/situation. Additional gain from the use of this method Figure 10: Group Tutorial
is that through the interaction, interpersonal relationship Seating Arrangement

drastically improves. There is a great deal of intimacy and every student gets an individual
attention by the teacher.

Example
Suppose the teacher asks the students to design a 'fibre optic link' on the basis of power
budget. For this, the students have to collect data and do calculations to get the final result.
The teacher can have a group tutorial for a group of students in which the teacher can look
at what they have done, what their difficulties are, and how they can proceed further.
Please watch the associated video of tutorial method.
VIDEO
5.0 LABORATORY METHOD

After going through the e-content, video and activity/assignment related to Laboratory
method, you will be able to use appropriate laboratory experience as an effective
teaching method to develop the pre-determined practical outcomes.

Engineering is a 'hands-on' profession,

where doing is the key. Applying
engineering to everyday life requires
both theory and hands-on practice.
While the former lends itself to
classroom learning, the later can only
be learned and practiced in the physical
laboratory. In this method the teacher’s
role has to be that of a 'guide' and
students must do most of the 'action'. Figure 11: Laboratory method
This means that students need to be most of the time guided and helped to conduct

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practical in laboratory. The laboratory method (Figure 11) can be used both for individual
and group instruction and how to effectively use this instructional method to develop the
pre-determined outcomes is discussed in this lesson.

5.1 Need for Laboratory Work

Firstly, it is necessary to understand the reason for existence of the laboratory in the
engineering institutions, which is different from science colleges. The laboratories in the
science colleges are set up to verify the various scientific theories, rules, laws and principles.
Whereas the laboratory/workshop in the professional institutions related to engineering
education system are established to develop the requisite competency and skills required
for the concerned profession. If fact laboratory functions as ‘miniature industry’ where the
necessary equipment and instruments are set up to develop the basic and essential
competencies and skills related to that occupation and required by the industry, so that they
become almost ready for the world of work on graduation.

It is also pertinent to understand that the students are not all the time doing only practical
activities, but they also undergo experiences of being a group leader, team member and
such generic laboratory-based activities and hence the term ‘laboratory experiences’ would
be a more appropriate term to be used in place of the term ‘laboratory experiments’ as they
are not ‘experimenting’ anything. In fact, the ‘practical work’ would be still better as they
will be doing that practical work, which help them to attain the practical outcomes/ skills
required by the industry. Hence there should not be any of the so called ‘Study Type’
experiments as the focus of the laboratories is on developing the skills and not observation.
Therefore, just by observation and study of static equipment in a laboratory/ workshop
cannot be considered as ‘practical/ laboratory work’. Therefore, in most part of this lesson
and associated videos, the term practical work or experience (which means laboratory/
workshop/ field work) is used.

5.2 Objectives of Practical Work

All engineering programmes have number of courses and associated laboratory work. The
practical work in the laboratories related to these courses need to be focused, to render the
students more acceptable to the industry. Most of the graduates from engineering
programmes, who get employed in the industry work on the shop-floor, undertake
production, market and service the products. For this to happen, the objectives of the
laboratory work ought to be clear to both the teacher and the students. The objectives of
the laboratory work with special focus on UG and diploma engineering curricula are
discussed separately in subsequent paragraphs.

Thirteen objectives, converged at the colloquy convened in San Diego, California, where
academicians discussed “What are the fundamental objectives of engineering instructional

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laboratories?” are listed below. All objectives start with the following: “By completing the
laboratories in the engineering undergraduate curriculum, the student will be able to….”
i. Instrumentation: Apply appropriate sensors, instrumentation, and/ or software tools
to make measurements of physical quantities.
ii. Models: Identify the strengths and limitations of theoretical models as predictors of
real world behaviours. This may include evaluating whether a theory adequately
describes a physical event and establishing or validating a relationship between
measured data and underlying physical principles.
iii. Practical Work: Devise practical works, specify relevant equipment and procedures,
implement these procedures, and interpret the resulting data to interpret and come
to conclusions.
iv. Data Analysis: Demonstrate the ability to collect, analyze, and interpret data, and to
form and support conclusions. Make order of magnitude judgments and use
measurement unit systems and conversions.
v. Design: Design, build, or assemble a parts, product, or system, using specific
methodologies, equipment, or materials; meeting client requirements; developing
system specifications from requirements; and testing and debugging a prototype,
system, or process using appropriate tools to satisfy requirements.
vi. Learn from Failure: Identify unsuccessful outcomes due to faulty equipment, parts,
code, construction, process, or design, and then re-engineer effective solutions.
vii. Creativity: Demonstrate relevant levels of independent thought, creativity, and
capability in real-world problem solving.
viii. Psychomotor: Demonstrate competence in selection, operation, and modification of
relevant engineering tools and resources.
ix. Safety: Identify health, safety, and environmental issues related to technological
processes and activities, and deal with them responsibly.
x. Communication: Communicate effectively about laboratory work with a specific
audience, both orally and in writing, at levels ranging from executive summaries to
comprehensive technical reports.
xi. Teamwork: Work effectively in teams, including individual and joint accountability;
assign roles, responsibilities, and tasks; monitor progress; meet deadlines; and
integrate individual contributions into a final deliverable, product.
xii. Ethics in the Lab: Behave with highest ethical standards, including reporting
information objectively and interacting with integrity.
xiii. Sensory Awareness: Use the human senses to gather information and to make sound
engineering judgments in formulating conclusions about real-world problems.

For undergraduate engineering students from engineering institutions, following list of

objectives has been formulated for their laboratory work:
a) Develop practical skills through first-hand experience.
b) Show an attitude of enquiry.

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c) Show confidence and ability to solve problems.

d) Interpret events and results.
e) Work effectively as leader of a team.
f) Work effectively as member of a team.
g) Assess errors and reduce them.
h) Observe and measure physical phenomena.
i) Write technical reports.
j) Select suitable equipment, instruments and materials.
k) Locate and rectify faults in systems.
l) Set and handle instruments, machines and equipment.
m) Follow standard/ specified test procedure.
n) Show awareness of safety procedures.
o) Understand concepts, theories and principles.
p) Understand the operation of instruments, machines, systems, equipment, etc.
q) Integrate theory and practice.
r) Discover or prove rules, relationships and principles.

To fulfil these objectives of engineering laboratories, some of the most industry needed
skills that could be developed in students through practical work during the programme of
study in a technical institution are given in Table-1.
Table 1: Some Common Skills to be Developed in Laboratory

S. No. Practical Skills Social Skills & Values Cognitive Skills

1 Operate Follow safe practices Evaluate
2 Handle with dexterity Manage time Analyze
3 Survey Show alertness Communicate in written form
4 Procure Exhibit sincerity Communicate orally
5 Estimate Show Interest Listen
6 Install Demonstrate Confidence Solve problem
7 Test Show Cost consciousness Draw conclusions
8 Inspect Adhere to Healthy Record
practices
9 Repair Work hard Classify
10 Maintain Show empathy Investigate
11 Service Demonstrate Integrity Interpret
12 Use of modern tools Self-motivation Use for varied applications
13 Measure with Self-discipline Observe
precision

As can be observed, Laboratory work can be used for achievement of outcomes in all the
three domains of learning i.e. psychomotor domain, affective domain and cognitive domain.

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These skills are possible to be developed, if the laboratory work is suitably designed and
effectively implemented. Repeatability is one of characteristics of skill development and this
need to be built in the laboratory work design for implementation. Social skills and values,
which are the outcomes in the affective domain, can be developed through only some
methods, laboratory being one of the most prominent one, especially since in any
curriculum, significant time is allotted to practical work. Values are not social skills. Good
values like loyalty, sincerity, and such others are those which the industry strongly needs, for
which suitable environment has to be created in the institutions and teachers should
motivate the students to internalize such noble values and ethics and assess them at
appropriate times.

5.3 Factors influencing Laboratory Instruction

The following are the important factors that influence the laboratory instruction. As the
influence of these factors is self-evident, a brief discussion on them is only given.
a) Teacher competence
It is important that the teachers themselves need to be confident, competent and
trained to operate all the concerned equipment in the laboratory, they have been
given responsibility. A necessary step before administering any practical work is to try
it out. This will enable the teacher to appreciable the difficulties that the students
may encounter when performing it. Furthermore, the teacher will be in a better
position to guide the students for achievement of the industry relevant skills.

b) Resource Constraints
It is vital that equipment should be available in good working condition. Equally
important is the availability of necessary consumables. Policy support and essential
funds ought to be available for ensuring the same.

c) Students Characteristics
While more able students need little guidance, average and less able ones need more
support from the teacher and have to be gradually trained up to take up the student-
centered learning experience. Some students readily take up initiative and assume
responsibilities, while some students feel contended with passive roles. Teacher
influence becomes necessary to make such students take active role and thereby
develop necessary practical skills which cannot be attained anywhere else.
d) Learning Outcomes
This is a vital factor. The students should clearly understand the outcomes expected
through the practical work. The relevance of the laboratory work has to be
appreciated by student to gain and sustain his/ her interest. Therefore, there has to
be clarity to students as well as to teachers regarding the practical learning outcomes

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and the practical skills linked with the course outcomes and programme outcomes,
which need to be acquired by the students.
e) Assessment of Learning Outcomes
One of the most important factors in the development of practical outcomes effectively
is their assessment. If teachers design assessment schemes properly and make it
transparent and implement it sincerely, it can motivate students to acquire the skills
through laboratory work effectively. Details about it will be discussed in the
subsequent lessons.

5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work

The engineering teacher is the key person who has to facilitate the development of requisite
practical skills, social skills and cognitive skills in the students. The main roles of the teacher
with reference to laboratory are:
a) Plan and design lab experiences.
b) Provide guidance and direction during laboratory practice.
c) Assess the students’ performance.
d) Organise and manage the laboratory work in totality.
For achieving this, the major responsibilities of the teacher specifically in the laboratory are
highlighted here:
i. Ensure that all the equipment required for that course are procured, installed and
commissioned.
ii. Assure the availability of required consumables in time.
iii. Plan to organise the practical work.
iv. Design practical work to develop the industry relevant skills relevant to the course.
v. Develop notes to teachers and compile them in the form of teacher guide, so that the
designed practical work is implemented properly.
vi. Implement the practical work to develop the industry relevant skills relevant to the
course.
vii. Facilitate the development of the skills in the students during the practical work.
viii. Assess the students’ performance and certify whether the practical learning
outcomes have been acquired or not.

The above responsibilities may call for special care and additional activities such as:
• Prepare various schedules.
• Develop learning material for labs/ workshops - (Instruction sheet, Models, Charts,
Video Programs, CAI packages, etc.).
• Decide relevant instructional strategy.
• Ensuring active student participation.
• Render guidance and assistance.
• Set criteria for evaluation - Continuous, end-of- term using Rubrics, Checklist, Rating
Scale

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• Ensure house-keeping and maintenance of laboratory.

• Ensure safety in the laboratory.
In nutshell, it can be said that the laboratory work is a powerful tool to develop the industry
relevant skills and practical outcomes, which cannot be developed in the classroom. Hence,
the practical work in the laboratory/ workshop/ field needs to be effectively designed and
implemented to develop the requisite skills in the students. Moreover, the laboratories also
need to be utilized for the maximum amount of time so that the students will have more
time for practicing and developing the skills. All these point to the fact that laboratory work
is to be logically and scientifically designed or innovated to focus on the development of
these skills in the students.
Please watch the associated videos on laboratory to get more information. VIDEO

6.0 CONCLUSION
It can thus be seen that all the basic instructional methods, discussed in this lesson, viz
Lecture, Demonstration, Tutorial and Laboratory have their individual features, strengths
and limitations. ‘All said and done’, the ultimate aim is that the students achieve the
expected learning outcomes. For this, a judicious mix of the instructional strategies
incorporating a number of methods should be adopted. Along with it, a good mix of various
instructional media needs to be used for implementing the session effectively, keeping in
focus that there is an active student involvement in the teaching learning process. This will
come only through sustained ‘practice and feedback’.

*******

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ACTIVITY
Please go through the given case related with improved lecture method and answer the
questions that follow.

Mrs. Surbhi Khanna, is an Assistant Professor in electrical engineering department of XYZ

technical Institute. She was teaching “Basic electrical engineering” in second semester
for the last three months. She tried her best to make her lessons interesting to the
students. She brought different types of models relevant to the topics to the classroom,
conducted several small demonstrations in the class room, encouraged students to
observe the natural phenomena and used several other activities to make students learn
effectively. Whenever she was planning for the delivery of classroom lecture, she
proceeded as follows:
a) Introducing the topic.
b) Asking questions about last topic covered.
c) Demonstrating the concept to be taught with a simple model.
d) Consolidating information from the demonstration on the board.
e) Giving examples and non-examples of concept taught.
f) Asking students to give more examples and non-examples concept.
g) Asking students to solve a problem in the class, which makes use of concept
taught that day, and/or on previous turn.
h) Going around the class and seeing that students are working and solving their
difficulties.
i) Commenting on the solution.
j) Summarising the lecture.

Answer the following:

i. State the variety of instructional methods, Mrs. Khanna has planned?
ii. In your opinion was she able to:
a) generate students’ interest in learning electrical engineering?
b) satisfy to the individual needs of the students?
c) encourage creative thinking of the students?
d) assist the students to organise their knowledge?
e) motivate students to participate more in the learning process?

*******

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7.0 REFERENCES

Banthiya N.K., Joshua E., Mathew Susan S. et al.(1999). Devise Teaching Strategies and Select
Teaching Methods- Competency Based Self-Learning Module. TTTI Bhopal.
Banthiya N.K., Srivastava M.K, Earnest, Joshua, Mathew S.S. (1999). Design suitable learning
experiences for laboratory work & Direct laboratory experiences to achieve specified aims.
Module 4: Competency Based Self-Learning Module; TTTIBhopal.
Damodharan V. S. ACCA, AICWA and Rengarajan.V. AICWA.Innovative Methods of Teaching . paper
article
Earnest, Joshua, et al. (1999). Competency-Based Laboratory Manuals for Various Courses of DEVE
and DERE Programmes. St.Xavier's Technical InstituteMumbai.
Earnest, Joshua.(2003). How to Assess Student Outcomes in an Engineering College Laboratory? -
Proceedings of the International Symposium on ‘Best Assessment Processes V’, at Rose-
Hulman Institute of Technology, Terre Haute, Indiana; USA.
Earnest, Joshua.(September 8 - 11 2002).Graded Laboratory Experiments – An Innovation.
Proceedings of the 30th SEFI Annual Conference ‘The Renaissance Engineer of Tomorrow’; at
University of Florence, Firenze; Italy; Technical Session B5.
How do I improve my lectures. Retrieved March 06, 2019,
fromhttps://www.montclair.edu/academy/resources/teaching-resources/how-do-i-improve-
lectures/
Improving lectures by understanding students’ information processing. Retrieved March 02, 2019,
from https://www.colorado.edu/ftep/sites/default/files/attached-
files/ftep_memo_to_faculty_1.pdf.
Jain K.K and Lalla G.T.(1995). Module on Skill Training Techniques. Technical Teachers’ Training
InstituteBhopal.
Jain P.C., Mathew, Susan.S., Earnest, Joshua, et al.(1999). Compendium of Laboratory Experiences– A
Project on Effective Utilization of Laboratory Equipment (Maharashtra State) – A Report;
TTTI. Bhopal, India.
Levin (1989).Secondary Instruction: A manual for classroom Teaching. Allyn & Bacon.
Mathew S.S.(2002).Conduct a good demonstration, using laboratory equipment. Module 4:
Competency Based Self-Learning Module: Technical Teachers’ Training Institute Bhopal.
Mathew, Susan S., Earnest, Joshua.(9-13 February 2004). Innovations in the Laboratory for
Competency Development. Proceedings of the 7th UNESCO International Centre for
Engineering Education (UICEE) Annual Conference on Engineering Education, Mumbai, India.
Mukhopadhyay M.& Kapruan N. S.(1978) .Conduct Tutorial. CBTE Module No.24, Technical Teachers’
Training InstituteBhopal.
Patki S D (1994).Module on Overview of Teaching Methods.Cement Industry HRD Project, Technical
Teachers’ Teaching Institute: Bhopal.
Some advantages and disadvantages of tutorial Methods of Teaching.Retrieved March 08, 2019,
fromhttp://www.dissertationhelponline.co.uk/blog/advantages-disadvantages-tutorial-
method-teaching/
Teaching improvement guide. Retrieved March 06, 2019, from
https://sites.google.com/a/uwlax.edu/teaching-improvement-guide/improvement-
strategies/teaching_methods_course_structure/a-lecture.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods

Ten suggestions for improving a lecture.Retrieved March 02, 2019, from

http://www.montana.edu/facultyexcellence/Papers/lecture.pdf.
Tutorial strategy in education.Retrieved March 06, 2019, from
http://www.vkmaheshwari.com/WP/?p=2427
Tutorials and small group Teaching.Retrieved March 08, 2019,
fromhttps://iubmb.onlinelibrary.wiley.com/doi/pdf/10.1016/0307-4412%2888%2990007-6
Why lecture.Retrieved March 07, 2019, fromhttps://faculty.londondeanery.ac.uk/e-
learning/improve-your-lecturing/why-lecture
Wilson B.(1987) . Methods of Training: Individualised Instruction. Parthenon Publishing:
Lancashire

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods

ASSIGNMENT
Some learning outcomes are given below. Identify the outcomes, which can be best
achieved through laboratory work.

S. No Learning Outcomes Yes or

No
The student will be able to
1. apply all the rules of grammar to form meaningful sentences.
2. select suitable instruments for carrying out specified survey work.
3. follow given safety precautions while conducting performance test on an
induction motor.
4. draw sketch of a given object.
5. discriminate between active form and passive form in simple, compound
and complex sentences.
6. demonstrate ability to work in groups.
7. check the soundness of the columns and beams with accuracy.
8 state the laws of friction.
9 start the given pump in good condition in three minutes.
10 define the concepts: work, power and energy.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods

DISCUSSION FORUM
Suggested topics for discussion forum:

• Discuss the concerns related to roles of teachers, students and technical staff in the
laboratory.

Module 4-Instructional Planning and Delivery NITTTR, Bhopal L8 Page 26

MODULE 4
Instructional Planning and Delivery

Unit 4.4.3
Instructional Methods and
Strategies- Part 2

L9 Advanced Instructional Methods

L10 Blended and Flipped Learning Approach
Unit 4.4.3: Instructional Methods and Strategies - Part 2 L9: Advanced Instructional Methods

L9: Advanced Instructional Methods

Contributors

Dr. B. L. Gupta Professor, Department of Management

Dr. J. P. Tegar Professor, Department of Civil and Environmental
Engineering
Prof. (Mrs.) Susan S. Mathew Associate Prof. Department of Electrical and Electronic
Engineering
Dr. A. K. Jain Professor, Department of Civil and Environmental
Engineering
Prof. (Mrs.) Asmita A. Khajanchee Associate Prof., Department of Electronic Media
Dr. Vandana Somkuwar Associate Prof. Department of Mechanical Engineering
Dr. Sharad Pradhan Associate Prof. Department of Mechanical Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002

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Unit 4.4.3: Instructional Methods and Strategies - Part 2 L9: Advanced Instructional Methods

L9: ADVANCED INSTRUCTIONAL METHODS

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Justify the importance of the specified advanced instructional method.
LO 2. Select relevant advanced instructional method to develop the pre-
determined learning outcomes.
LO 3. Explain the procedure to implement the selected instructional strategy
effectively.

Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 WHY ADVANCED INSTRUCTIONAL METHODS? ........................................................................... 3
3.0 LEARNING IN GROUPS: HOW IT OCCURS? ................................................................................. 4
4.0 ADVANCED INSTRUCTIONAL METHODS...................................................................................... 5
5.0 ADVANTAGES OF GROUP-BASED LEARNING............................................................................... 8
6.0 USE OF SOME ADVANCED INSTRUCTIONAL METHODS FOR DEVELOPING CREATIVITY ............. 8
7.0 SEMINARS .................................................................................................................................... 9
8.0 PANEL DISCUSSION.................................................................................................................... 10
9.0 EDUCATIONAL GAMES .............................................................................................................. 11
10.0 GROUP DISCUSSION .................................................................................................................. 13
Outer Circle- Observer Group ........................................................................................................... 14
11.0 CASE METHOD ........................................................................................................................... 14
12.0 ROLE PLAY.................................................................................................................................. 16
13.0 BUZZ SESSION ............................................................................................................................ 18
14.0 BRAINSTORMING....................................................................................................................... 18
15.0 SIMULATION .............................................................................................................................. 19
16.0 PROJECT METHOD ..................................................................................................................... 20
17.0 INDUSTRY/ FIELD VISIT .............................................................................................................. 23
18.0 ICT-BASED LEARNING ................................................................................................................ 24
19.0 SELF-DIRECTED LEARNING ......................................................................................................... 26
20.0 PROBLEM BASED LEARNING...................................................................................................... 27
21.0 SELECTION OF INSTRUCTIONAL METHOD ................................................................................. 28
22.0 REFERENCES .............................................................................................................................. 31

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Unit 4.4.3: Instructional Methods and Strategies - Part 2 L9: Advanced Instructional Methods

L9: Advanced Instructional Methods

1.0 INTRODUCTION
In any educational institution teaching learning normally occurs in a formal set up under the
guidance of teachers to attain pre-determined learning outcomes which are derived from
curriculum as per the industry need for that occupation. The industry requirements include
competencies and skills related to technology, problem solving, creativity, communication,
sustainability and the like which fall in the three domains of learning – i.e. Cognitive, Affective
and Psycho-motor. The teaching and practice of these skills is not restricted only to the
classrooms but it occurs at different places like laboratory, workshop, field, etc. It can be said
that though lectures and demonstrations are popular methods of conveying structured
information to all classes of learner, the development of psychomotor and affective domain
skills needs different kind of setting for learning. No single instructional method can develop
the above-mentioned skills. A proper mix of different instruction methods will serve this
purpose. This lesson which is in continuation of the basic instructional methods seen earlier,
will discuss some advanced instructional methods. One important point to note is that the
word ‘Advanced’ does not necessarily indicate that any advanced technology is essentially
needed to implement these methods. The discussions along with the videos will help you to
understand how to use these methods to develop the above mentioned skills.

Some important words/phrases frequently used here: Learning Outcomes, Cognitive

Domain, Affective Domain and Psycho-Motor Domain, Skills, Teacher-Centred Methods,
Student-Centered Methods, Group Based Methods, Student Activities, Teacher Roles,
Interaction, Discussion. These have specific meanings as given in earlier lessons.

2.0 WHY ADVANCED INSTRUCTIONAL METHODS?

The basic methods such as lecture, demonstration (discussed in the previous lesson) requiring
more of teacher control during learning process, have some inherent advantages. Teacher’s
proficiency in the subject and skills in managing the learning process are key factors for
success of these methods. As a learner attains learning skills s/he may also develop the ability
to take responsibility of managing herself/ himself during T-L process and taking decisions
related to the learning process. Then s/he can be given opportunity to study on her/his own
and learn individually. Methods which permit individualized learning are advantageous and
may also take care of individual learners’ differences with respect to her/his learning
preferences and flexibility for learning.
The learner may also develop ability to work in a group if such a situation is provided. Matured
learners/ students can also be allowed to collaborate by sharing knowledge, taking some
responsibilities in learning activities, sharing the given resources in conditions facilitated by
the teacher. Such situations may be categorized as 'Group Based Learning'. Group based

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learning is a common feature in many of advanced instructional methods. Therefore, it is

important to understand as to how learning occurs in groups. In such situations, cognitive
abilities at higher levels of “Revised Bloom's Taxonomy” can be developed easily. Such
methods also facilitate attitude development which are discussed over here. For effective
achievement of desired learning outcomes using such methods, two abilities in the teachers
are required to be ensured:
a) Ability to select proper method/s and
b) Ability to implement the selected method/s.
If teacher lacks these abilities, implementing such methods may not give desired result; but
may turn out to be just a mockery. Many of the advanced instructional methods demand
participation of students in group, wherein advantages of group-based learning could be
harnessed.

3.0 LEARNING IN GROUPS: HOW IT OCCURS?

In previous lessons, different models of teaching have been discussed. There are different
theories of learning too. It is essential to briefly state approaches, some of them in the context
of group learning are:

a) The Constructivist Approach of learning states that 'learners are not passive recipients
of information, but they actively construct/ build up their knowledge by interacting with
the environment'. Secondly, learners evolve or reorganize their mental structures
through collaborative learning.
b) The Social Learning Theory Based Approach states that 'people learn new behaviours
by observation, within a social context'. The context brings about the attention,
retention, reproduction and motivation. The learner's belief in his or her capacity to
act or behave in a certain way helps learning in such contextual situations. The learners
or students can be put in a contextual situation in which they satisfy social needs and
develop useful skills.

It has been observed that learners enjoy learning in group. Research in the area of small group
learning indicates that 'Learning in small group provides a powerful means to develop social
skills, managerial skills and entrepreneurial skills'. In specific contexts, the skills such as
effective communication, negotiation, bargaining, collaborating, and working in teams as
required for working in real life situation can be developed. Every learner has some strengths
and some weaknesses. Their strength can be used to enable learning in groups. The most
important aspect of group-based learning situations is that the group exerts pressure on
individual members to follow group norms thus enabling controlled proceedings of group
activity.

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Unit 4.4.3: Instructional Methods and Strategies - Part 2 L9: Advanced Instructional Methods

4.0 ADVANCED INSTRUCTIONAL METHODS

In the previous lesson the classification of instructional methods based on teacher role and
student role was discussed. The figure is recalled here with some more information in the
context of discussion in this lesson. The curly bracket in the Figure 1 includes many of the
Advanced Instructional methods.

Teacher’s Instructional Methods Type of Activity

Role Happening
Teacher-centred
Information Lecture Monologue
T Provider S
e Improved Lecture Dialogue
t
a Demonstration
u
c Facilitator Tutorial (Individual/Group) Interaction d
h e
Buzz Session
e n
r Seminar
t
Brainstorming
R Game R
o Panel Discussion o
l l
Case Study
e e
Role play
D Group Discussion I
e Guide Assignment Action
n
c c
Laboratory/Workshop/ Field work
r r
e Simulation e
a Project Method a
s Industry/Field Visit
s
e e
Mentor Self-directed learning Reflection
s s
ICT-Based Learning
Student-centred

Figure 1: Instructional Method Continuum

The methods, except laboratory and tutorials, all are dealt under category - advanced
instructional methods. These methods require action, interaction and reflection by students
individually or in groups (see Figure 1). The Table 1 below broadly shows where and when

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these can be implemented. Some methods like group discussion, brainstorming, case study,
seminar, panel discussion, simulation, are examples of teacher-centred approaches. Here the
teacher is supposed to identify the activities which enable building on individual student’s
existing knowledge, sharing of specific information within the group, and application of
previous learning. The teacher is considered expert at the topic/ theme and is expected to
share his expertise and to ‘present’ information and his views on the theme to the group after
the group work is over.
Table 1: Instructional Methods and their Implementation

Instructional Methods Implementation

Group Discussion, Brain storming, Buzz session, Panel Discussion, Group-Based Methods
Role Play, Nominal Group Technique (NGT)
Project Method, Case Method, Simulation, Assignment, Problem Individual and Group-
Based Learning, Online learning, Seminar, Industry visit Based both possible
Self-Learning Individual

On the other hand, in methods like problem-based learning and project method the teacher is
there to help only to manage the process of learning. Problems are very broadly or loosely
defined. Tasks that are designed are to encourage the students to:
a) Plan for learning
b) Undertake research for formulating problem
c) Assess problem solving and learning approach
d) Share their ideas with each other
e) Develop a set of subject related skills.
The teacher’s own actions are more in the background- that of facilitator or mentor. S/he may
or may not know what exactly can be the final output.

2a Briefing for Seminar Presentation 2b Roleplay

Figure: 2a and 2b Teacher-Centred Approach

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Students working on the given problem

Figure: 3a and 3b Student-Centred Approach

Group-based Learning can occur in formal groups and informal group situation. An Example
of informal group is student club that is formed by students on their own initiatives to achieve
specific purpose. However, for advanced instructional methods formal groups are preferred.
So, whenever the word ‘Group’ appears, it means ‘Formal Group’.

Formal groups are made using criteria such as learning requirements, time available,
requirements of the learning task, availability of the resources, etc. These groups can be of
different sizes such as Dyads (2 students), Triads (3 students), small groups (4 to 8 students)
and large groups (12 to 15+ students). Formal groups that are heterogeneous with regard to
particular skills or abilities of students, are mostly advantageous to achieve learning
outcomes.

Different kinds of interactions can be held in different types and sizes of groups in different
instructional methods. They are described in subsequent sections.

PRACTICE TASK
a) Define dyad and triad.
b) List three group-based methods that use creativity techniques.
c) Fill up the blank spaces with appropriate option-
i. The number of students in small group can be (3/ 4 to 8 /12 to 15 +)
ii. ……………………type of learning approach is based on learning in stimulus-
response situations.
iii. Social learning approach describes learning in (society / defined context).
Teacher can find answers by reading previous paragraphs.

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Unit 4.4.3: Instructional Methods and Strategies - Part 2 L9: Advanced Instructional Methods

5.0 ADVANTAGES OF GROUP-BASED LEARNING

There are a number of advantages of using group-based learning in technical institutions.

It develops: It reduces:
• discussion attitudes • the feeling of loneliness
• reflective thinking • anxiety and tension for learning
• socio emotional support • problems of learning
• foster creativity and synergy • negative thinking
• attitudes for collective learning • frustration
• greater energy to learn • feeling of exhaustion and
• adjustments with individual differences withdrawal
• opportunity for fun and joy
• mutual trust

PRACTICE TASK
a) Write at least one example of one situation where you as a teacher has found
group work to be advantageous
b) Write at least one example of one situation where you as a teacher has found
group work to be disadvantageous.

6.0 USE OF SOME ADVANCED INSTRUCTIONAL METHODS FOR DEVELOPING CREATIVITY

These methods enable shifting the focus of instruction away from knowledge transmission to
learners' knowledge construction (application of Constructivist learning theory). The creation
of guided tasks, interactions, assignments, and environments that cultivate deep, meaningful
learning to small groups in methods given in figure below involve group of 5-7 students. The
application of such groups is in implementation of creativity techniques.
Any creativity technique uses two predominant steps:
• Idea generation (important step in creativity) and
• Idea analysis.

After reading this lesson and watching the associated videos you will appreciate use of such
small groups. The literature related to instructional methods often refers to these groups as
Action Learning Sets. The teacher should be aware that Graduate Attributes (The abilities of a
fresh passouts of undergraduate engineering programme) recommended by the National
Board of Accreditation (NBA) include Creative Abilities as an important outcome of educational
programme. Hence it is important that engineering college teacher use these methods.

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7.0 SEMINARS
The seminar can be defined as ‘A gathering of people for the purpose of discussing a stated
topic’. ‘Seminar is a teaching technique for higher learning. A specific subject or topic is
delivered as an article or report in the seminar. The article and its concepts submitted in the
seminar are analyzed and discussed through group discussion to arrive at a final decision or
concept.’ (C. N. Raja and T. P. Rao). The seminar method is an advanced teaching method or
technique used to develop in-depth learning of any subject or topic by the students. This
method is a student-centered learning method in which teacher serves as a facilitator. This
method creates a situation for a group of students to have a guided interaction among
themselves on a given topic/theme. The seminar as a teaching method can be classified
according to level of activities involved:
a) Mini Seminar conducted at classroom level
b) Major Seminar conducted at Department or Institutional Level.

7.1 Purposes of Seminar Method

The major purposes of using seminar as an instructional method are to:
a) develop higher cognitive abilities, communication related and team working abilities.
b) develop the ability of responding, keen observation of experience and feelings.
c) provide students the opportunity to participate in the methods of scientific analysis and
research procedures.
d) help the students to develop skills in reading and comprehension of scientific writing of
verbal presentation.
e) enable the students to gain experience in self-evaluation.

7.2 Planning and Organizing Students’ Mini and Major Seminar VIDEO- V31, V32

The steps that are usually followed are given below. The steps for organizing a classroom mini
seminar are demonstrated in associated videos.
a) Teacher selects the theme and sub-theme of the seminar.
b) Teacher assigns the topics to the students so that they have enough time to prepare
for the seminar.
c) Teacher conducts the activities of seminar and directs the seminar on theme.
d) Students present the paper on the given theme. Participants seek clarification and put
questions.
e) In case of long silence in discussion in the initial stage, the teacher can ask probing
questions.
f) Teacher helps students to express their ideas and keep the discussion at a high level of
interest so that the students listen attentively to those who contribute the ideas.
g) Teacher may also plan to comment and prepare questions that relate to the subject
and also guide and direct the discussion.

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h) Teacher manages time by setting time limitations for each student's contribution.
Makes sure that all members have a share in the discussion and that irrelevant
discussion is avoided.
i) Teacher plans for summarisation at intervals during the discussion and also at the end
of the discussion and relate the ideas expressed to the purpose of discussion.
j) Teacher arranges to get the discussion recorded by a student as a recording secretary
or by video recording.
k) Teacher has to ensure that essential points are not overlooked. Teacher has to
ascertain that gross inadequacies are corrected preferably by other members of the
class.
l) Teacher has to motivate the students who are not participating.
m) Plan for teacher and student self-evaluation of the progress made towards the
immediate objectives.

REFLECTION SPOT
a) Prepare a list of topics/themes for the seminar from the curriculum.
b) Prepare a list of sub topic/ sub themes for each main topic.

8.0 a. PANEL DISCUSSION

Panel discussion is a student–centred instructional method. As the name suggests 2 to 6
participants discuss a particular topic from different points of view and after discussion the
audience asks the questions to panelists. The students are assigned issues related to discipline
and they are asked to explore the issues on well-defined points in detail. Students do a piece
of research and prepare the information for discussion. The teacher organizes the panel
discussion of these students for the benefit of all the other students. If the discussions are
related to course/ subject specific technology, they can be organized from fourth to seventh
semester. Generally, the panel discussions are one-time activity and the participating
members may never get an opportunity to work together. Sometimes panel of Experts having
specialization in a particular area are also invited in the institution for discussing the general
issues, trends, prospects, demands, and problems of the industry. Panel discussions may be
practiced in higher semesters.

8.1. Purposes of Panel Discussion Method

Panel discussions prepare the students for the future. They get information about the career
and trends. The major purposes of using panel discussion as an instructional method are:
a) Learn to explore the issue, gather information in a systematic way,
b) Present the information in a logical way.
c) Put forth their views on issues raised by someone.
d) Approach a question/ problem rationally.
e) Respect the views of others.

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f) Ask a question.
g) Formulate strategy for discussion.
h) Establish relationship.
i) Respond positively.
j) Recall the information spontaneously with a reference, and so on.
k) Debate over an issue.

8.2. Planning and Organizing Panel Discussion VIDEO- V21, V22

The steps usually followed are given below. An associated video demonstrates panel
discussion.
a) Select the topic for panel discussion related to some learning outcome of the course.
b) Select the panel of students.
c) Provide enough time (at least 5 to 7) days to the panel of students to plan.
d) On the scheduled day, call the panel of students to the dias.
e) Conduct the panel discussion and monitor each student’s contribution.

ACTIVITY
Suggest three topics related to your curriculum for organizing panel discussion with
justification. (In about 100 words each).

9.0 EDUCATIONAL GAMES

Games are considered as part of active learning process. Here the focus of discussion is on
learning and not on the games played for physical fitness and enjoyment. Educational games
completely involve the students in the learning process. They accept the challenges of learning
and prepare themselves to play the games. Games provide good change in the instructional
process. It is a good tool to involve students in the learning process and harness their full
potential for learning. Properly designed and conducted games incorporate number of
principles of learning such as, reinforcement, recognition and rewards for the positive
learning, feedback for improvement, purposeful and joyful learning without anxiety and
learning to win. The games create sense of responsibility for self-learning and feedback for
improvement.

The main feature of any game is ‘competition’. Therefore, when the feature of ‘competition’
is weaved into any instructional method, it can become an educational game. The following
example can make features of this type of instructional method clearer.
Example
‘Educational Volleyball Game’ – Time duration: 30 minutes; Players: Whole class.

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The teacher announces in the class that a particular unit of the course of that semester has to
be self-learnt and the game will be played in around 20-25 days from the date of
announcement. S/he divides the class into team ‘A’ and team ‘B’. Each team will prepare a set
of 10 ‘short–answer’ or ‘multiple choice questions’ to assess the pre-stated unit outcomes
which are derived from the curriculum. This will be a secret till that date and marks will be
awarded for the right answers which can get reflected in the progressive assessment. Each
team is expected to keep the questions a secret. On that day, the teacher will be the referee
(moderator of the game). When the game begins, team ‘A’ will throw the first ball (i.e. ask the
question) to team ‘B’. If they answer the question correctly, they will get 4 marks and if they
answer half correct, they will get 2 marks and so on. The next question will then be posed by
team ‘B’ and the game will go on.

9.1 Purposes of Educational Games

The major purposes of the educational game are:
a) Competition encourages the learning.
b) Learning becomes fun.
c) The onus of learning is transferred to the students.
d) Both lower and higher order learning outcomes could be developed if designed
accordingly.

9.2 Planning and Organizing Educational Games VIDEO-V25, V26

The steps that are usually followed are given below. An associated video demonstrates the
educational game.
a) Select the topic(s) to design the game.
b) Identify the learning outcomes.
c) As far as possible, involve the whole class in the game.
d) Design the game with competition element in it.
e) Decide the time limit.
f) The rules of the game should be clear to students.
g) The teacher forms the teams.
h) Decide the scoring (assessment) method and inform the students about it.
i) Give the students sufficient time for preparation.
j) The teacher facilitates the conduction of the game.
k) Teacher scores the game as it progresses.
l) Students share the learning experience.
m) Teacher consolidates the learning.
n) Gives feedback during the game and after the game as well.

ACTIVITY
Design an educational game to fulfill the curriculum outcomes of your course.

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10.0 GROUP DISCUSSION

Group discussion is a student-centred instructional method in which students are divided into
groups and they are encouraged to discuss on the subject matter given. This method can
generally be used at the end of the semester after teaching of the entire course and the
students have enough background to take part in the discussion actively. Group discussion is
supervised and guided by the teacher. Use of group discussion as teaching method could be
used as stimulus variation towards the end of a classroom session from the point of view of
arriving at solutions with respect to the pre-determined learning outcomes especially of the
higher order of the cognitive domain. Due to high level of interaction, some of the affective
domain outcomes are also addressed.

10.1 Purposes of Group Discussion

The major purposes of the group discussion as an instructional method are the following:
a) Provides a deeper understanding and learning of content of the subject matter.
b) Improves the ability to think critically.
c) Provides different approaches to solving a problem.
d) Helps the group in taking a decision.
e) Enhances communication skills.

VIDEO- V20
10.2 Planning and Organizing Group Discussion
The steps usually followed are given below. An associated video demonstrates group
discussion:
a) Choose the topic for group discussion
b) Form groups for group discussions.
c) Give the time limit.
d) Monitor the group discussions.
e) Summarise the group discussion.
When a more creative output is expected out of a discussion then other advanced techniques
like Fishbowl can also be used.

Fish Bowl: The teacher forms two groups of equal size for a learning situation. One group
works on the situation and the other group observe the behaviour of the working group. The
observation of the behaviour is made on one to one basis on predefined criteria. The working
group is also called inner group and observing group is called observer group. After completion
of learning in group the observing group members offer positive feedback on one to one basis
on the behaviour of the members. This method is beneficial in situations where attitude
development is prominent in learning process. In this process both the groups learn but they
learn different types of skills. The inner group learns on working in situation. The observing
group learn observational skills and feedback providing skills. In subsequent learning situation
the observer group may take the position of working group and working group can be observer

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group. Fish bowl method is useful in shifting the responsibility of learning to students. In
classroom situation circular sitting arrangement is made to facilitate the process of learning
and observing. The sitting arrangement is shown in Figure 4. Blue arrows indicate the
observation links with in inner and outer circle students. This method helps teacher to
objectively observe the particular behaviour and provide specific feedback to particular
student.

Inner Circle- Learning Group

Outer Circle- Observer Group

Figure 4: Group arrangement in Fish Bowl method

ACTIVITY
Select a topic for group discussion and identify the criteria, and the specific activities that
are to be performed by the students before, during and after the discussion.

11.0 CASE METHOD

Case is a story-like description of an incidence or a sequence of coherent events that represent
a notable change in a scenario or problem-solving. It suits to a learning situation wherein
comprehension of a situation or problem and the analysis of events that surround the
situation are required. It promotes intensive learning. One unique feature of the Case is its
close kinship with reality. The learner feels to be a part of or familiar to situation given in the
case. Due to these reasons, more and more use of this method in engineering colleges is
strongly recommended. The Case method draws the concept of learning from and through
experience - from the past, on which a Case study is built.
The interaction of participants regarding the situation given in case happens in the context of
their own life experience and this makes the case interesting. Case study is a ‘student-
centered’ teaching method which requires extensive preparation. It has the ability to develop
many important Graduate attributes/ Program Outcomes identified by National Board of
Accreditation (NBA) for Under and Post graduate Engineering students: such as Problem
analysis, Design/ development of alternative solutions, conduct investigations of multi-
dimensional and complex problems, The engineer and society issues, Environment and

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sustainability issues, Ethics for society, Individual and team work, Communication, Project
management and finance, Life-long learning.
A Case mainly consists of two basic components - Stem or Body and a Brief. The following are
the features of the Stem:
a) The stem of a Case is the actual narration of the story or the documentation of events
normally written in 'Third Person'.
b) It is written most of the times with changed names of persons, places and organizations
so as to avoid any biases.
c) The stem of the Case has to be informative and simple so that students can easily
understand and assimilate it.
d) It is centered around a complex problem or dilemma about which various students
participating in the Case hold different views.
e) There are facts about the problem/ situation itself, the environmental context, and the
characteristics/ roles/ duties of the people in the 'Case'. The case may not present
quantitative relations requiring computations, but other more factors such as the
interactions of people, the dangers of components of systems involved, and the
pressures of time and resources under which engineers work.
f) Cases include realistic details, much as does a good novel, to help put the reader into
the situation itself. The details can be in the form of conversations, maps,
correspondence, policy statements, organizational charts, graphs and pictures.

The following are the features of the Brief:

a) Set of questions
b) Points for discussion
c) Issues for discussion.
These are open ended though they give a focus on the expected learning outcomes
(objectives) desired by teacher from the particular Case.

11.1 Purposes of the Case Method

The major purposes of the case method are:
a) Develops higher order cognitive skills.
b) Develops analytical thinking
c) Generates alternative strategies to achieve some aims.
d) Take risks to propose solutions under the guidance of an instructor within the safe
confines of the classroom.

VIDEO- V27
11.2 Planning and Organizing Case Method
The steps that are usually followed are given below. An associated video demonstrates the
case method.
a) Design cases over period of time based on the features discussed above.

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b) Create a bank of cases for developing different types of learning outcomes.

c) Administer the case at the relevant time after teaching the related concepts, principles
and applications.
d) Form groups for case discussions, if required.
e) Give the time limit for discussion.
f) Monitor the case discussions.
g) Summarise the case findings.

Following is an example of a case related to Laboratory Experiments.

CASE OF ENGINEERING LABORATORY

Mr. Subhash, a bright post-graduate engineer has been appointed as an assistant professor of
an engineering department of Bharat Engineering College. After joining he was given some
teaching load and also was assigned the laboratory sessions. Before going to the laboratory to
conduct the practical sessions, the laboratory-in-charge gave him a list of experiments to be
conducted by the students. Some printed instructions and old journals of the earlier students
were also made available to him.

The students came to the laboratory; they seemed to follow the instructions and worked in
groups of 7-10 students each. It was observed that one or two members of each group
normally did some work on the laboratory equipment and after a few days all of them
submitted journals of the experiment which they were allotted.

Mr. Subhash noted that the students were not attending the classes regularly. His enquiry
revealed that an oral examination only is conducted as the end of the term to assess the
students’ laboratory performance. He also came to know that this has been the practice over
the previous years and that no student failed during the last 4 years.

Mr. Subhash was uneasy about the situation. He was puzzled and did not know what to do.
He approached his HOD to seek his guidance and suggestions to improve this situation.

Brief:
1. Suppose you were the HOD of the engineering department, suggest what advise will you
give Mr. Subhash to improve the situation described above.
2. If you were in place of Mr. Subhash, what you would do to improve this situation.

12.0 ROLE PLAY

Role-play method of learning is widely practiced in developing professional attitudes along
with professional competence. After graduation the student may have to work with superiors,
subordinates, peers, clients and others following rules, regulations, norms, ethics and values
related to her/his work and work environment. There are situations in the world of work that

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are related to human relations. This method is suited to help the graduates to work in such
situations.

12.1 Purposes of Role Play

The major purposes of the role play method depending on how it is organised are summarized
in table 2 and table 3 given below-
Table 2 Skills Expected to be Developed by Role Playing

a) Problem solving k) Performance appraisal

b) Decision making l) Conducting inquiry
c) Resolving conflicts m) Handling complaints
d) Influencing with a purpose n) Obtaining commitment
e) Rapport building o) Negotiating with a purpose
f) Consensus seeking p) Delegating the power
g) Providing feedback q) Dealing with difficult employees
h) Counselling r) Shaping the culture
i) Coaching s) Collaborating
j) Mentoring t) Culture building

Table – 3 Attitudes Expected to be Developed through Role Play Method

a) Attitude of inquiry i) Concern for others
b) Attitude of systematic working j) Respecting diversity
c) Attitude for safety k) Attitude of accuracy
d) Respecting others l) Attitude of experimenting
e) Attitude of tolerance m) Attitude of serving
f) Team spirit n) Attitude of cleanliness
g) Attitude for environment protection and o) Attitude of cooperativeness and
conservation collaboration
h) Adjusting with situations p) Empathy

12.2 Planning and Organizing Role Play VIDEO- V23

The steps that are usually followed are given below. An associated video demonstrates the
role play:
a) Describe the situation.
b) Selection of students to perform role.
c) Give the time limit for preparation as per role.
d) Arrange physical setting and resources.
e) Orient the students to perform the role
f) Let the students play the role
g) Consolidate the learning.

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13.0 BUZZ SESSION

Generally, it is seen that attention and interest of students come down rapidly after 10-15
minutes in any class. If a teacher does not change the activity or method of teaching at this
point, the students may start daydreaming or may disturb others. A purposeful discussion of
small student groups called “buzz groups” on a relevant matter is called “buzz session” in
which students are asked to discuss on a matter or task relevant to topic of study. Teacher
writes a question or a topic on the board and asks each student to write down any idea /
response they have. Then s/he asks them to share their thoughts with a colleague for a couple
of minutes in low voice level. Time is given to students to discuss and then the question is
asked again by the teacher – asking them for their suggestions. The humming like sound ‘ZZZZ’
in class characterizes the name BUZZ group session. Two to five minutes of buzz session can
restore students’ attention for the next fifteen to twenty minutes. The main feature of this
method is that the students get motivated. Secondly, the active engagement of large number
of students is possible without disturbing the seating arrangement.

13.1 Purposes of Buzz Session

The major purposes of the buzz session as an instructional method are the following:
a) It works as an effective stimulus variation to sustain the attention.
b) Students interact with each other fruitfully.
c) Informal formative evaluation occurs.

13.2 Planning and Organizing of Buzz Session

The major activities of the buzz session as an instructional method are given here. The teacher
divides the class into sub-groups of 2 to 4 students (dyads, triads or quads), right there, where
they are seated.
a) S/he then suggests a topic or topics to be discussed by the buzz groups. The discussion
may be invited on any of following:
• Review what has been taught/ discussed till then.
• Apply the concepts and principles taught/discussed.
• Get their doubts cleared by buzzing (discussing) amongst each other.
• Summarise, revise or conclude the lesson.

b) Each sub-group is given a fixed time limit for discussion on the topic.
c) Each sub-group report back on its deliberations to the class as a whole, or combines
with another sub-group in order to share their findings and discuss the implications.
d) The teacher may consolidate the results of discussion

14.0 BRAINSTORMING
Brainstorming is again a student- centred method but teacher facilitated. Brainstorming is a
method often used to unleash the creative side of the work by group process. It helps to create
conducive environment to generate as many ideas as possible. It is done especially when there

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could be several solutions to a single problem or when there are varied opinions on some
issues. It is generally done after teaching for some time and certain concepts are already
known to the students. The rules are; only idea generation, no criticism or evaluation of idea,
no discussion or cross communication, diverse ideas are welcome, listing and projection of
ideas, hitch hiking on other’s ideas to generate new ideas.
14.1 Purposes of Brain Storming Method
The major purposes of the brain storming method as an instructional method are the following:
a) Develop skills to think 'out of the box'.
b) It also involves introvert students.
c) Helps to bring out more solutions to the problem presented

VIDEO- V24
14.2 Planning and Organizing Brainstorming Method
The steps for planning and organising Brain Storming session are given below. An associated
video demonstrates this.
a) Choose the problem for brain storming.
b) If the brainstorming is to be conducted in small groups, the teacher will form it.
c) Present the theme or problem.
d) Each member of the group or class responds. Each idea is evaluated against decided
criteria and decisions are taken to accept or discard the idea.
e) One rapporteur records the responses.
f) The responses are analysed.
g) Finally, the list of workable ideas/solutions are collated.

PRACTICE TASK
After viewing associated video, suggest five topics for conducting brainstorming session in
your class.

15.0 SIMULATION
One of the important ways to facilitate effective learning is by providing the 'real thing' or 'real
experience' in the classroom to the students. This is called using 'direct purposeful
experience', which may not be always possible. In such cases, teacher must find out ways by
which we can provide near-to-real experience. One of the ways that this can be brought in is
through the method of 'simulation'. Simulation can be defined as any operating
representation of a real system or process or its part. This teaching method allows the closest
possible approach to reality, as there is no danger to the individual or equipment. All
simulations actively involve the learners in playing roles and taking decisions. Simulations can
be designed for skills development in all the three domains- Cognitive, psychomotor and
affective.
The simulation can be a mechanical simulation with 3D models or a computer simulation
which is close to reality with respect to feelings, expressions of live elements are shown. For

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providing training on actual operation of expensive and sophisticated equipment or system,

whose operation may be dangerous to personnel and/or equipment, an alternative solution
can be a simulation exercise. The beauty of a good simulation is that it can provide mix of
learning experiences which can be repeated with little change in different batches of students.
Secondly feedback can be given just after performance.

15.1 Purposes of Simulation

The major purposes of the simulation as an instructional method are the following:
a) Provide near-to-live experience to students.
b) Keep the student active.
c) Promote self-directed learning.
d) Supplement classroom and laboratory sessions.
e) Develop affective domain outcomes also in many situations.

15.2 Planning and Organizing Simulation

For planning and organising simulation:
a) Develop a bank of copyright free simulations.
b) Arrange suitable computers to run the simulations.
c) Provide formative feedback to the students when they are working on the
simulations.

16.0 PROJECT METHOD

John Dewey, an American philosopher and educational reformer said that ‘Real development
of skills comes through a student’s active participation in the solution of problems real to him
or her'. Project work is a comprehensive instructional approach to engage students in
sustained, co-operative investigations that enable them to learn concepts, apply information
and represent their knowledge in a variety of ways. Moreover, National Board of Accreditation
(NBA) requirement of ‘learning to learn’ (Graduate Attribute No.11) confirms it. The main
characteristic of any project whether small or big is that it requires simultaneous application
of various types of skills in the different domains of learning. Normally, it is mix of several
types: simple or complex, small or large cluster of problems. Generally projects do not have a
pre-defined single solution. In other words, for the same problem specification, different
students may come up with different, but acceptable solutions. Further, in the process of
arriving at a particular solution to the identified problem, the students must be required to
make a number of decisions after scrutiny of the information s/he has accumulated from
experiments, analysis, survey and other sources.

The typical feature of project-based learning is greater independence of inquiry and develops
the ability and confidence in accomplishing targets within the time and resource constraints.
The ‘Project work’ is versatile as it caters to different types of learning styles. An educational

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'project' can be defined as 'a purposeful student activity, planned, designed and performed by
a student or group of students to solve/ complete the identified problem/task (relatively big
and complex), which requires students to integrate the various skills acquired over a period of
a programme or course to accomplish higher level cognitive and affective domain outcomes
and sometimes the psychomotor domain outcomes as well' (Earnest, et. al 2019). The above
definition highlights the following major aspects:
• Project work is an open-ended experience that is offered in such a way that it
integrates into ‘a whole’ the several skills that the students would have acquired over
a period of study in the classroom and laboratory/workshop/field.
• Projects are adaptable to different types of learners and learning situations
(Blumenfeld et. al., 1991).
• It demands continuous and sustained efforts on the part of students to complete it
successfully.

Be it a small or a large project work, it normally starts with submission of a ‘Project Proposal’ by
the students and ends with the submission of the ‘Project Report’. There can be many types of
projects - micro, mini or Capstone projects. Micro-projects are generally limited to a single course
that is to be completed within a semester. It is generally to integrate the learning outcomes in all
the three domains of the entire course and prepare the students for larger project works. It could
be an individual project or a group project. In the initial semesters of an UG programme it is
better to give group projects so that the weaker students are 'pulled up'. Mini-projects are
comparatively a bigger one which could integrate more than one course.

The Capstone project is to be given to the students to ‘cap’ or address several courses within a
programme. It is generally offered in the last two semesters of the diploma/UG/PG engineering
programme, as it is to integrate the learning outcomes of most of the courses to undertake a real
or near-to-live project. Thus, Capstone Project prepares the students for entry into a career and
can be described as a 'right of passage' at 'minimal threshold' through which participants change
their status from 'student' to 'graduate'. A Capstone Project focuses on both a synthesis,
reflection, integration and a bridge to the real-world which the student has acquired during
his/her journey from the first semester to the last semester of the educational programme.
The project works (small or large, simple or complex) that the students may undertake could be
of different types like the samples given below:
a) Feasibility studies.
b) Design projects.
c) Market surveys about raw material, components or finished products.
d) Prototype (design, make, test and evaluate).
e) Advanced experimental work requiring the development of existing equipment to be
used and developed.
f) Experimental work for finding new relationship between a range of variables.

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g) Field works: This could include surveys, using equipment, charting data and information
from visual observation.
h) Comparative Studies: Theoretical study of two or more systems/ mechanisms/
processes in detail and comparing them on the basis of cost/energy conservation/
impact on environment/ technology used and such others.
i) Application of emerging technology and feasibility of their application in some real-life
situations in detail.
j) Fabrication of some equipment/ machine (or some of its parts).
k) Improving existing equipment or rigging up new equipment.
l) Construction of some structure.
m) Development of software or use of software for solving some problem.

16.1 Purposes of Project Method

Some of the major purposes of the project work are to develop:
a) Initiative, confidence and ability to tackle new problems.
b) Spirit of enquiry.
c) Creativity and innovativeness.
d) Planning and decision-making skills.
e) The habit of working in a team and to lead a team.
f) Lifelong learning skills.
g) Habit of Persistence (of not giving up even in case of momentary failures, till success is
achieved).
h) Resourcefulness.
i) Habit of keeping proper records of events and to present a formal comprehensive
report of their work.

VIDEO- V30
16.2 Planning and Organizing Project Work
The steps for planning and organising the project work that are usually followed are given
below. An associated video demonstrates this.
a) Form the student groups for group projects.
b) Guide in identifying the project titles.
c) Develop assessment criteria for the projects which is to be given to the students.
d) Edit the Project Proposals.
e) Help in locating the necessary resources.
f) Monitor the students fortnightly about the progress of the project work.
g) Assess students at every stage of work.
h) Maintain a ‘projects bank’ for micro, mini or Capstone projects, which could
preferably be drawn from the industrial situations.

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The role of teacher should be that of a 'guide’, helping the students only when they need any
assistance. 'Action’ should be mainly by students. This does not mean that the role of teacher
is unimportant in this method. A teacher ought to constructively motivate the students
continuously. This is very crucial for the success of the method and achievement of outcomes
through the experiences students undergo.

ACTIVITY
Suggest three titles each for a micro-project and capstone project. For any one of the
projects, state the broad activities expected from students.

17.0 INDUSTRY/ FIELD VISIT

Technical education inputs can go close to reality if students get opportunity to work in actual
real-life situations such as industry or field. Industry visit is a very valuable input in the whole
academic activities of teaching learning process. For this method to be used fruitfully teacher
or institute has to have good relationship with industries. It gives a real-world experience to
students. But when it comes to appreciation of complexity of engineering/ field situation for
developing better understanding and to relate inputs in classroom or laboratory, industry and
field visits can be very helpful. This experience also helps develop motivation, appreciation
and soft skills amongst students.

17.1 Purpose of Industry/ Field Visit

Some of major purposes of the industry/field visit are to:
a) Provide students a firsthand experience of their future place of work and the work
culture.
b) Observe industry required Affective domain skills in action such as good housekeeping,
safety, communicating between peers, superiors and supporting staff and so on.
c) Integrate the various types of competencies and skills.
d) Observe the convergence of different technologies (sometimes even other branches
of engineering) which seemed to have been independent courses in the institute.

17.2 Planning and Organizing Industry/ Field Visit

The steps for planning and organising the industry/field visits which are usually followed are
given below.
a) Create a database of small, medium and large industries with addresses, phone Nos.
Email, staff strength, No. and type of engineers, their products/services and details of
previous visits.
b) Focus on the various learning outcomes.
c) Correspond with industry contact persons
d) Send list of students and prepare attendance forms

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e) Schedule the pre-visit (Recce)by two to three persons to finalize actual visit and plan.
f) Arrange for transportation and time schedules.
g) Prepare observation schedules for students.
h) On the day previous to the visit orient students how to learn (opportunity for self-
directed learning) and how to take notes.
i) Issue safety instructions, dress code students wear and the identity cards
j) Make small batches of students and make one of them the leader. The visit is
generally in small batches to the various departments in the industry.
k) Formulate letter of thanks to industries.
l) Be punctual in all activities.

ACTIVITY
Formulate learning outcomes in the three domains to be achieved through industrial visit
related to your courses.

18.0 ICT-BASED LEARNING

The rise of information and communication technology (ICT) in education have given rise to
many options of teaching learning. Computer Assisted/ Aided Learning (CAL), Computer Based
Learning (CBL) and ICT could be termed as synonyms that covers the teaching learning (T-L)
methods that involve the use of computer (now even the mobile) as a mediator to provide
information through interface software. The National Mission on Education using ICT
(NMEICT) has facilitated many networks and platforms for online education and learning
material repositories. An overview of these is discussed over here, the details of which could
be learnt in a separate module dedicated to these. The digital world has opened up a lot of T-
L opportunities in off-line as well as online modes. Apart from the Indian ICT-based platforms,
there are other learning platforms which offer MOOCs (Massive Open Online Courses) that
any teacher can refer such as edX, Coursera and others.

Offline Learning: The offline learning can occur through locally prepared learning resources
such as interactive videos, simulations, virtual labs, spoken tutorials and such others. The
student can navigate through the resources provided to them from time-to-time. The internet
connectivity is not a requirement. Such resources may be procured by institute or the teachers
themselves can develop after acquiring necessary skills.

Web-based/ Online Learning: With considerable amount and variety of free and paid online
learning resources available on several platforms, this type of learning is quite popular
formally and informally especially among the students. The resources are hosted on internet
or intranet and students can learn and work individually or by use of collaborative tools such
as blogs, discussion boards, using learning management system and related features.

Some of the recent Indian solutions or platforms for facilitating Computer Assisted Learning
are:

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SWAYAM (swayam.gov.in): This is an MOOC learning platform that facilitates hosting of all
the courses, taught in classrooms from Class 9 till post-graduation to be accessed by anyone,
anywhere at any time. All the courses are interactive. These are prepared by the best teachers
in the country. All courses are available free of cost to any learner. There are scheduled as well
as self-paced courses. Experienced teachers from different premier institutions across the
country have participated in preparing these courses. The courses hosted on SWAYAM are in
4 quadrants – (1) video lectures (2) specially prepared reading material that can be
downloaded/printed (3) self-assessment tests through tests and quizzes and (4) an online
discussion forum for clearing the doubts. Steps have been taken to enrich the learning
experience by using audio-video and multi-media and state of the art pedagogy / technology.
This is an open platform for any learner.

SAKSHAT (www.sakshat.ac.in) and Virtual Lab (www.vlab.co.in) Repositories are online

learning resources such as e- content and virtual labs. These are supported by UGC and AICTE
under NMEICT under MHRD. Details are available on www.sakshat.ac.in/, www.vlab.co.in.

NPTEL (National Project on Technology Enabled Learning) (www.nptel.ac.in) of MHRD,

Government of India has facilitated the availability of lectures from faculty of IITs and other
premier institutions. It is the largest online repository in the world, providing videos and e-
content in engineering, basic sciences, engineering education, few selected humanities and
social sciences. It can be accessed by teacher free of cost and can be shown in classroom.

EDUSAT based network was established in 2005 for education and training. Here regional and
national networks in one way and two-way communication mode are available. Many states
in India and their open universities used the two-way network for conducting engineering and
technology classes for technical education courses.

AVIEW virtual classrooms: A-VIEW (is an advanced multi-modal, multi-platform, collaborative

e-learning solution used in India. It is supported by MHRD and it allows an instructor to teach
or interact with a large number of students in distance mode. Lectures are followed by
interaction using MOODLE Learning management system. This is national facility.

Many other such resources are available on line. Many You tube channels deliver specific
content. A teacher can create his own channel on you tube.

18.1 Purposes of ICT-Based Learning

Some of the major purposes of ICT/CAL methods are to develop:
a) Some of learning outcomes of the curriculum of various domains that cannot be
achieved through other modes/methods of learning.
b) Lifelong learning capabilities.
c) Individualized learning capabilities.
d) Collaborative learning.
e) The use of varied media.

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f) Self-evaluation capabilities to usher further improvement.

18.2 Planning and Organizing ICT-Based Learning

The steps for planning and organising the ICT/CAL methods which are usually followed are
given below:
a) Arrange for computer classrooms.
b) Ensure that licensed software is in place.
c) Guide the students to use various ICT/CAL lessons.
d) Encourage team working among the students to ‘pull up’ weaker students.
e) Monitor the ICT/CAL sessions.

REFLECTION SPOT
Access two features of each of the websites of ICT based education portals given above.

19.0 SELF-DIRECTED LEARNING

Knowl, an educationist describes self-directed learning as ‘a process in which individuals take
the initiative without the help of others in diagnosing their learning needs, formulating goals,
identifying human and material resources, and evaluating learning outcomes’. In the context
of adults, the term ‘Self Directed Learning’ is more relevant because it is usually some desire
or need or inspiration that is felt for acquiring certain type of knowledge or skill. There may
not be any teacher who will teach even the what, where and when to learn. Therefore, the
habit of ‘learning by oneself’ is important and is to be developed. But direction and
management of oneself is very essential for purposeful learning so, the term 'self-directed
learning' is more appropriate than just ‘Self-learning’. With the focus on lifelong learning as
the one of the key requirements of the industry and NBA, developing ‘Self-directed learning’
skills in the students has taken the centre-stage. The students will be expected to be on their
own in order to keep pace with trends in their profession or field of activity when they will
work in real life situation.

19.1 Purposes of Self-Directed Learning

Some of major purposes of self-directed learning are:
a) Selectively learn from internet to attain pre-determined learning outcomes.
b) Follow ethics when compiling from other sources.
c) Quick reading of computer screens or books/booklets.
d) Interpret specifications of equipment independently.
e) Use installation, operational and service manuals of various equipment and processes
independently.

19.2 Planning and Organizing Self-Directed Learning

The steps for planning and organising self-directed learning are:

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a) The teacher has to allocate some percentage of the curriculum of each course for the
students to learn on their own.
b) Provide problem-based learning (PBL) events and situations.
c) Inform the students of the learning outcomes.
d) Give assignments and take tests of the topics given for self-learning.
e) Give internet-based assignments.
f) Give library-based assignments.
g) Give data collection projects from the market place.
h) Give assignments for team-working.
i) Encourage the students to independently and in a group do the practical work using
the laboratory worksheets without teacher’s demonstration, but with all precautions
and constant watch.
j) Assign micro-projects for each course and evaluate their progress every fortnight.
k) Provide the students the assessment criteria for all types of assignments, jobs, micro-
projects in advance, so that the students are more sincere in completing the work.

20.0 PROBLEM BASED LEARNING

Problem-based learning (PBL) is a student-centered approach in which students learn about a
subject by working in groups in order to solve an open-ended problem. The problem becomes
the source of challenge, motivates students to approach it to solve. Problem-based learning
(PBL) initiates with students working in small groups, inquiring in related aspects, identifying
most important issues, and then finding solutions to the problem under the guidance of a
teacher/facilitator. By focusing upon a realistic problem, students develop a deeper and multi-
dimensional perspective and knowledge of the subject area.

PBL possesses some good characteristics: -

a) PBL could be small or large. The problems are complex and less structured.
b) PBL enables the teacher to integrate the outcomes in the three domains of learning.
c) It is highly realistic, with many researchable unknown aspects, and open to more than
one solution (Duch and Allen, 1996).
d) It promotes self-directed learning. However, PBL is used only after teaching the facts,
concepts, principles, procedures and applications related to topic.
e) Problem should require students to make feasible decisions and to defend them.
Problem motivates the students to probe deeper into unveiling concepts.
f) Learning processes focus on the students. Students work in small groups to
solve/provide alternative solutions to problems. Teacher task is only facilitation.

20.1 Purposes of Problem-Based Learning

The purposes of PBL method are many, some of the major ones are mentioned over here.
a) To gives the students an experience of real life problems.

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b) To integrate the theory and practical of that course.

c) To motivate creative and critical thinking
d) To integrate the outcomes in the three domains of learning.
e) To promote reflection, and self-evaluation.
f) To promote self-directed learning.

20.2 Planning and Organizing of Problem-Based Learning VIDEO- V28, V29

The steps for planning and organising problem-based learning are as follows:
a) The problems designed or collected should be graded from simple to complex.
b) Problems could be designed which can address outcomes not only of a single course
but also can cut across multiple courses.
c) Provide the necessary resources.
d) Provide feedback as and when necessary, but do not spoon feed.
e) Function as a facilitator as the students solves the problems.
f) Assess the problem solutions.
g) Maintain a 'bank' of problems that can be given in different semesters.

REFLECTION SPOT
Formulate an example of a problem-based learning for any one course.

21.0 SELECTION OF INSTRUCTIONAL METHOD

Based on the discussions so far, the inductee teacher would have realised that it is necessary
for a teacher to use a variety of instructional methods for effective and efficient instructional
planning and delivery. Now the question is how to decide which instructional methods have
to be used? A teacher can follow the steps given below-
a) Identify the observable and measurable learning outcomes of the concerned course
and session.
b) Consider the major features of the instructional and match their relevance to the
learning outcomes
c) Decide which instructional methods are suitable and when, where and how to use
them.
d) The selection of instructional method has also to be done based on the learning domains
as illustrated in Figures 5 ,6 and 7 depict the selection of methods in three domains, which
can serve as a broad guideline.

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Cognitive Domain

Lower Order Thinking skills (LOTS) All levels Higher Order Thinking skills (HOTS)
Remember and Understand of Apply and above of Revised Bloom's
Revised Bloom's Taxonomy Taxonomy

✓ Improved Lecture ✓ Tutorial ✓ Project Method

✓ Demonstration ✓ Industry/Field Visit ✓ Seminar
✓ Buzz session ✓ Laboratory/Workshop ✓ Panel Discussion
✓ Educational game ✓ Field Work ✓ Simulation
✓ Computer Aided ✓ Assignment ✓ Role Play
Learning (CAL) ✓ Online Learning ✓ Case Study Method
✓ Group Discussion
Figure 5: Methods for Different Levels of Cognitive Domain

Psychomotor Domain

Lower Levels (Dave's Taxonomy) All levels Higher Levels (Dave's Taxonomy)
(Imitation and Manipulation) (Precision and Higher Levels)

✓ Demonstration ✓ Tutorial ✓ Project Method

✓ Laboratory/Workshop/Field ✓ Industry/Field Visit ✓ Laboratory/Workshop/
Work ✓ Laboratory/Workshop/ Field Work
✓ Simulation Field Work
✓ Industry/Field Visit ✓ Assignment
✓ Computer Aided Learning
(CAL)

Figure 6: Methods for Different Levels of Psychomotor

Domain

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Affective Domain

Lower skills of Krathwohl’s All levels Higher skills of Krathwohl’s

Taxonomy Taxonomy
Receiving and Responding Valuing and above

✓ Demonstration ✓ Seminar ✓ Project Method

✓ Buzz session ✓ Panel Discussion ✓ Seminar
✓ Tutorial ✓ Group Discussion ✓ Role Play
✓ Laboratory/Workshop/ ✓ Laboratory/Workshop ✓ Case Study Method
Field Work /Field Work
✓ Educational game ✓ Simulation
✓ Simulation ✓ Online Learning
✓ Computer Aided
Learning (CAL)

Figure 7: Methods for Different Levels of Affective Domain

ACTIVITY
Formulate/ choose learning outcome(s) for any selected course and suggest the relevant
instructional methods with justification for your selection.

********

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22.0 REFERENCES
Banthiya N.K., Joshua E., Mathew Susan S. et al.-Devise Teaching Strategies and Select
Teaching Methods- Competency Based Self-Learning Module; TTTI Bhopal, 1999
Bozic, C., and Hartman, N. (2014). Case-based instruction for innovation education in
engineering and technology. American Society for Engineering Education Annual
Conference and Exposition, Indianapolis, IN.
Das, S. (2006). Implementing a multi-media case study in traditional laboratory class.
American Society for Engineering Education Annual Conference and Exposition,
Chicago, IL.
Fuchs, H. O. (1974). On kindling flames with cases. Engineering Education, 64(6), 412–415.
Garg, K. and Varma, V. (2007). A study of the effectiveness of case study approach in
software engineering education. Conference on Software Engineering Education and
Training, Dublin, Ireland.
Gupta, B. L. (2010). Developing, using and analysing a Case study, Readings in Education
Management. Mahamaya Publishing House, New Delhi.
Indiana University, Bloomington, Campus Instructional Consulting. (2010). Teaching with the
case method. Retrieved from
http://www.teaching.iub.edu/wrapper_big.php?section_id=case
Jonnasen, D., Strobel, J., and Lee, C. B. (2006). Everyday problem solving in engineering:
Lessons for engineering educators. Journal of Engineering Education, 95(2), 1–14.
Klein, J. T. (1996). Crossing boundaries: Knowledge, disciplinarities, and interdisciplinarities.
Charlottesville: University Press of Virginia.
National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the
new century. Washington, DC: The National Academies Press.
University of Calgary, Teaching Strategies Series, Teaching and Learning Centre. (n.d.). Case
studies: Connecting theory to practice.
http://tlc.ucalgary.ca/resources/library/itbl/connecting-theory-to-practice/
connectingtheory-to-practice.pdf
Van’t Riet, A., Berg, M., Hiddema, F., and Sol, K. (2001). Meeting patients’ needs with patient
information systems: Potential benefits of qualitative research methods. International
Journal of Medical Informatics, 64(1), 1–14.
Vesper, K. H. (1964). On the use of case studies for teaching engineering. Journal of
Engineering Education, 55(2), 56–57.
Wagener, T., and Zappe, S. (2008). Introducing real-world hydrology case studies into an
undergraduate civil and environmental engineering curriculum. American Society for
Engineering Education Annual Conference and Exposition, Pittsburgh, PA.

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Yadav, A., Shaver, G. M., and Meckl, P., (2010). Lessons learned: Implementing the case
teaching method in a mechanical engineering course. Journal of Engineering
Education, 99(1), 55-69.
Yadav, A., Vinh, M., Shaver, G. M., Meckl, P. and Firebaugh, S. (2014). Case-based instruction:
Improving students’ conceptual understanding through cases in a mechanical
engineering course. Journal of Research in Science Teaching, 51(5), 659-677.
Brame, C.J. and Biel, R. Setting up and facilitating group work: Using cooperative learning
groups effectively. Retrieved [28/05/19] from http://cft.vanderbilt.edu/guides-sub-
pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-
effectively/., (2015).
Ten Research-Based Steps for Effective Group Work IDEA Paper #65, Retrieved from
https://www.ideaedu.org/Portals/0/Uploads/Documents/.../PaperIDEA_65.pdf
Nathan Roberts, Small group teaching: Methods and Techniques, Retrieved from
https://www.cardiff.ac.uk/learning-hub/view/small-group-teaching-methods-and-
techniques
Colombo Plan Staff College for Technician Education; Aspects of Curriculum for Technician
Education; Singapore: CPSC,1982
Duch, B. J., Groh, S. E., and Allen, D. E. (Eds.) (2001). The power of problem-based learning.
Sterling, VA: Stylus Publications.
Dochy, F., Segers, M., Van den Bossche, P., and Gijbels, D. (2003). Effects of problem- based
learning: A meta-analysis. Learning and instruction, 13(5), 533-568.
Ertmer, P. A., and Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting
the efforts of K–12 teachers. Interdisciplinary Journal of Problem-based Learning,
1(1), 5.
Earnest, Joshua; Gupta, S.K.; Mathew, S. Susan; Rachel, Sthuthi (2019). Micro-project: A
Curricular Reform in Maharashtra State, India. Proceedings of the 126th ASEE Annual
Conference at Florida, USA, 15-19 June 2019.
Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005). Effects of problem- based
learning: A meta-analysis from the angle of assessment. Review of Educational
Research,75(1), 27-61.
Jonassen, D. H., and Hung, W. (2008). All problems are not equal: Implications for problem-
based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 4.
Norman, G. R., and Schmidt, H. G. (1992). The psychological basis of problem-based learning:
A review of the evidence. Academic Medicine, 67(9), 557-565.
Onyon, C. (2012). Problem-based learning: A review of the educational and psychological
theory. The Clinical Teacher, 9(1), 22-26.

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Samford University’s Center for Problem-based Learning (n.d.), An Introduction to Problem-

Based Learning, Sir Wilfrid Laurier School Board, www.samford.edu/pbl/
Boud, D. and Feletti, G. (Ed.) (2001). The challenge of problem-based learning (2nd ed.).
London: Kogan Page.
Boyce, L. N., VanTassel-Baska, J., Burruss, J. D., Sher, B. T. and Johnson, D. T. (1997). A
problem-based curriculum: Parallel learning opportunities for students and teachers.
Journal for the Education of the Gifted, 20 (4), 363-379.
Hmelo, C. E. and Ferrari, M. (1997). The problem-based learning tutorial: Cultivating higher
order thinking skills. Journal for the Education of the Gifted, 20 (4), 401-422.
Oon Seng, T., Little, P., Hee, S. Y., and Conway, J. (2000). Problem-based learning:
Educational innovation across disciplines. Hong Kong: Temasek Centre for Problem-
Based Learning.
Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories.
Buckingham: Open University Press.
Stepien, W. J., and Pyke, S. L. (1997). Designing problem-based learning units. Journal for the
Education of the Gifted, 20 (4), 380-400.
The university of Iowa. Office of Teaching, Learning and Technology. (n.d.)
https://teach.its.uiowa.edu/file-resource/962

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ASSIGNMENTS
a) Write the steps to be followed in implementation of a role-play.
b) Prepare a list of activities in order to organize a seminar.
c) List any three instructional methods that help in development of creativity
d) Read the case related to storage area of the ABC Company and suggest methods for
increasing the storage area to accommodate the contemplated increase in finished
goods inventory.
e) Describe one situation from a course that can be dealt with buzz session method.
f) Identify two titles of project in a subject and write the expected outcomes
g) Write the information about contents, objectives and duration of one course on
Swayam platform of your interest

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DISCUSSION FORUM

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Unit 4.4.3: Instructional Methods and Strategies - Part 2 L10: Blended and Flipped Learning Approach

L10: Blended and Flipped Learning

Approach

Contributor

Dr. R. K. Kapoor
Associate Professor, Department of Computer Engineering and Applications

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

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Unit 4.4.3: Instructional Methods and Strategies - Part 2 L10: Blended and Flipped Learning Approach

L10: Blended and Flipped Learning Approach

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Explain the features of Blended and Flipped learning approaches.
LO 2. Explain the way Blended and Flipped learning approaches can be applied
in teaching learning process for improving students’ learning.

Contents
1.0 INTRODUCTION ...................................................................................................................... 151
2.0 BLENDED LEARNING ............................................................................................................... 151
2.1 Applying Blended Approach in Learning Situation ................................................................. 152
2.2 Role of Teacher in Blended Learning...................................................................................... 152
3.0 FLIPPED LEARNING ................................................................................................................. 153
3.1 Flipped Learning Process ........................................................................................................ 153
3.2 Applying Flipped Learning ...................................................................................................... 153
3.3 Benefits and Limitations of Flipped Learning ......................................................................... 154
3.4 Implications for Teaching and Learning ................................................................................. 155
4.0 CONCLUSION .......................................................................................................................... 155
5.0 REFERENCES ........................................................................................................................... 156

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L10: Blended and Flipped Learning Approach

1.0 INTRODUCTION

The modern educational environment is different than it was few decades before. The
Variation in student demography, their personal traits, globalization of the world economy,
emergence of modern technologies in industry and greater use of Internet technologies have
enforced us to change. As a result, many educationists are exploring newer models of
instruction which can transfer and inculcate necessary knowledge, skills and attitudes to meet
out these challenges and produce successful pass-outs to serve the modern society.
Educationists seem to have thought about changing the lecture-based traditional teaching-
learning process the preferred teaching method, by integrating technology in teaching-
learning through so called blended and flipped learning as a new approach. This lesson
discusses about the way Blended and Flipped Learning can be integrated in teaching learning
process to create an ICT enhanced learning environment for improving students’ learning.
Several studies including one at Harvard University focused on the learning gains revealed that
students who followed the blended and flipped approach outperformed those who learnt in
traditional lectures (A. Means, et al, 2010). However, many others have criticized this
approach stating various reasons in support of their arguments. Prof. Katharine T. Schaffzin in
a study has proved that blended and flipped learning if do not increase the learning, at least,
these do not decrease students learning (Schaffzin, 2016).

2.0 BLENDED LEARNING

Blended learning is the learning environment that involves the integration of technology in
the learning process together with traditional instructional practices. Blended learning is a
combination of offline i.e. face-to-face, traditional classroom learning and technology based
online learning in a way that the one compliments the other (Yeop, 2016). It provides learners
with the opportunity to take advantages of both the modes. For example, students might
attend classes in a common classroom setting and then supplement the learning by
completing coursework through online mode. Again, they can attend the class to clarify any
doubts and further discussions if required. Blended learning is often also referred to as 'hybrid'
learning, and can take on a variety of forms in education environments. You may use blended
learning techniques on some selected occasions, or can utilize it as a primary teaching method
within your set of course.

There are two key principles commonly associated with blended learning (Telnet LMS, 2018)
a) Students who share information and work with other students directly in a collaborative
environment have a more enriched learning experience.
b) Collaboration between students can be improved upon if group activities rely on
information gathered from online resources or lessons.

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Tools and platforms that can be commonly used to complement classroom teaching in
blended learning include Learning Management Systems, Virtual labs, Virtual reality, Videos
and interactive video tutorials, various OERs like NPTEL, eGyanKosh, and by using
desktop/laptop computers, and mobile devices such as tablets and smart phones.

2.1 Applying Blended Approach in Learning Situation

It takes some planning and analysis before you transit from a traditional classroom
environment to blended learning. Here is a suggested strategy for the same.

a) Ascertain Learning Outcomes and Assessment technique

Ascertain the learning outcomes where from the relevant teaching strategy, and ways of
assessing the students’ learning is arrived at. For example, if your Learning outcome is simply
about recall of information, then a Quiz based online assessment would be an appropriate
method. On the other hand, if it requires your learners to collaborate, then you should think
of a discussion board on an LMS.

b) Map Learning Outcomes with Delivery Strategy

Once the outcomes and its assessment method are decided, you can determine which mode
of instruction would be best for each of the learning outcomes. For example, if you want your
learners to simply recall the sequence of steps of a process, you can have an online learning
module comprising of text, images and/or other media. This material can be served through
Learning Management System (LMS). Then for reinforcement of learning a regular class
session could be conducted. Take another example, if learning outcome requires your learners
to 'apply' the knowledge, then: learners can be taught the conceptual part of the learning in
a classroom situation, and then they can apply the knowledge using any simulation software.
These two examples exhibit typical case of a blended approach where learners get
opportunity to practice in real time using technology, and still have the face-to-face
interaction with the teacher.

2.2 Role of Teacher in Blended Learning

For implementing Blended learning, you have to play an active part differently than the
traditional classroom setups. The shift to blended learning has enthused educators to
redefine traditional roles of a teacher. The word 'facilitator' has emerged as an alternative
to 'teacher,' bringing with it a somewhat diverse focus on teaching learning activities. You,
as facilitator have to put an emphasis on empowering students with the knowledge and skills
required to make the use of online material and independent study time in most effective
manner, guiding students toward the most meaningful learning experience possible. As
facilitator, you have to focus on the following key areas:
a) Making available online and offline course content by developing it and/or by
organizing the sources and links of online content useful for the course.

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b) Facilitation of communication with students and among students to create a conducive

environment to carry on activities.
c) Guiding the learning experience of individual students, and customizing the material
wherever possible, in order to reinforce the learning experience.
d) Designing ways of assessing the learners as per the perceived outcomes of learning.

With the easy availability and accessibility of technological tools, implementing blended
learning is a viable option for institutes looking to integrate technology-enabled learning
into their Teaching-learning strategy. You will appreciate that the blended learning has
potential to get the best of both TDL (Teacher Directed Learning) and LDL (Learner Directed
Learning) approaches in a given situation. It is up to teachers to utilize it in appropriate way
to harness its benefits to increase the effectiveness of teaching learning process.

3.0 FLIPPED LEARNING

Flipped learning is a pedagogical approach in which the conventional concept of classroom-

based learning is inverted. Students are introduced to the learning material before class
commences. The classroom time then used to extend the understanding of the topic through
various activities like discussion with teacher and peers, problem-solving activities in a
workshop situation facilitated by teachers. In short, the flipped classroom is a pedagogical
model in which the typical lecture and off the class elements like homework of a course are
reversed.

3.1 Flipped Learning Process

Depending on the learning outcomes, the learning material which the students have to go
through before the commencement of the class is provided to the students. For example,
short video programme can be viewed by students before the class session, especially when
affective and psychomotor domain outcomes are more predominant, whereas the in-class
time is dedicated to discussions, exercises, projects. For cognitive domain outcomes, even
text-based resources can also be used.

The notion of a flipped learning brings about such concepts as active learning, student
engagement, and hybrid course design. The worth of a flipped class is in the effective
utilization of classroom time into a workshop situation where students can get an opportunity
to discuss and inquire about lecture content, indulge in activities to apply knowledge, and
interact with one another in hands-on activities. During class sessions your role is as coach or
guide, motivating students in individual learning activities and collaborative efforts.

3.2 Applying Flipped Learning

You can devise suitable strategy to adopt flipped learning in your teaching-learning process.
To begin with, you can expose students to some of their courses’ fundamental concepts

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through various online learning resources before they attend the classroom session. You then
can conceive live classroom sessions design that has focus on developing outcomes that are
mainly build on those concepts aiming directly towards developing students’ analytical and
problem-solving skills that strengthen student’s overall comprehension of the course.

In order to clarify any doubt, an immediate quiz, feedback and the replay of lecture segments
may help and clarify points of confusion. You could organize students into an informal
workgroup to solve a problem that students in general are feeling difficult to comprehend.
You may guide in discussions, convert the classroom into a workshop where students create,
collaborate, and put into practice what they have learned from the classroom inputs or from
various learning resources from other than the classroom activity.
Finally, in order to assess the attainment of the learning outcomes, online quizzes or activities
can be integrated to test students learning. Although you can make it quite comprehensive,
as a suggestive way, you can go to implement only a few elements of the flipped model or to
flip only a few selected class sessions during a term

Some of the following points can be used to plan an effective flip class ( University Of Texas
at Austin,, 2018).
a) Identify the learning outcomes.
b) Decide where and when to flip the class;
c) Design suitable classroom-based activities to enhance students learning;
d) Identify and organize content to engage students in leaning before class;
e) Motivate students for the flipped approach by setting and informing expected
outcomes.
f) Implement the plan.

3.3 Benefits and Limitations of Flipped Learning

By this time, you must have realized that there are several benefits of the flipped class:
a) Control of learning is given to the students and the teacher functions as a facilitator.
b) More high order thinking skills (HOTS) get developed.
c) Efficient learning happens as more of the contents are self-learnt.
d) Affective domain outcomes get developed due to greater collaborative learning.
e) It is very good strategy which addresses the learning styles of individual learners.
f) Blended and flipped learning demand greater efforts from both, you as well as your
students, compared to traditional method. It also tenders both a return on
contribution of your increased efforts.

Although there are certain limitations of the flipped learning given here, which however could
also be overcome:
i. Initially it requires a different mindset and therefore greater efforts in planning and
preparation.

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ii. Initially the students may feel it difficult to adjust with the change due to the loss of
commonly used face-to-face sessions.
iii. Students with the perception that they can learn by surfing the web may not
immediately appreciate the value of the interaction, collaboration and hands-on
learning which is provided in the classroom.
iv. Students will not attain the learning outcomes, who come to the flipped class without
going through the prescribed learning resources beforehand.

3.4 Implications for Teaching and Learning

The flipped learning changes the teacher’s role. You need to convert the lecture-oriented
session to more and more activity-based learning to create scope for collaborative and
cooperative contribution by the students to the T-L process. Your session may not rely on
preplanned lesson notes to disseminate information to students like in a traditional way; the
flipped classroom calls for much greater spontaneity to answer learner’s questions.

There is an associated change in the role of students’ commitment towards learning. Instead
of passive participants in the T-L process where instructions and material are served to them,
the flipped model gives students a thrust to experiment and make them more responsible for
learning. Activities are basically led by students and the session is devoted to learning through
hands-on and problem-solving activities which tend more towards Learners’ directed
Learning. The concept of flip brings about a distinctive shift in the responsibility of teachers
and students both.

4.0 CONCLUSION

By now you must have realized that blended and flipped learning are overall positive teaching
approaches which should be preferable to a traditional classroom teaching-learning mode.
The overall advantages of such a platform outweigh those offered by the present state of
affairs. Hence one should go for flipped learning wherever it is possible.

ACTIVITY
Prepare an activity plan to incorporate blended and flipped Learning approach to develop
a learning outcome.

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5.0 REFERENCES

University Of Texas at Austin,. (2018). flip quick start guide. Retrieved from flipped classroom:
http://ctl.utexas.edu/sites/default/files/utflipquickstartguide112114.pdf

A. Means, et al. (2010). Evaluation of Evidence-Based Practices in online learning. Retrieved from U.S.
Dept. of Edu.

Schaffzin, K. T. (2016). Learning outcomes in a flipped classroom. Retrieved from University of

MemphisCecil C.: https://www.memphis.edu/law/documents/schaffzin46.pdf

Telnet LMS. (2018, December). What is blended learning ? Retrieved from Explore telnet LMS:
https://www.talentlms.com/elearning/blended-learning

Yeop, M. A. (2016). Blended Learning: pedagogy, learning styles and assessment activities in the
classroom. International Journal of Advanced and Applied Sciences, 36-39.

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ASSIGNMENT
Describe the roles of teachers and students in blended and flipped learning approaches.

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page 157

MODULE 4
Instructional Planning and Delivery

Unit 4.4.4
Instructional Media

L11 Need of Instructional Media

L12 Classification of Media
L13 Design of Handouts, Assignments
and Laboratory Worksheets
L14 Media Design Principles and
Effective Board Work
Unit 4.4.4: Instructional Media L11: Need of Instructional Media

L11: Need of Instructional Media

Contributor

Dr. Sandip S. Kedar

Associate Professor, Department of Electronic Media

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L11 Page 1
Unit 4.4.4: Instructional Media L11: Need of Instructional Media

L11: Need of Instructional Media

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Justify the need for media for effective classroom communication.
LO 2. Explain the importance and role of instructional media in T-L process.

Contents
1.0 INTRODUCTION ............................................................................................................... 3
2.0 BASIC CLASSROOM COMMUNICATION MODEL ............................................................. 3
3.0 MEDIUM, MEDIA AND INSTRUCTIONAL MEDIA ............................................................. 5
4.0 IMPORTANCE AND ROLE OF INSTRUCTIONAL MEDIA .................................................... 5
5.0 MEDIA FOR TEACHER DIRECTED AND TEACHER INDEPENDENT INSTRUCTION ............. 7
6.0 ADVANTAGES AND LIMITATIONS OF INSTRUCTIONAL MEDIA ....................................... 8
7.0 CONCLUSION .................................................................................................................. 9
8.0 REFERENCES .................................................................................................................. 10

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

L11: Need of Instructional Media

1.0 INTRODUCTION
Education system in India right from school level to Ph.D. level has also not remained
untouched with the technological advancements. Use of instructional technology as well as
Information and Communication Technology to enhance teaching learning process has
become the need of the day. The teaching-learning (T-L) process mainly depends upon various
factors such as teaching skills of the teacher, instructional methods and strategies,
instructional media used, learning experiences provided to the learners, learner’s
characteristics, classroom environment, and so on. With the knowledge explosion, technology
and information explosion, the role of a teacher is changing from pure information provider
to the facilitator of learning. Therefore, a teacher needs to be resourceful enough to use the
latest instructional technologies to facilitate learning. This lesson is intended to convey the
role and importance of instructional media in improving the T-L process and the use of
instructional media. This lesson has been written with the premise that the teacher has
already studied the lessons L5 to L10 of this module and has understood the concept of
learning and instruction.

2.0 BASIC CLASSROOM COMMUNICATION MODEL

In any classroom situation, either traditional or virtual, teaching learning process plays an
important role to facilitate the learning. Any classroom could be considered as a system having
some inputs, processes, outputs and feedback mechanism for ensuring learning. There is
always an interaction between teacher or instructional designer and the student or the
learner. So, a normal classroom has different elements such as teacher or instructor, students
or learners, environment, teaching methods and strategies, messages, channels, medium,
barriers, etc. (Figure 1).

Teaching Methods and Strategies

Instructor Medium Message Learner

Feedback

Figure 1: Communication between Instructor and Learner

During the instruction teacher creates and transmits some messages in varied forms which
are received and perceived by the receiver or the learner. The messages may be anything such

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

as factual or conceptual knowledge which consist of facts, concepts, principles, laws, rules,
procedures, applications, or directions to the learners, questions about the content, feedback
on the appropriateness of responses, or any other information. These messages are
transmitted by the teacher, instructor or sender through some medium so that they reach the
learners. The medium may be anything such as text written on the chalkboard, handout, text
book, computer-based presentation, video, animation, real objects, maps, simulator, virtual
reality setup, etc. The medium carries the message. It is received by the learners through
channels or senses of perception. These are seeing, hearing, touching, smelling, or tasting. The
learner extracts the meaning out of the received message. This process of communication is
depicted in an engineering model based on signal processing (Figure 2).

Figure 2: Engineering Model of Communication

The sender encodes the message or an idea to be transmitted in various media forms such as
verbal language, visuals, symbols, formulae, diagrams, graphs, sketches, photographs,
animations, models, real things, and by using different instructional methods and techniques.
The receiver receives the message through sensory channels and decodes it based on his/ her
intelligence, previous knowledge, language capabilities, interests, etc. In the process of
communication, some barriers or noise cause disturbance. Such barriers are previous
knowledge, Social and cultural backgrounds, prejudices (beliefs and preferences), disinterest,
imperceptions, day dreaming, verbalism, referent confusion and physical discomfort.

Some of these barriers such as previous knowledge, Social and cultural backgrounds,
prejudices are not under direct control of the teacher, but others could be controlled and
reduced by the teacher to make the communication effective. Communication in the
classroom situation is a two-way process. There is always a feedback channel present which
reduces the errors in transmission of the message from sender to receiver. The feedback may
be in terms of discussion, questions and answers between teacher and students. This makes
the communication process a complete cycle. If learner perceives same meaning from the
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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

message sent by the teacher, then maximum learning takes place, and that is possible when
sender (teacher) takes care of various communication barriers. The communication barriers
and the ways of reducing them are explained in the Annexure A. After going through the
communication model, it is clear that medium, media and message hold a prominent place in
any communication. Need and importance of these is discussed in subsequent paragraphs.

3.0 MEDIUM, MEDIA AND INSTRUCTIONAL MEDIA

In the two models of communication discussed above the most important factor is medium
or channel which carries the message from the sender to the receiver. A medium (plural is
media) is a channel of communication or message transmission. The term instructional media
as described by Adekola (Adekola, 2010) means all available human and material resources
which appeal to the learners’ sense of seeing, hearing, smelling, tasting, touching or feeling
and which assist to facilitate teaching and learning. As per Onyeozu (1997), instructional
media are resource materials which help to facilitate teaching and learning. This may include
traditional media such as chalkboards, white boards, print material, handouts, text books,
charts, slides, overhead transparencies, magnetic cut outs, real objects, video programme or
film, 2D and 3D animations, radio, audio DVDs, television.

Presently, newer media such as computers, smart mobiles, smart TVs, interactive boards,
interactive panel, interactive pads, opaque projector, multimedia projector, internet,
multimedia presentation, simulators, open source learning material and software, interactive
video conferencing, podcast, blogs, wikis, e-learning, e-books, mobile-learning, social
networking, virtual and augmented reality. Each of these media has different strengths and
limitations in terms of the types of messages that can be recorded and displayed.

ACTIVITY
Write at least two media used in classroom teaching, along with their purposes.

4.0 IMPORTANCE AND ROLE OF INSTRUCTIONAL MEDIA

Instructional media are important elements of teaching and learning process and they play a
key role in the design and use of systematic instruction. Brief outline of roles and purpose of
media in teaching learning process (Banthiya, 1999) is given below.
a) Media stimulates more than one sense during T-L process (eye, ear, touch). If properly
used, they can bring in stimulus variation in the classroom.
b) Tiny and big objects, any event or process may be shown at rest or in motion. The
smaller objects are difficult to perceive by naked eyes, but could be enlarged with the
help of video camera- zoom in facility. Slow and fast motion objects could be shown at
a desired speed. (Figure 3)
c) Dangerous or distant objects and events could also be shown which are difficult to
observe by normal vision, like blasting event of a mine. (Figure 4)

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d) Media create continuous change in stimulus; hence they gain and sustain the attention
level of students.

Figure 3 Fast objects could be shown Figure 4 Blasting event of a mine

with reduced speed in video
(Courtesy: Childcraft Dictionary, World Book, Inc., USA 1993)

The impact media are also varied. Adekola (2008, 2010) states the following:
a) Increases the rate of learning by the learners.
b) Makes learning to be real and permanent.
c) Saves teacher’s time which would have been wasted on oral presentation and
explanation of subjects’ contents.
d) Promote learner’s participation in learning activities.
e) Makes learning available to wider audience and helps teacher and learner overcome
physical difficulties in teaching and learning.

In addition to the above purposes and impact on the learner, instructional media can:
a) Be designed, developed such as simulators, working models, cut section models could
be used to develop skills and to explain internal structure of any object or system
b) Be developed and made available to the learners in digital form, in synchronous or
asynchronous mode catering to the learning needs, learning style of the individual
learner. They may access it from anywhere, and at any time.
c) Offer interactivity which further enhances the interest, active participation and
engagement of the learner in learning process.
d) Present the content in various forms such as text, visuals, graphics, video, animation,
and sound with user control.
e) Be developed with quality by taking services of best media designers.

Media can be used to support one or more of the following instructional activities: (Instruction
at FSU Handbook, 2011)
a) Gain attention: A picture on the screen, a question on the board, or music playing as
students enter the room all serve to get the student’s attention.
b) Recall prerequisites: Media can be used to help students recall what they learned in
the last class, so that new material can be attached to and built upon it.
c) Present objectives to the learners by projecting the day’s learning outcomes.

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

d) Present new content: Not only can media help make new content more memorable;
media can also help deliver new content (a text, movie, or video). It supports learning
through examples and visual elaboration. One of the biggest advantages of media is to
bring the world into the classroom when it is not possible to take the student into the
world.
e) Elicit student response: Present information to students and poses questions to them,
getting them involved in answering the questions.
f) Provide feedback: Media can be used to provide feedback relating to a test or class
exercise.
g) Enhance retention and transfer: Pictures enhance retention. Instructional media help
students visualize a lesson and transfer abstract concepts into concrete, easier to
remember objects.
h) Assess performance: Media is an excellent way to pose assessment questions for the
class to answer, or students can submit mediated presentations as classroom projects.

5.0 MEDIA FOR TEACHER DIRECTED AND TEACHER INDEPENDENT INSTRUCTION

The media requirement for teacher directed instruction and teacher independent instruction
vary to a large extent. For appropriate selection of media in these situations, teachers must
evaluate the learning outcomes, teacher characteristics and learner characteristics. A
conventional classroom and laboratory situation call for teacher directed instruction. In these
situations, the instructional media provide supplemental support to the teacher. Teacher may
use media for recalling previously learned content as well as for explaining and demonstration
purpose for achievement of learning outcomes. Depending on the content and learning
outcome teacher select video, animation, real objects, models, chart, graph, diagram etc. for
making teaching learning effective.
Now days in engineering education, self-learning and online learning through Massive Open
Online Courses (MOOCs) is being promoted. Such scenario falls under the category of teacher
independent instruction. For achievement of the learning outcomes a complete packaged
material which is self-sufficient is developed and provided to the student. Customized media
which include self-learning material, video, audio, virtual laboratory, multimedia packages are
developed in advance and provided to the registered student. If required, student may contact
teacher through video conferencing, phone, discussion forum.

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

6.0 ADVANTAGES AND LIMITATIONS OF INSTRUCTIONAL MEDIA

By now the advantages of the use of instructional media may have become evident;
however, it is summarized as a ready reckoner.

a) Media can be used for large group, small group presentation or for individual learning.
b) Media like chalkboard, whiteboard can be used for incidental content writing. These
are more suitable for explanation and development of content in steps.
c) Due to availability of millions of colors in digital media, its display brings realism in the
content presentation.
d) Most of the media can be prepared once and then reused, thus saving teachers’ time.
Media like video, animation and other ICT based media bring dynamism, realism,
interactivity, which sustain interest of the learners in learning.
e) Media can be used when real things are too big or too small in size.
f) Media can slow down or raise the speed of an event when real things are too quick or
too slow. For example, movement of earth’s crust or plate tectonics, construction of a
building, manufacturing of product, and so on.
g) Media are useful when real things are too dangerous to handle, like mine explosion.
h) Media helps when real things are too difficult to visualise. For example, human
anatomy and internal systems of human body, top view of any area, city.
i) Media helps to represents the real things which are too expensive. Media help to bring
outside world inside the classroom.
j) For example, bringing actual satellite to classroom.
k) Media helps when the equipment is not usually available. For example, showing the
da-Vinci-Si Surgical Robotic System to students, or giving overview of mining
operations with machines and equipment and so on.
l) Media provide a flexibility to choose the appropriate one to suit the learning
outcomes, learning styles, preference of selection and use of media, competence and
resources available.
m) Media such as virtual reality, augmented reality and mixed reality could be used for
various purposes such as skill development.

As in every case, there are limitations to every aspect, so too for media. However, some of
them could be overcome too by taking some remedial measures:

a) Teacher needs the skill for careful selection, preparation, planning and appropriate
media for which relevant training could be imparted.
b) Preparation of media requires time, but once made, it can re-used again and again.
c) Production of some of the media such as video, multimedia, animations, e-content,
simulators, demands funds, resources and technical knowhow.
d) If teacher is using any media designed and developed by some other expert, then the
teacher may have to modify it to suit the exact purpose.

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

ACTIVITY
Case on First Classroom Experience
Mr. Raghuvir was very happy to join as a faculty of a renowned Govt. Engineering College
in Nagpur. He got this job after getting selected through MPSC. He had completed his
Masters from a renowned University. He did not have any teaching experience earlier
although he worked for quite some time in an automobile industry as an engineer. But he
was more interested to work as a teacher so he joined this profession. He was techno
savvy and so very confident in handling computer peripherals but due to lack of teaching
experience, he was not much confident in conducting his first session in the classroom. He
talked about his situation to his HOD, who advised him to prepare some media for his
class. He was not much aware about many media so he prepared only one computer-
based presentation incorporating mostly text material on the selected topic. In his first
class, he tried to explain the content to the students, who were only listening to him for
the whole session. Most of the students were not comfortable during his session. He was
also not satisfied with his first performance in the class.
Brief:
1) Why Mr. Raghuvir was not satisfied with his performance?
2) Why most of the students were uncomfortable in his class?
3) What are your suggestions to Mr. Raghuvir to make his next class more effective?
Write answers to these in your journal as a part of your teaching-learning portfolio.

7.0 CONCLUSION

In T-L process, any medium or media act as a means to achieve the learning outcomes. Media
helps teacher to impart instruction systematically and effectively so teacher needs to develop
the competency and mastery in designing, developing and using media in any teaching
learning situation. Based on the individual capabilities and skills, learning needs of students,
resources available, teacher can select a media mix considering the advantages and limitations
of media. While planning for instructional session, teachers need to decide about the media
to be prepared and to be used for effective session implementation. In next lesson you will
learn about classification of media based on various parameters.

*******

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

8.0 REFERENCES

Adekola, G. (2010, JUNE). The Impact of Instructional Media on the Education of Youths on
HIV/AIDS in Nigeria Urban Communities. International Journal of Scientific Research
in Education, Vol. 3(1), 64-72.

Banthiya, N. K. (1999, July). M-3: Use Correct Verbal and Non-Verbal Communication in
Classroom. REC Competency Based Self-learning Module. Bhopal, MP, India: TTTI,
Bhopal.

Banthiya, N. K. (1999, July). M6- Manage classroom transactions and make effective
presentation in classroom. REC Competency Based Self-learning Module. Bhopal, MP,
India: TTTI, Bhopal.

Instruction at FSU Handbook. (2011). Instruction at FSU: A Guide to Teaching & Learning
Practices. Retrieved January 01, 2019, from distance.fsu.edu:
https://distance.fsu.edu/instructors/instruction-fsu-guide-teaching-learning-
practices

Oklahoma State Department of Education. (2013, October). B, Technical Assistance Guide

Assistive Technology for Children and Youth with Disabilities IDEA Part. Oklahoma
City, OK 73105. Retrieved February 25, 2019, from
https://sde.ok.gov/sites/ok.gov.sde/files/documents/files/Assistive%20Technology%
20(AT)%20Technical%20Assitance%20Guide%20(Oct%202013).pdf

Shodhganga. (2018). Retrieved December 2018, from shodhganga.inflibnet.ac.in:

http://shodhganga.inflibnet.ac.in/bitstream/10603/101198/11/11_chapter%202.pdf

*******

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

Annexure A

Communication Barriers and ways to reduce them. (Banthiya, M3 Use Correct Verbal and
Non-Verbal Communication in Classroom., 1999)

1) Previous knowledge - Knowledge here includes all kind of previous exposure to the subject
matter in the form of cognitive learning, skills, attitudes and experiences. Students
normally have some prior knowledge of the subject and related topics due to earlier
exposure to these. Whenever you teach a new concept or principle pertaining to a subject
to students, they tend to relate these concepts and principles with the ones already stored
in their memory. In case the context and the concepts already learned are similar, the
learning of new concepts and principles is facilitated. Sometimes, previous knowledge
becomes a barrier when the topic is known to the students and you start teaching it in
great detail. Students may start showing disinterest in this case. Before teaching a new
concepts, you should recall the pre-requisite knowledge by asking questions and based on
the student’s reply you may decide upto what extent the recall is necessary. Previous
experience of the student may also become a barrier sometimes. Previous experience of
students can be converted from a barrier to facilitator by your making use of such students
in giving their practical insight into various problems.

2) Background- Intellectual, social and cultural backgrounds of a teacher as well as students

may become a barrier sometimes. A teacher coming from high social background and soft-
spoken, may misunderstand something said by a student coming from rural and socially
unprivileged background. Similarly, a teacher from a socially unprivileged background may
cause some resistance in the minds of students from higher strata of society. Individual
differences also affect perceptions of students. Background of students also influence
their understanding the new concepts and principles taught by you. The pace and rate of
learning is also immensely affected due to background since each learner has his own
learning style. In order to take care of this barrier the old maxim 'know your subject, and
know your students' could serve a useful guideline for you for designing and delivering the
instruction. You must also show understanding and caring attitude for those students who
come from different background than yours, and especially for those who come from rural
and unprivileged background.

3) Prejudices-These are unfavourable opinions formed beforehand. Prejudices may cause

personal likes and dislikes, thus becoming a barrier between you and students. These
preconceived notions may be by teachers towards students, by students towards teachers,
and by students towards some subjects. For example, some students find difficulty in
understanding subjects which have abstract concepts like engineering drawing and
mathematics. They form a barrier in their minds about these subjects due to this prejudice.
Use of different instructional methods, media, graded assignments may encourage
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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

students to learn the subject with interest. Unbiased delaing, polite and understanding
behaviour with students will help in removing the prejudice about you in the minds of
students.

4) Disinterest- In a teaching situation, sometimes the students start loosing the interest in
the classroom activities.This may be due to the nature of the subject as well as teaching
style of the teacher. Slow moving lesson, repetitions, irrelevant matter, poor presentation,
lack of enthusiasm and monotony are some of the reasons for such a situation. Some
external social or cultural activity or sports event may divert attention of the students. The
students might become bored because they need to be treated as important individuals
possessing variable interests, needs, and abilities. In order to remove this barrier and make
the communication effective, skilful application of variety of instructional media, use of
different instructional methods and strategies to arrange for active participation of
students, will make the presentation interesting with stimulus variation, and by breaking
the monotony. This will transform a dry, uninteresting lesson into a live experience for the
learners.

5) Imperception- It is just the opposite of perception. It acts as barrier in the communication

process. Perception is the process by which the human brain constructs an internal
representation of the outside world. It is the process by which we become aware of changes
through the senses of sight, hearing, and it is an act or power of perceiving. On the contrary,
the inaccurate conclusions drawn on the basis of what our senses tell us results in
imperception. Objects and things are perceived wrongly when complete information is not
presented before the observer. To remove the imperceptions, you should present the
information in such a way that it reaches the students in the original form. You may use the
real objects, working models, video, photographs to explain the content. This will remove
probable imperception about the concept.

6) Day Dreaming- It is a state of mind under which human beings are pre-occupied with idle
and pleasant thoughts. Everyone is engaged in this activity at one time or another.
Daydreaming may be the source of most powerful and ideal thoughts. Even if a student is
physically present in the class for fear of attendance, his/her mind may be engaged in
pleasant or unpleasant experiences outside. These may be due to some exciting news or
some one's sickness. As you know adolescent students now a days live in a world of their
own having variety of pre-occupations also they have variety of electronic gadgets and
information sources to get distracted or daydream. A slow-moving lesson, long silence and
many such other things might make the students daydream. Active student participation in
the teaching-learning process, use of short class assignment, buzz session, group discussion,
may compel students to remain mentally present in the class. Continuous feedback taken
by you about students' learning can make them feel attentive.
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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

7) Verbalism- Verbalism refers to the practice of using too many words while explaining the
topic. Too many words may confuse the students. Words are the abstract symbols which are
often used to explain concepts. But mere use of words which is input to the sense of hearing
only will not result in effective learning. It has been found that the effectiveness of sense of
hearing is only about 13%. So, to minimise this barrier, you can use variety of instructional
media which provide input to the channel of sight (eyes) having the effectiveness of about
75%. Some time teacher repeats some of the words or phrases such as “OK”, “Isn’t it?”,
“Understood”, and so on. Such verbalism distracts the attention of students. Teacher need
to avoid such verbalism.

8) Referent confusion- This can be the result of hearing a new meaning attached to a word
for which a different meaning has already been learnt. Spoken words and terms may have
a totally different meaning to different listeners. The confusion in meaning occurs as the
same technical words have different dictionary meanings altogether. For example, when
students hear words like ‘work’ ‘chip’ ‘power’ ‘system’ ‘hole’ ‘table’ and many other such
words which have particular connotation in engineering context but have different
dictionary or general meaning, create confusion. Confusion may be due to similar
‘sounding words, for example ‘week’ and ‘weak’ or ‘brake’ and ‘break’. In such situations
it becomes essential to explain the meanings of the new terms by writing them on the
chalkboard. Also, graphic and visual presentation may be helpful.

9) Discomfort- Physical discomforts could result from some illness or a physical trouble on
the part of the learner. Empathising with the suffering student and showing affection
towards him/ her will reduce physical discomfort to some extent. Discomfort may be due
to the inadequate arrangements inside the classroom such as lack of proper ventilation,
improper lighting, glare on the board, a poor seating arrangement, too hot or too cold
inside, too much noise outside. So, it is not that difficult for a teacher to eliminate these
in-class discomforts. Neat and clean as well as well-ventilated and well-illuminated
classrooms helps in improving the in-class situation for effective teaching learning process
to occur.

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Unit 4.4.4: Instructional Media L11: Need of Instructional Media

DISCUSSION FORUM

• Discuss on the issues related to the use of media in the classroom, problems
faced and strategies adopted to overcome them.
• Some of the instructional media are highly acceptable to teachers and
students in today’s context. Discuss the reasons.

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L12: Classification of Media

Contributor

Dr. Sandip S. Kedar

Associate Professor, Department of Electronic Media

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.4: Instructional Media L12: Classification of Media

L12: Classification of Media

Learning Outcome: At the end of this lesson, you will be able to describe the
salient features of different instructional media for use in the T-L process.

Contents
1.0 INTRODUCTION .......................................................................................................................... 3
2.0 CLASSIFICATION OF MEDIA ........................................................................................................ 3
2.1. Projected and Non-Projected Media ......................................................................................... 4
2.2. Mediating and Criterion Media .................................................................................................. 9
2.3. Audio, Visual and Audio-Visual Media ..................................................................................... 10
2.4. Print and Non-Print Media ....................................................................................................... 10
2.5. Media Hardware and Software ................................................................................................ 11
2.6. Static and Dynamic Media........................................................................................................ 11
2.7. Exposition and Inquisition Media ............................................................................................. 11
2.8. Traditional and New Media ...................................................................................................... 12
3.0 CONCLUSION ............................................................................................................................ 16
4.0 REFERENCES ............................................................................................................................. 17

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Unit 4.4.4: Instructional Media L12: Classification of Media

L12: Classification of Media

1.0 INTRODUCTION
For effective implementation of planned instruction in any learning environment, teacher
need to use variety of instructional methods, strategies and media, according to the learning
needs of the learners. The advancements in media therefore should be used for the benefits
of the students. In today’s context, when most of the students who join engineering
institutions, possess smart phones, laptops, the strengths of these can be used for self-
directed learning. So, the teacher needs to know the use of these modern media for
instructional purposes. In lesson 11, the importance and role of instructional media in
teaching-learning process was discussed as well as advantages and limitations of
instructional media. This lesson focuses on classification of instructional media right from
traditional to modern digital media. After going through this lesson and watching the related
video, you will be able to classify instructional media.

2.0 CLASSIFICATION OF MEDIA

Instructional media mainly have three properties viz. fixative property, manipulation
property and distributive property (Shodhganga, 2018). The fixative property permits the
capture, preservation, and reconstitution of an object or event. For example, one can
capture an object or event through photographic camera, by audio recording or video
recording using video camera or a mobile. These could be preserved for future use. The
manipulation property of media permits to manipulate the speed of occurrence of an event
or to remove or add any desired content. For example, video captured or animation
developed can be slowed down or made faster by editing it. A photograph captured can be
edited to remove the extraneous content or add any other content into it. The distributive
property of media facilitates its reproduction, reuse and dissemination in variety of ways,
either in digital or print form, through wired or wireless networks as well as in any learning
environment, in face to face situation or in distance mode.

Most of the media possess these properties that facilitates the use of media in T-L
environment. Instructional media can be classified in variety of ways. They are classified
based on the process of their development, use for teachers and students, purpose, type of
projection, dynamism or static nature, type of dissemination, and so on.

a) Projected and non-projected media e) Media Hardware and software

b) Criterion and mediating media f) Static and dynamic media
c) Audio, visual and Audio-visual media g) Exposition and inquisition media
d) Print and non-print media h) Traditional and new media
The salient features of these classifications are discussed further so that their instructional
uses can be better understood.

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Unit 4.4.4: Instructional Media L12: Classification of Media

2.1. Projected and Non-Projected Media

2.1.1 Projected Media

They need some type of projector through which the content is
projected on the screen in the enlarged form. Multimedia
projector, overhead projector, film projector, opaque projector
or document camera, slide projector, are some examples of
projected media.
Figure 1: Multimedia
(a) Multimedia projector (Figure 1) can be used to project the Projector
content by connecting a computer system or laptop. This can
project any multimedia content comprising of visuals, graphics,
animations, video, text, internet websites, and input from a
document camera. The projector can also be used with
interactive board to project the content of computer. It creates
a sharp high resolution, bright and enlarged image on any
screen. It has replaced most of the earlier projectors due to its
versatility of projecting various types of inputs.

(b) Overhead Projector (Figure 2) was quite common before

Figure 2: Overhead
the advent of the multimedia projector is called overhead Projector
because it projects the image on screen over the head of
presenter.

(c) 16 mm film Projector (Figure 3) In early days this film

projector used to project the matter exposed on 16 mm
films. Due to its small size, it was portable for showing
educational as well as entertainment films.

(d) Opaque Projector or Document

Camera (Figure 4) A modern digital
opaque projector also called
document camera, is a quite
versatile equipment to project
Figure 3: 16 mm opaque (non-transparent) materials
Film Projector
such as flat pictures, book
illustrations, drawings, or even certain small objects. It is very useful
for teachers for enlarging illustrative materials for making charts or
cutouts. It can also project instantaneous writing on the paper kept
on its stage. It is portable, as it weighs only 3 to 4 kg. Such projector Figure 4: Document
Camera
has camera with zoom and focusing facility, which facilitate

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enlargement of desired part of the visual, or content placed on its stage. During
presentations the teacher can switch between the inputs from opaque projector and
computer when connected to multimedia projector.

(e) Slide projector (Figure 5) was also in use for projecting 35

mm slide film (Figure 6 and 7). It has
either a rectangular or a circular
slide storage cassette for holding
number of slides to be displayed in
sequence. Nowadays, these slides
Figure 5: Slide Projector
have been replaced by computer-based
presentation software, wherein teacher can
prepare slides in digital form using millions of
colors and other features of the software.

Figure 6: 35 mm Figure 7: 35 mm slide 2.1.2 Non-Projected Media

Slide Set
As the name suggests non-projected Media do not need any
projection system. Common non-projected media are normal
chalkboard, whiteboard, glass board, magnetic board, flannel
board, bulletin board, real objects, specimen, cut-section models,
models, charts and posters, maps, and so on.
(a) Chalkboard (Figure 8) is the old friend of a teacher and is still
the most widely used teaching media. The major advantage is that
Figure 8: Chalkboard
of incidental writing as a teacher teaches along. Use of colored
chalks, templates of figures, drawing instruments, roller boards, sliding boards, etc. improve
the utility of chalkboards. The main limitation of chalkboard is that drawing diagrams on
board needs considerable time and moreover the diagram cannot be reused. The students
cannot, effectively utilize the time used by the teacher while
drawing, as content matter is usually new. You may watch video
on ‘Effective Board Work’ which demonstrates the use of
chalkboard in the classroom.

(b) Whiteboard (Figure 9) is a replacement for chalkboard. It has

similar attributes as that of chalkboard. In place of chalks,
multicolor whiteboard marker pens are used for incidental
writing on these boards. The matter written can be erased very
easily. These boards could be installed on the wall or mounted
on the stand having wheels. This facilitates easy movement of
the board as per requirement in the classroom. These could be Figure 9: Whiteboard
used as screen for projecting computer content through

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multimedia projector. But its glossy surface creates glare and a spot on the board. This may
be avoided by using matt finish surface of the whiteboard.

(c) Magnetic board (Figure 10) basically consists of a sheet of a

magnetic material suitably painted. Magnetic cutouts presenting
the content could be pasted on this board. Small button or strip
magnets are stuck at the back of the cutouts of different parts of a
diagram (Figure 11). The arrangement of the cutouts can be
changed by moving them as desired. The electronic media and
Figure 10: Magnetic Board
animations have replaced these.

(d) Bulletin board and Flannel board

(Figure 12 and 13) These boards are
used in the institute galleries or in the
classrooms mainly for displaying charts,
announcements, brochures, posters,
bulletins, project work, art work, Figure 11: Magnetic cut out with button magnets
reports, drawing sheets, common
notices for students. Portability of these
boards facilitates varied positions and
combinations of boards for exhibiting
different material.

(e) Real objects and specimens- Learning

Figure 12: Bulletin board Figure 13: Flannel Board
is maximized when real things are used
to teach. For example, while introducing the
functions of Digital Single Reflex Lens (DSLR) camera
(Figure 14) or teaching about a Vernier caliper
(Figure 15), always take such portable objects in the
classroom for demonstration purpose. Similarly,
wherever possible show actual specimen to
students (Figure 16). Use of real objects as well as
specimens provide direct purposeful experience to Figure 14: DSLR Camera
the students and help in effective learning. with flash gun

Figure 15: Vernier Calliper

Figure 16: Specimens of jobs

done on CNC machine

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Real objects such as turbo engine of an airplane (ITE, 2018) (Figure 17), or real small aero
plane (Figure 18), actual machine (Figure 19) can also be used as an instructional media.
Students can understand various internal parts, structures, systems and functioning of such
systems and perform different skill development activities on such objects.

Figure 17: Aeroplane Turbo Engine Figure 18: Real Small Aeroplane Figure 19: Real Machines

(f) Models play an important role in

understanding and visualizing the real object,
place, or event and working principle in
miniature or reduced scale form (Figure 20).
Lack of real things could then be substituted by
working or non-working static models. These
are three-dimensional reproduction of real
objects. These are either created by the
teachers or by students as project work. Figure 20: Scaled Model
Design, development of models provides Figure 21: IC Engine
opportunities for students to work in group and Cut-Section Model
develop number of skills. Variety of models can
be prepared for instructional purposes such as
sectional model, transparent model. Working
models and cut-section models (Figure 21 and
22) make teaching more effective because the
student/ teacher can handle, operate,
dismantle, reassemble or view it from different
angles in order to comprehend all aspects. The
drawback of the 3-D models is that a large Figure 22: Cut Section Model of Jet Engine
group cannot see them if the size of model is
small and if the size is very big it is difficult to carry it in
the class. This limitation could be circumvented by
using modern digital opaque projector or document
camera discussed earlier.

(g) Charts are used to display consolidated graphical

information in the classroom, in laboratory, in
Figure 23: Film making process chart

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workshop and at appropriate places in the institute.

Teacher can prepare charts using drawing sheets, on the
content to be taught (Figure 23). Document camera along
with multimedia projector can be used to trace and enlarge
visuals to prepare charts. Readymade charts (Figure 24)
could also be procured and displayed in the laboratory.
Once prepared or procured, charts could be used for a
longer duration. Teacher may engage group of students in
development of good charts on content areas.

(h) Posters are used to display information about a specific

event or to create general awareness about specific
content. Posters are normally printed in bulk quantity in
varied sizes and in multicolor (Figure 25).
Figure 24: Readymade chart
(i) Maps (Figure 26) are authentic and reliable source of
information about the nation or any part of it (Survey
of India, 2019). This becomes a very effective
instructional media which can be displayed in the
classroom and teacher can discuss number of aspects
using maps. For example, areas where minerals are
found could be marked and explained using the map.
Different types of maps such as physical map,
topographical map, political map, climate map, economic Figure 25: Poster of Lathe machine
or resource map, thematic map, road
map, google map help teacher to involve
students in the activity-based learning
process. These maps need to be used in
the classroom on regular basis.

Figure 26: Political Map of India 7th edition

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2.2. Mediating and Criterion Media

(a) Mediating Media: Whenever any media is used by the teacher to impart instruction to
develop some concept, principle and the like, it is called a mediating media. They help the
learner to learn new subject matter (Figure 27), but not used for reproducing to
demonstrate the learning. Such media are means to an end. The main function of these
media is to give the students an insight into or knowledge of certain phenomena or event.
For example, you may use a computer-based presentation on a specific topic, or show a
video programme, animation (Figure 28), or photograph, such media acts as mediating
media. Students learn by seeing, listening such media.

Figure 27: Photograph with labels as Figure 28: Animations as mediating media
mediating media

(b) Criterion Media – When media is used to teach it is

called a mediating media and when the same media is
again used to test the learning outcomes in the students,
they are called a criterion media. For example, when a
video programme is used to teach the working of some
equipment or process, then it functions as a mediating Figure 29: Preparing drawing sheet
media. When the same video programme is played
without the audio and in its place the teacher asks
questions on various sections of the video, then the same
media functions as a criterion media. Similarly, the media
which the learner will be required to describe, interpret,
identify, draw or reconstruct in order to show his/her
achievement of learning outcomes, development of skills Figure 30: Preparing a model
and abilities, are called Criterion Media. For example,
when students are asked to prepare a drawing sheet
(Figure 29), prepare a model (Figure 30), prepare a job on
milling machine, identify a component out of the given
specimens, prepare plan in group (Figure 31), these all
media become criterion media. Assignments may be part
Figure 31: Drawing group task
of such criterion media where in students have to
demonstrate their achievement of skills.

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2.3. Audio, Visual and Audio-Visual Media

Under this classification of media, the sense of hearing as well

as sense of sight are used to transfer the message. There are
certain media which solely covers audio part such as PODCAST,
or audio recording, e-book in audio form, audio stories, radio Figure 32: Audio recording with
microphone and software
broadcasts, etc. These media could be made available on DVDs
or distributed electronically through internet. Being a teacher,
you may record your own voice (Figure 32) and create a
PODCAST (Figure 33) on the desired curriculum content for
distribution to your students. You may record, edit your audio
using Open Source audio editing software such as Audacity.
You may use other software also. Audacity is an easy-to-use,
multi-track audio editor and recorder for varied operating
systems. Audacity can record live audio through a microphone Figure 33: Podcast – a way
or mixer, or digitize recordings from other media. You may of reaching through audio

import, edit, and combine sound files, export your recordings

in many different file formats, including multiple files at once. As this is an open source
software so you can download it directly from its website.

Video (Figure 34) as a media covers both audio as well as

visual part. Use of Audio-Visual media usually results in
enhanced effectiveness of instruction as it provide inputs to
two human senses, sense of sight and sense of hearing.
Video can bring realism in presenting or demonstrating the
content, any event or any process. You may bring outside
world inside the classroom using video. It facilitates
capturing, manipulating, editing the content as per the Figure 34: Video an audio-
learning needs. Developing any video is a lengthy process but visual media

you may record some content related events using even your mobile phone. These small
video clips could be incorporated in your presentation to enhance learning. Presentation
prepared on computer, 2D and 3D animations with sound, spoken tutorials available on
SAKSHAT portal, MOOCs are some of the examples of audio-visual media.

2.4. Print and Non-Print Media

The print media (Figure 35) include all

those which are either typed or printed
and given to the students for learning,
such as handouts, worksheets,
Figure 35: Print Media
assignments, textbooks, workbooks,
handbooks, journals, etc. The print materials usually carry verbal descriptions, sometimes

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with illustrations. The major potential of this media lies in the fact that a student can study
this at his/her own pace and convenience and can refer to it as and when needed. Non-print
media mainly consist of all kinds of electronic media which display the contents in non-print
form. For example, computers, laptops, tablets, smart phones, television, radio, and so on.

2.5. Media Hardware and Software

The instruments or equipment needed to use different media are known as hardware. It is
that part of the media which can be seen and touched. Software are either programs written
on the media, or the content printed/ stored on the media. This distinction is clarified in the
Table 1.
Table 1: Distinction Between Hardware and Software.

S. No. Hardware Software

1 Computer Computer aided lessons, self-learning modules, various
software, content received from internet.
2 Television, DVD Player Video Programmes in digital form, television broadcast
computer and network programmes, video, digital audio available online and
devices, Radio set audio programmes broadcast on radio.
3 Multimedia Projector Content received electronically from Digital Video Disc
or Digital Versatile Discs, presentations from computer/
internet.
4 Interactive White Software of the interactive devices, which facilitate
Board, Interactive direct control of computer on these devices with
Display, Interactive interactivity.
Panel, Interactive Pad
5 Opaque Projector or Real objects, content in books, pamphlets, OHP
document camera Transparencies, content written on paper.
6 Film projector Content exposed on 16 mm. Film.
7 Overhead projector Content printed or written on the transparencies.
8 Slide projector Content exposed on Slides

2.6. Static and Dynamic Media

Media such as photographs, charts, posters, whiteboard are static in nature. But the media
such as video programme, animation, magnetic cutouts, television, interactive board,
interactive panel, pad, simulator, working cut section models, have some dynamism in use
and display. You may show various processes, internal working principle, constructional
feature, with such media. These media could be used by the teacher for instruction as well
as by the students for self-learning.
2.7. Exposition and Inquisition Media
Exposition media are the media through which concepts and principles are explained in
words and revealed to the learner without learner’s initiation/ intervention. They are used

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by the teacher to explain something. For example, computer-based presentations, models,

charts, OHP transparencies, visuals on chalkboard, animations, videos, real objects,
specimens, etc. all these are exposition media. Inquisition media are used by the student for
self-learning. The student interacts with the media and learn by self-direction/ sequencing.
Simulations, computer-based materials, web-based multimedia packages, open source
learning material and self-learning packages fall in this category. Variety of media discussed
so far are shown in the four quadrants represented by dynamic to static nature of media on
X axis and by teacher centered to student centered on Y axis (Figure 36).

Figure 36: Four Quadrant Classification of media

2.8. Traditional and New Media

Traditional media are those which were in use before introduction of various digital media.
For example, media such as chalkboard, whiteboard, handouts and print material, charts,
OHP transparencies, real objects, video programmes, animations come under this category.
Due to advancement in information and communication technology, we are entering in the
new era of education. Now with digital technology, student can access the content from any
source, at any time, from anywhere and on any device. For example, computer or laptop,
tablet, interactive board, Interactive touch panel, interactive pad, mobiles, 4K resolution
television screens, PTZ cameras are some of the hardware based new media which could be
used by teachers while imparting the instruction. Number of digital software-based
resources are available now a day. For example, Open Educational Resources, Massive Open
Online Courses (MOOCs), Open Source Learning Management System platform such as
(MOODLE, 2019) (Modular Object-Oriented Dynamic Learning Environment), e-learning

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material available online (SAKSHAT, 2019) Portal, (SWAYAM, 2019) Portal, video
conferencing system for live interaction (A-VIEW , 2019), blogs, wikis, social networking
sights, simulators, virtual games, virtual reality and augmented reality, are some of the new
technology based media. These could be utilised by the teacher to involve students actively
in the teaching learning process. Let us see some of these new media in brief.

(a) Interactive White Board/ Interactive Panel/ Interactive Pad/

Interactive Display
Interactive white board is a media which can be used by connecting
it with a computer system and a multimedia projector. When
connected, it turns into an interactive whiteboard (Figure 37) and
Figure 37: Interactive
provides full control of computer through software. This can also be Board
used as an ordinary whiteboard for incidental writing during the
session. It is normally used for large group presentations. Interactive
whiteboard may have wired or wireless connection with computer.
It comes with plastic tip special pens to write on it. You may directly
control applications and software in your computer from the
whiteboard, write, erase or draw on the surface, annotate over any
PC software while it’s running. Other facilities available are spot light,
Figure 38: Interactive
curtain, zoom, importing pictures, video, and animations, displaying Touch Panel
presentations, save, print, e-mail, hand writing recognition, record &
playback (audio & video), on screen keyboard, and so on. Please
watch the videos V43 (Smart Classroom- Use of Interactive Board-
Part 1) and V44 (Smart Classroom- Interactive Board- Part 2) to
understand and practice the use of interactive whiteboard. Similar to
this, interactive touch panel (Figure 38) and interactive pad (Figure
39) facilitate the same functions of interactivity. Their main
advantage is that; you can maintain eye-to-eye contact with the Figure 39: Interactive
students. Special pens are used to write on these devices. Now a Pad
day’s Interactive displays with 4K resolution in different sizes (55”, 65”, 75”, 86”) are
available. These displays could be connected to any device such as mobile, tablet, Laptop,
PC, etc.

(b) 4K resolution television screens and PTZ cameras

You must be aware about the sizes of television screens available in the market. HD TV has
resolution of 1920 (Horizontal) Pixels x 1080 (Vertical) pixels (Figure 40) with an aspect ratio
of 16:9. So pixel resolution of HD TV is 2.1 megapixels. Now 4K televisions (Figure 41) are

Figure 40: Comparison of 4K, Figure 41: Smart Classroom Figure 42: PTZ Camera
HD and other TV resolutions with 4K TV Screens

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available in the market. 4K refers to one of two high definition resolutions: 3840 x 2160
pixels (Ultra HD) or 4096 x 2160 pixels (True 4K). 4K is four times the pixel resolution (8.5
megapixels), or twice the line resolution (2160p), of 1080p (1920 x 1080 pixels). This is
represented in the Figure 33. These 4K screens could be installed in the classroom to display
the content.
PTZ stands for Pan, Tilt, Zoom camera (Figure 42). Such camera can be installed in the
classroom to record the session of the teacher for live streaming to other places. This may
be a part of a smart classroom. Watch the video V42 (Smart Classroom) for more
information on Smart Classroom.
(c) Sakshat (SAKSHAT, 2019) is a Portal developed under National Mission on Education
through ICT (NMEICT), a landmark initiative of the Ministry of Human Resource
Development (MHRD) to address all the education and learning related needs of students,
teachers and lifelong learners. It provides various free learning resources for both teachers
and students. Various links are provided on this portal to explore various online learning
resources such as Virtual Labs, National Programme on Technology Enhanced Learning
(NPTEL) Video and Web lessons, Free/Libre and Open Source Software for Education
(FOSSEE), Spoken Tutorial, and so on. You as a teacher must explore the resources available
on this portal and make your students aware of all these resources. These resources could
be used in daily teaching learning activities.

(d) Blogs
As per Wikipedia, a blog is a type of website or part of a website. Blogs are usually
maintained by an individual with regular entries of commentary, descriptions of events, or
other material such as graphics or video (R. P. Khambayat, S. S. Kedar, 2016). Entries are
commonly displayed in reverse-chronological order. Many blogs provide commentary or
news on a particular subject; others function as more of personal online diaries. A typical
blog combines text, images, and links to other blogs, Web pages, and other media related to
its theme/topic.

Most blogs are primarily textual, although some focus on art (Art blog), photographs
(photoblog), videos (video blogging), music (MP3 blog), and audio (podcasting). An edublog,
is a form of a blog written by someone with a stake in education. Examples might include
blogs written by or for teachers, blogs maintained for the purpose of classroom instruction,
or blogs written about educational policy. Currently, use of blogs has become very popular in
educational institutions including schools and colleges. Blogs are important tools for sharing
useful information and tips among co-workers, dispersing information to students, or
keeping in contact with parents. Teachers can create, monitor and edit blogs to ensure that
the postings are appropriate and pertain to the classroom. Teachers are using blogs as a way
to post important information, such as homework, important dates, missed lessons,
projects, discussion boards, and another useful classroom information that is accessible by

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Unit 4.4.4: Instructional Media L12: Classification of Media

all. Students can access this information from home, or from any computer that is connected
to the Internet.

(e) Simulators Similar to real objects, simulators are the

replica of the real objects and specifically used for skill
training purpose. For example, the airplane cabin
simulator (Figure 43) (ITE, 2018) and helicopter cockpit
simulator (Figure 44) or its Virtual Reality based
simulator can provide direct purposeful experience to
the students. Students may be exposed to the real like Figure 43: Airplane Cabin Simulator
situation and develop many skills to handle, operate the
actual systems. Simulators are more expensive to
establish but are more effective in skill development
and cheaper from training point of view. Risk of life,
cost of training in real situation or on real objects can be
reduced by using simulators. Always teacher or
instructor can guide students properly and observe his
or her performance on continuous basis. Based on the
performance data, teacher can decide the remedial Figure 44: Helicopter Cockpit Simulator
treatment and activities for the students to achieve the practical learning outcomes and
develop abilities.

(f) Virtual Reality- The latest

interactive media available for self-
experience and skill development is
digital reality which consists of Virtual
Reality (Figure 45), Virtual Games, and
Augmented Reality. Virtual Reality Figure 46: VR Headset with
multi-sensors
creates a digital environment that
replaces the user’s real-world Figure 45: VR Head Set
environment (Deloitte Insight, 2018). It is the term used to describe a three-dimensional,
computer generated environment which can be explored and interacted with by a person.
The person becomes part of this virtual world or is immersed within this environment and
whilst there, is able to manipulate objects or perform a series of actions (Virtual Reality
Society, 2019). Virtual Reality enables more effective learning at a lower cost and in less
time, it can allow for more training repetitions, especially when dealing with costly, rare, or
dangerous environment. Today virtual reality is usually implemented using computer
technology along with some systems such as VR normal headset, headset with multi-sensors
(Figure 45), special gloves, and others.

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Unit 4.4.4: Instructional Media L12: Classification of Media

(g) Virtual Games are computer generated 3D games

which provide interactive and immersive virtual
environment to play the game. Such games could be used
both for entertainment as well as for education. The
computer-generated environment may be screen based
with headset and a controller or fully immersive virtual
Figure 47: Virtual Game
environment. development setup

(h) Augmented Reality- Overlays digitally created content into the user’s real-world
environment. You may see here in Figure 48, the way digitally created 3D content is
overlapped into the real room environment. With such overlapping, you may zoom in the
object by moving your tablet forward in real environment.

Figure 48: Augmented Reality

3.0 CONCLUSION

Instructional media plays an important role in implementing the planned instruction in any
learning environment including classroom, laboratory and workshop. Being a teacher, you
need to understand the types of instructional media, their features and use. Development of
any instructional media is a creative process. You need to consider various aspects such as
need of media for delivering the type of content (Static/ Dynamic), learning needs of the
students, resources available and skills available with the teacher to develop the media. The
classification of media you have learned in this lesson will help you in planning for your
lessons and in selecting the relevant media for your content delivery. Advancements in
technology have given a very good opportunity to a teacher to choose, design and develop
variety of instructional media. While designing your own instructional media, you need to
consider some media design principles and guidelines. You will learn about these more in the
next lesson L14 on ‘Design principles for media and effective board work’

*******

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Unit 4.4.4: Instructional Media L12: Classification of Media

4.0 REFERENCES
A-VIEW . (2019). Retrieved from A-VIEW Platform: http://aview.in/Amrita

Deloitte Insight. (2018). Real learning in a virtual world- How VR can improve learning and training
outcomes. Deloitte Insights. (B. H. Matthew Buman, Ed.) Retrieved from www.deloitte.com

ITE. (2018). Institute of Technical Education. Singapore.

MOODLE. (2019). Retrieved from https://moodle.org/

R. P. Khambayat, S. S. Kedar. (2016, May-August). Adopting Digital Media in Technical Education.

Journal of Engineering, Science and Management Education, 9 (II), 77-84. Retrieved from
www.nitttrbpl.ac.in

SAKSHAT. (2019). Retrieved from SAKSHAT Portal: http://sakshat.ac.in/

Shodhganga. (2018). Retrieved December 2018, from shodhganga.inflibnet.ac.in:

http://shodhganga.inflibnet.ac.in/bitstream/10603/101198/11/11_chapter%202.pdf

Survey of India. (2019, July). Political Map of India 7th edition. (S. o. India, Editor) Retrieved from
www.surveyofindia.gov.in: www.surveyofindia.gov.in/files/POL_MAP_4M_ENG_WTR.jpg

SWAYAM. (2019). Retrieved from SWAYAM Portal: https://swayam.gov.in/

Virtual Reality Society. (2019). Retrieved from Virtual Reality: https://www.vrs.org.uk/virtual-

reality/what-is-virtual-reality.html

******

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L12 Page 17
L13: Design of Handouts, Assignments
and Laboratory Worksheets

Contributors

Dr. Sharad K. Pradhan

Associate Professor, Department of Mechanical Engineering
&
Dr. Sandip S. Kedar
Associate Professor, Department of Electronic Media

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets

L13: Design of Handouts, Assignments and Laboratory Worksheets

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Design handouts to facilitate the development of the learning outcomes.
LO 2. Design assignments to assess the attainment of the learning outcomes.
LO 3. Design laboratory worksheets for the development of the relevant skills.

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Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets

L13: Design of Handouts, Assignments and Laboratory Worksheets

1.0 INTRODUCTION
Handouts, Assignments and Laboratory Worksheets are basically print media (which could
also be in electronic form) used to supplement the instructions given to the students in the
classroom and/or laboratory sessions. In engineering education programmes, they are
important as these are generally custom–designed by the concerned teacher of that
particular course. These instructional materials help to implement the curriculum in order to
achieve the pre–determined learning outcomes. This lesson discusses how to design and use
them for effective instruction.

2.0 HANDOUT
Handout is a teacher–generated instructional resource, for a particular course. It maybe of
one page or several pages. Handouts are specially designed for a specific target group having
a pre-defined entry level and has to be brief. Its main purpose is to help the student to focus
on the essentials in order to attain the pre-determined learning outcomes and not to
concentrate much, on the non-essentials. The handout can be a written or diagrammatical
material containing specific information to be additionally provided to the students. It may
contain salient points of a lesson and graphs, sketches, or material compiled from reference
books, journals, pamphlets, and such others materials that are not readily available in
standard textbooks. Some of the benefits of the handouts are as follows:

a) Instructional time is saved.

b) Promotion of systematic class work.
c) In the handouts the difficult diagrams and tables of better quality can be provided.
d) Handouts can reduce note-taking so that the students can pay more attention to the
instructions being delivered.

However, handouts also have their share of limitations as well. Too much spoon-feeding in
handouts may make the students dependent on teachers. Their habits of searching material
and self-learning may not get developed. Hence handouts should be more precise.

2.1 Guidelines for Development of a Handout

For developing a handout, it is quite important to be aware of the background of the
students and the knowledge and skills that they possess. Subsequently, the following steps
may become helpful to develop the handout:

a) State the learning outcomes so that the development of the handout stays focused.
b) Structure and sequence the subject matter into logical units.
c) Use short paragraphs.
d) Use numbered sub-titles as it helps in referring.
e) Avoid lengthy and complex descriptions.

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f) The language of handout should be simple and precise. It should encourage student
thinking.
g) Use emphasizing techniques for better learning such as underlining, changing font
types and their sizes, using bold letters, italicizing the words, using quotes, using
boxes, starting as new paragraphs and the like.
h) Use diagrams, sketches and tabulations to present the information.
i) Ensure good quality of visuals. Remove non-relevant content from the visuals.
j) List the reference books or bibliography from where the relevant text/ picture has
been taken so that interested learners may refer the resources.
k) A set of questions can be added at the end.
l) Database of handout should be maintained.

Sometimes, the students just keep away the handouts without reading it. To avoid this, the
handouts may be even designed as completion type handouts. Handouts can also be used to
invite student participation wherein certain gaps, missing words, missing parts of a diagram
are deliberately made to necessitate student thinking.

Unless, it is a flipped classroom session, do not give the handout in advance, or else, the
student will avoid taking notes. It may be given towards the end of the classroom session if it
is a completion type handout or a case-study that needs to be discussed.

ACTIVITY
State the learning outcome and prepare a relevant handout to support the classroom
session

3.0 ASSIGNMENT
Assignment is usually designed on the principle of 'Learning by doing'. The main purpose of
assignment (which is basically a task the student has to do during or after the classroom
situations) is to 'cement' the learning and increase the learning capabilities of students. All
types of assignments are intended to reinforce and supplement learning and provide practice.
Alternatively, it can also serve as a tool whereby the students are encouraged to pay more
attention during the classroom session as the students know that there is a task that will
follow. After the assignment is given, the role of the teacher changes to that of a 'guide' so
that help is provided only when required. This role of the teacher makes the student more
independent and the skill of 'learn–to–learn' is developed. There can be other purposes of
assignments as well, such as:
a) Drill and Practice d) Evaluation
b) Reinforcement of learning e) Encouraging reading habits
c) Recapitulation f) Guided learning.

Before designing any assignment, the learning outcomes should be stated and accordingly
the assignments are to be given to the students.

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3.1 Types of Assignments

There can be several types of assignments depending on the outcomes of the topic/ course,
location, mode, level of the students, time and other resources available such as:
• Classroom–based • Home assignment
• Library–based • Individual assignment
• Internet–based • Group assignment.

Table 1 highlights the types and the major purposes of the assignments.

Table 1 Purposes of Different Types of Assignments

S. No. Type of Assignment Major Purpose

1 Classroom–based • Reinforces the learning through:
– Comprehension
– Recapitulation
– Drill and Practice
2 Library–based • Use of library resources for:
– Self learning
– Collection of information / data
– Use of reference material
3 Internet–based • Helps in learning from internet-based resources
4 Home Assignment • Reinforcement of learning
• Drill and Practice
5 Field-based assignment • helps to compile information related to a product/
component/ through a survey of industry/ market
6 Individual assignment • Promotes initiative,
• Commitment toward assigned tasks
• Builds self confidence
7 Group assignment • Along with the cognitive domain outcomes, also
develops Affective domain attitudes such as
– team working
– leadership and others

a) Classroom–based Assignment
Classroom assignment brings in a stimulus variation and also ascertains whether the students
have understood the content or not. You can give a classroom assignment in the form of
numerical, short-answer questions, and the like. Classroom assignments provides IKR
(immediate knowledge of results) and formative assessment of the learning.

Salient Features
• Eliciting Performance which is use of Gagne’s 6th instructional event
• Enhance collaboration between students if it is a group assignment

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• Diagnostic purpose is served

• Generally of short duration, and it can designed to be completed during the classroom
period.

Example
Suppose, in a basic electronics engineering class, after teaching the h-parameters for CE, CB and
CC configurations, if a numerical on one of the configurations is given to be solved two
objectives are achieved (1) a change in stimulus, and (2) assessment of the understanding of h-
parameter.

Classroom– based assignment can take many forms such as:

i. Completion Type assignment: In this assignment, in between 'gaps' have to be filled up.
ii. Diagrams/ Sketches/ Drawings: Students may be asked to draw graphs, flow diagrams,
block-diagrams, schematic diagrams, sketches, etc. in the class itself.
iii. Problem/ Calculations: Students may be asked to solve small numerical problems or do
calculations. This can be done individually or in groups.
iv. Cases/ Incidents: If small case studies/ incidents are available, these can be given for
discussion in groups or individually.
v. Demonstration Worksheet: A worksheet is given to students before an actual
demonstration or demonstration through a video programme. At the end of
demonstration, students may be expected to draw conclusions or answer some
questions.

b) Library–based Assignment
Library–based assignment is mainly in the form of collecting relevant information from books,
print as well as online journals, magazines. Preparation of a seminar paper, searching of books
in specified area and writing brief, are some of the library assignments. Following are some of
the salient features.

Salient Features
i. Develops the skill of gathering, compiling and using relevant information from
various types of library resources.
ii. Inculcates the use of library resources
iii. Develops self-study skills and inquisitiveness in students.

Example
Suppose the 'Use of various springs in different machines and appliances' is given as a topic for
seminar presentation. The student will have to consult different books, journals in the library
and prepare a write-up for presentation.

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c) Internet–based Assignment
Such an assignment gives the student an opportunity to compile information from the
internet to help in achieving the learning outcome. It may include videos, animations and
other information related to a specific outcome.

Salient Features
i. Access correct information
ii. Use of open source software to create resources
iii. Promote Self-learning habit and inquisitiveness
iv. Help in building self-confidence to tackle new problems.

d) Home Assignment
It is not possible to deal with all types of problems in the classroom, so home assignment is
useful in such situations. To provide ‘drill and practice’ for applying various concepts and
principles and to develop habit of self-learning, a teacher can give home assignments of
different types to the students such as numerical, long answer questions, their opinion on some
current issue and so on.

Salient Features
i. Requires more time than classroom assignment.
ii. Provides opportunity for ‘drill and practice’.
iii. Helps in assessing the attainment of learning outcomes.
iv. Helps in honing self-study habits
v. Develop the habit of inquiry.
vi. Improve written communication.

Tasks for Home Assignment

Some of the sample tasks for the home assignments could be
• Descriptive Questions answers
• Design related Problem
• Preparation of presentation on the given topic
• Preparation of Seminar paper
• Review of published articles/ research papers.

e) Field-Based Assignment
Field-based assignments are those wherein the student goes to the place of action such as the
construction site, industrial estate, electric substation, dam site, automobile market, water
purification plant and others to perform learning activities. Such assignments are given for
developing those parts of the learning outcomes which can neither be developed in classroom
or in the laboratory/ workshop. This could be an individual or a group assignment depending on
the complexity of the given assignment and the other constraints.
Salient Features
• Assignment is in real setting

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• Develops team work and leadership

• Develop Negotiating and presentation skills.

3.2 Guidelines for Designing Assignments

Following are some of the basic steps to design an assignment:

a) Select the relevant type of assignment.

b) Inform in advance to the students about the assignment.
c) State the learning outcomes expected from it.
d) The design should match the level of the students.
e) In case of structured assignment, the questions must proceed from simple to
complex
f) Keep the language simple.
g) Maintain a portfolio of self-designed handouts.

ACTIVITY
State the learning outcome and prepare relevant type of assignment to assess its
attainment.

4.0 LABORATORY WORKSHEET

In the absence of a laboratory manual or to supplement a laboratory manual, hard copies of
laboratory work sheets are given to the students. The need for relevant laboratory work
sheets is important because practical work is often assigned a secondary role in many
institutes and is therefore handled casually by teachers as well as students. The organisation
of practical work favours manipulation of data due to stereotype experiments and students
find nothing new or challenging to be done. There are no well-defined aims or outcomes for
practical work, which therefore, result in random or disjointed work. Often, the practical
work does not indicate the industry relevance of each practical that the students have to
work on or work with.

These laboratory sheets go a long way to supplement teacher’s oral or visual instruction
about how a practical work is to be performed in the laboratory/ workshop. It guides the
students to perform the practical work safely in order to develop the pre-determined
industry needed skills and pre-determined learning outcomes. The laboratory sheet saves
the precious laboratory time and gives more time to the students to work on the equipment
and increase the use of the equipment to develop the much-needed practical skills in the
students rather than engage the students in other unproductive activities. However, they do
not eliminate the need of teacher interaction with students.

REFLECTION SPOT
For any selected course, list at least 4 industry needed skills that could be achieved
through laboratory/ workshop.

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4.1 Formats for Design of Laboratory Work Sheets

Laboratory work sheets are write-ups prepared by the teacher and provide relevant
information to the students about the practical work and the teacher expectations from
students. These sheets may be separately given or combined in the form of a complete
laboratory manual. The laboratory sheets are meant to be given to students much before
practical work, so that they can prepare and plan in advance. Different formats for designing
laboratory sheets are available. However, a typical one is given here so that the competency
and the related outcomes are clearly stated for each practical work.

The list of typical sub-titles that need to be included in a laboratory worksheet is given in
Table 2. Additionally, the interpretations of these titles/ headings are also stated. A sample
laboratory worksheet incorporating these sub-titles is given in Appendix A for better
understanding.

Table 2: Interpretation of Each Sections of a Typical Laboratory Work Sheet

(For a typical example refer to Appendix A)

Section Title/ Heading Interpretation

No.
Short TITLE of the A title is always intended to be a ‘crisp phrase’ and not a sentence.
Laboratory It usually should have a few key words indicating the important
Experience outcomes.
I Practical Significance This section will highlight the importance of this practical work and
how it is related to the world of work and thereby motivate the
students to take this practical work seriously.
II Related POs The related POs given by NBA are brought over here.
(Programme
Outcomes)
III Competency and This section informs the students to which competency this
Practical Skills practical work is related, as well as the associated skills that the
industry needs.
IV Relevant COs The related COs mentioned in the curriculum are stated here to
(Course Outcomes) establish their relationship with this practical work
V Practical Outcomes These specific practical outcomes starting with an action oriented
verb is the major final outcome of this practical work
VI Related ADOs This section informs the students of the attitudes and values that
(Affective Domain could be developed through this practical work
Outcomes)
VII Minimum In most of the engineering institutions in India, often the practical
Theoretical is conducted even before the underpinning theory required for
Background that practical is taught. To address such situations, this section is
included. A minimum amount of information required to perform
the practical is to be given.
VIII Practical Set-up/ This section is expected to provide the practical set-up/circuit
Circuit Diagram diagram of the practical to be conducted by the student.

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Section Title/ Heading Interpretation

No.
IX Resources Required Appendix A Section IX provides the details about the equipment/
instruments required along with the specifications and quantity in
a tabular format for greater clarity to all concerned.
X Procedure Practical work is a set of activities and if these are written in the form
of discrete steps and numbered, it will become more self-
instructional and easier for the students to follow. In the procedure,
each activity should be written as one step.
XI Precautions to be While using equipment/instruments some precautions are to be
taken taken for maintaining the accuracy and smooth operation and safety
of the equipment. Such precaution ensures safety of the personnel
too.
XII Actual Procedure Here the students will write in the log book the actual procedure
Followed followed in doing the practical work, which may be the same or
sometimes some variations may be there as the practical set up may
be different in different institutions.
XIII Actual Resources Again the student will write in the log book the actual and type of
Used resources used at the time of practical work
XIV Actual Precautions Although the precautions are given, the students may repeat the
Followed same and add if some more they have followed.
XV Observations and The observations are to be made and a number of readings are to
calculations be noted down which may be in some tabular form depending on
the practical.
XVI Results The outcome of any practical work has a result which may be
qualitative or quantitative in the form of data values, graphs,
screenshots and others.
XVII Interpretation of Unless the result is not interpreted, the practical work does not
Results serve much purpose. When the students explain the meaning of
the result it makes sense to the employer. The interpretation skill
is therefore quite important one which industry expects from the
engineers.
XVIII Conclusions Conclusion emerges out from the preceding section 'Interpretation
of Results' and therefore leads to a 'decision' that an engineer
takes based on the interpretation. Therefore, this is also an
important analytical skill that the industry expects from every
engineer.
XIX Practical Related These questions are concerned only with the performance of this
Questions practical, which means the answers will be not from any book, but
based on the practical conducted by the student. i.e. the student
should derive the answers to the questions from the conduction,
observations and calculations of practical work.
XX References and These could be books, websites, journals that the student can
Suggestions for further refer to.
Future Reading
XXI Suggested Assessment scheme will have a 'process' part and a 'product' part
Assessment Scheme to be assessed. Process related skills are those that can be
assessed in ‘real time' (i.e. when the practical work is being done)
and cannot be assessed after the practical work is finished, such as
connection skills, team working, following safe practices and
others. The 'product related skills' are those that can be assessed

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Section Title/ Heading Interpretation

No.
after the practical is over. The weightages to these two will
depend on the competency statement, COs, ADOs, and industry
related skills.

4.2 Guidelines for Designing Laboratory Worksheets

Following are some of the basic steps to design laboratory worksheets:
a) Choose format similar to the above.
b) State the competency expected out of the course which is implied or explicitly stated.
c) State the course outcomes.
d) State the Practical outcomes of the course.
e) Write in simple language.

ACTIVITY
Design a laboratory worksheet similar to Appendix A and also referring Table 2

5.0 CONCLUSION
It is seen in this lesson that the learning outcomes of the topic or course dictate the design
of the relevant type of handout or assignment or laboratory work sheet. All these three
types of instructional resources are designed by the teacher to cater to the situation and
need. The salient features of each of these three instructional resources are discussed so
that the teacher is aware of when and where and how they have to be used/ administered in
the class or laboratory so that the students are benefitted the most.
******

6.0 REFERENCES

Banthiya, N.K. (1987). Designing of Laboratory Experiences. Monograph, Bhopal: Technical

Teachers’ Training Institute
Banthiya, N.K. (1999). Competency based self-learning Modules on Lab Work. Developed for
Regional Engineering Colleges under Educational Technology Project with British
Assistance, Technical Teachers' Training Institute, Bhopal.

Bruce, J. and Weil, M. (1992). Models of Teaching. Prentice Hall of India, New Delhi
Centre for Teaching and Learning, Georgian College, August (2011). Designing Effective
Assignments. Retrieved from www.georgianc.on.ca/staff/ctl/wp-
content/uploads/2009/02/assignments_3_2.pdf
Centre for Teaching Excellence, University of Waterloo. (n.d.) Assignment Design: Checklist.
Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-

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Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets

resources/teaching-tips/developing-assignments/assignment-design/assignment-
design-checklist
Dalhousie University, Academic Integrity. (2010). Effective Research Assignments. Retrieved
from www.lib.berkeley.edu/instruct/assignments.html
Designing Assignments. (1996). Retrieved from
academicintegrity.dal.ca/Faculty%20Resources/Designing_Assignment.php
Earnest, J. (1996). Skills Development through Laboratory work. Journal of Engineering
Education.
Eberly Centre for Teaching Excellence, Carnegie Mellon University. (n.d.) Whys and Hows of
Assessment. Retrieved from http://www.cmu.edu/teaching/assessment/
assesslearning/creatingassignments.html
Hamilton, J. B. et al. (1977). Module on Direct Student Laboratory Experiences. AAVIM:
Georgia.
McShane & Dalene. (1998). Presenting Information Visually. EIC Guide.
www.wmin.ac.uk/mcshand/TEACHING/handouts.htm#INTRO
Rao, G. N. N. et al. (1981). Laboratory Instruction in Polytechnic, Approaches. Technical
Teacher's Training Institute, Bhopal
Wilson, B. (1987). Methods of Training: Individual instruction. Parthenon Publishing,
Lancashire.

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Appendix - A
PRACTICAL No. 10 (say)

FLOW MEASUREMENT USING ROTAMETER

I PRACTICAL SIGNIFICANCE
In the industry environment, Instrumentation Engineering graduates are expected to handle
various transducers for measurement of process parameters such as temperature, pressure,
level, flow, displacement etc. The engineer should be able to select proper instruments for
the measurement of above parameters and also maintain these instruments for proper
functioning in different applications. This practical will help you to acquire the necessary
skills.

II RELATED PROGRAM OUTCOMES (POs)

PO 2. Discipline knowledge: Apply Instrumentation engineering knowledge to solve
broad-based Instrumentation engineering related problems.
PO 3. Experiments and practice: Plan to perform experiments and practices to use
the results to solve broad-based Instrumentation engineering problems.

III COMPETENCY AND PRACTICAL SKILLS

This practical work is expected to develop the competency - Test different types of
transducers - and the following associated industry needed skills
a) Connection skills
b) Calibration skills.

IV RELEVANT COURSE OUTCOMES (CO)

Test different types of flow transducers.

V PRACTICAL OUTCOME
Use Rotameter for flow measurement.

VI RELATED AFFECTIVE DOMAIN OUTCOMES (ADOs)

a) Follow safety practices.
b) Practice good housekeeping. - 100
-
- 90
VII MINIMUM THEORETICAL GRAVITY -
- 80
BACKGROUND -
Rotameter is a variable area flow meter used - 70
-
for flow measurement. It consists of vertical EQUILIBRIUM - 60
-
tapered tube with a float which is free to move - 50
up and down within the tube. The free area FLOAT -
- 40
between float and inside wall of the tube forms -
- 30
an annular orifice. The tube is mounted -
vertically with the small end at the bottom. The TAPERED - 20
FLOW -
fluid to be measured enters the tube from the METERING - 10
bottom and passes upwards around the float TUBE -
- R
and exit at the top. Figure 1: Rotameter Principle
(Scale)

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Its operating principle is based on a float of given density's establishing an equilibrium

position where, with a given flow rate, the upward force of the flowing fluid equals the
downward force of gravity.

Rotameters are the most widely used type of variable-area (VA) flow meter. In these devices,
the falling and rising action of a float in a tapered tube provides a measure of flow rate as
shown in Figure. These are known as gravity-type flow meters because they are based on the
opposition between the downward force of gravity and the upward force of the flowing
fluid. When the flow is constant, the float stays in one position that can be related to the
volumetric flow rate. That position is indicated on a graduated scale. It can be used to
measure the flow rates of most liquids, gases, and steam. The materials of construction
include stainless steel, glass, metal, and plastic.
The tapered tube's gradually increasing diameter provides a related increase in the annular
area around the float, and is designed in accordance with the basic equation for volumetric
flow rate:
(1)
where:
Q = volumetric flow rate, e.g., gallons per minute

k = a constant

A = annular area between the float and the tube wall

g = force of gravity

h = pressure drop (head) across the float

With h being constant in a VA meter, we have A as a direct function of flow rate Q.

VIII PRACTICAL SET-UP /CIRCUIT DIAGRAM

ROTAMETER

PUMP
Figure 2: Flow measurement setup

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IX RESOURCES REQUIRED

S. Remark
Particulars Specification Quantity
No.
Range 0-1000 LPH, Glass tube body, Bob
Rotameter for flow
1 Material-SS, connection 1’’, Mounting inlet 01
measurement setup
bottom top outlet.

X PROCEDURE
1. Interpret the given diagram.
2. Connect Rotameter measurement setup as in diagram.
3. Fill the sump tank with water.
4. Switch on the power supply.
5. Start the pump and ensure flow rate through pipe line
6. Measure flow rate indication on the Rotameter.
7. Change valve position for increasing flow rate in pipe line.
8. Record flow rate in observation table.
9. Repeat the steps 6 to 8 for 5 to 6 readings.
10. Switch off the power supply to the setup.

XI PRECAUTIONS TO BE TAKEN
a) Avoid zero error.
b) The rotameter must float vertically.

XII ACTUAL PROCEDURE FOLLOWED (To be written by students) (Use blank sheet
provided if space not sufficient)
1. …………………………
2. …………………………
3. ……………………….
4. ………and so on

XIII ACTUAL RESOURCES USED

S. No. Name of Resource Broad Specifications Quantity Remark

1
2
3

XIV ACTUAL PRECAUTIONS FOLLOWED

a) ……………...
b) ………………………..

XV OBSERVATIONS AND CALCULATIONS

(Use blank sheet provided if space not sufficient)

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S. No. Flow rate on indicator Calculated flow rate

1
2
3
4
5

XVI RESULTS
1. .…………………………….
2. .………………………

XVII INTERPRETATION OF RESULTS (Give meaning of the above obtained results)

………………………………………………………..……………………………………………………………..……….
…………………………………………………………..………………………………………………………………………
…………………………………………………………………………………………………………………………………...

XVIII CONCLUSIONS (To be written by students)

(Actions/decisions to be taken based on the interpretation of results).
………………………………………………………..……………………………………………………………..……….
…………………………………………………………..………………………………………………………………………
…………………………………………………………………………………………………………………………………...

XIX PRACTICAL RELATED QUESTIONS

Note: Below given are few sample questions, the answers of which should be related
to the practical itself, the answers of which will not be available in the books, but
available only from the practical. Teachers must design more such questions so as to
ensure the achievement of identified CO. Write answers of minimum two questions.

1. State what will happen if the Rotameter does not float vertically.
2. State the maximum range of flow rate measurement.
3. ……………. So on

Space to Write Answers

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

XX REFERENCES / SUGGESTIONS FOR FURTHER READING

S.
Title of Book Author Publication
No.
Electrical and Electronic Sawhney, A.K. Dhanpat Rai and Sons, N. Delhi
1
Measurements and 201; ISBN:9788177001006

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Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets

Instrumentation
Industrial Instrumentation Singh, S.K. McGraw Hill Publishing; N. Delhi
2
and Control 2010; ISBN:9780070678200
https://www.youtube.com/ Accessed on 14
3
watch?v=YYM92QFhTDo August 2019
https://www.youtube.com/ Accessed on 14
4
watch?v=6CdO9inzSRQ August 2019

XXI Suggested Assessment Scheme

The given performance indicators should serve as a guideline for assessment
regarding process and product related marks.

S. No. Performance Indicators Weightage (%)

Process related 60% (for this practical)
1 Identify the practical setup of rotameter setup 10%
2 Connection of complete measurement system. 20%
3 Applying input flow rate to rotameter 10%
4 Observation of output differential pressure 10%
5 Working in team. 10%
Product related 40% (for this practical)
6 Answers to practical related questions. 30%
7 Submission of report in time. 10%
Total: 25 Marks 100%

******

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Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets

ASSIGNMENT

State the learning outcomes to be attained by the student in the following types of
instructional resources and design one of each based on the discussions in this lesson
1. A handout
2. An Assignment
3. A Laboratory worksheet

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L13 Page 18
L14: Media Design Principles and
Effective Board Work

Contributors

Dr. Sandip S. Kedar

Associate Professor, Department of Electronic Media
&
Prof. (Mrs.) Asmita Khajanchee
Associate Professor, Department of Electronic Media

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

L14: Media Design Principles and Effective Board Work

Learning outcomes: At the end of this lesson, you will be able to use:
LO 1. Cognitive theory of multimedia learning in designing instructional media.
LO 2. Instructional design principles for development of media.
LO 3. ADDIE model for evaluating the design of media.
LO 4. Chalkboard and interactive board effectively.

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

L14: MEDIA DESIGN PRINCIPLES AND EFFECTIVE BOARD WORK

1.0 INTRODUCTION
For effective implementation of instruction in the classroom environment, teacher need to
acquire some basic skills in design and development of relevant instructional resources.
Media design and development is a creative process. Every teacher uses one or more media
during the classroom instruction. If a teacher is technology savvy and conversant with the
use of different media and has interest in developing his/ her own media, sky is the limit for
any creation. In the lesson on classification of media, you have already learned about
different types of media. While designing instructional media, you need to use a systematic
procedure to consider some media design principles and guidelines. This lesson and
associated video will make you aware about various media design principles, guidelines as
well as effective ways of using chalkboard and interactive board for classroom instruction.

2.0 COGNITIVE THEORY OF MULTIMEDIA LEARNING

Cognitive scientists have considered three important assumptions of cognitive theory of

multimedia learning associated with the human information processing system that are
particularly relevant for media users: (Mayer, 2005)

(a) Dual-channels, that is, people have separate

information processing channels for visual
material and verbal material; The human
cognitive system consists of two distinct
channels for representing and manipulating
knowledge: an auditory–verbal channel and a
visual–pictorial channel. The auditory–verbal
channel processes verbal representations of
words that enter the cognitive system through
the ears. The visual–pictorial channel processes Figure 1: Dual Channel model
pictorial representations of pictures as well as printed words that enter the cognitive
system through the eyes. (Figure 1)

(b) Limited capacity, that is, people can pay attention to only a few pieces of information in
each channel at a time; Working memory is the component of the human cognitive
system that manipulates verbal and pictorial representations in the auditory–verbal and
visual–pictorial channels. Working memory has a limited capacity for holding and
processing information. Thus, the visual–pictorial channel can be overloaded if too many
pictures (or other visual materials) are presented at one time. For example, while
watching any news on television, when number of visuals are presented on the screen at
a time along with breaking news strip, advertisement strip at the bottom, you cannot
concentrate on all the contents due to overload of visual information. Similarly, the

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

auditory–verbal channel can become overloaded if a large number of spoken words (or
other sounds) are presented at one time. For example, while watching any debate on the
news channel, every speaker tries to put his or her point of view. They may speak
simultaneously at a point of time. This also creates overload of spoken words and you
cannot grasp the views of a particular speaker. Overloading one channel can limit the
processing ability of the other channel. So, while designing media we need to keep the
content very simple and media should not be crowded with lots of information, both
visual as well as audio.

(c) Active processing, that is, people understand the presented material when they pay
attention to the relevant material, organize it into a coherent mental structure, and
integrate it with their prior knowledge. Active processing within the auditory–verbal and
visual-pictorial channels leads to meaningful learning. These active learning processes
are more likely to occur when working memory contains both pictorial and verbal
representations at the same time.

Cognitive theory of multimedia learning emphasizes the use of both visual as well as
associated verbal information while designing any media. Dual channel model of cognitive
theory of multimedia learning (Figure 1) is very well explained in the video V38 on ‘Media
Design Principles- Part 1’

3.0 MEDIA DESIGN PRINCIPLES AND MEDIA DESIGN GUIDELINES

3.1 Media Design Principles

Richard Mayer (Mayer, 2005) has recommended research-based principles for the design of
media instructional messages. These are as follows:
(a) Multimedia principle- It states that students learn better from words and pictures than
from words alone, or, more specifically, that students learn deeply when appropriate
pictures are added to text. As per cognitive theory of multimedia learning, it is necessary
to provide input to both auditory–verbal channel and visual–pictorial channel. So, while
designing any media, use more visuals with a title as well as labels wherever possible. To
remove any imperception use multimedia elements such as visual as well as verbal
information (Figure 2)

Figure 2: Use of multimedia elements

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

(b) Spatial contiguity principle- It states that students learn better when corresponding
words and pictures are presented near than far from each other on the page or screen.
Spatial means, with respect to space. While creating any visual, always provide labels
near the parts and around the visual. This reduces the learning efforts of the students.
(Figure 3)

Figure 3: Placement of labels in visual

(c) Temporal contiguity principle- It states that students learn better when corresponding
words and pictures are presented simultaneously rather than successively. Temporal
means, with respect to time of presentation. So always present visual and related labels
together and not in succession. But when you want to assess the student’s learning, you
may use the same visual by displaying it first and then displaying corresponding labels in
succession.
(d) Coherence principle, in which students learn better when extraneous words, pictures,
and sounds are excluded rather than included. While designing media, it is necessary to
remove unnecessary details from it. Use one idea per visual and keep media very simple.
The process of removing unnecessary words, pictures and sounds from media is called
editing. Photographs, visuals can be edited using visual editing software such as GIMP,
Inkscape or any other such visual editing software (Figure 4). Video editing software are
used to edit both visual and sound part in the video.

Figure 4: Remove unnecessary details from visual

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

(e) Personalization principle- It states that students learn better from conversational style
(Use of first person – ‘I’ & Second person ‘You’ & making comments directly to the
learner) rather than formal style (Referring students in third person).
While designing instructional media, these research-based principles need to be considered
for its effectiveness. Beside to these principles, some media design guidelines will be helpful
to you while designing any type of instructional media.

3.2 Media Design Guidelines

Along with media design principles, you need to follow certain guidelines while developing
media. These guidelines are equally applicable for both print and non-print media.
(a) Legibility- In case of any media to be used for classroom presentation, legibility of the
content is very important. For example, while writing something on the chalkboard, the
content should be legible to the student seating on the last bench in the class. When you
display a presentation slide, it must be readable to the students. So do not put too much
text on a slide and keep it large enough to read easily. Minimum size of text on a slide
should not be less than 80 points. You can choose bigger sizes for main titles and other
labels. Use uniform thickness font for text, such as Calibri, Arial, Tahoma. Legibility of
such fonts is better compared to cut letter font such as Times New Roman. Use uniform
font, font size and font color for slide titles and respective text content to maintain
consistency. Follow 6 by 7 rule. It means do not incorporate more than 6 lines of text per
slide and no more than 7 words per line. This will facilitate appropriate size of the text on
the slide.
(b) Emphasis- Sometimes you may need to emphasize the text on the slide. This can be done
by using different font styles such as Bold, Italicize, underline and by using different
colors for fonts. You may use dramatic and artistic letters.
(c) Use of colors- In case of print and non-print media, use of colors brings realism in the
presentation. Different color models are used in digital media equipment such as
television screens, computer monitors, digital cameras, and scanners, in color printing,
and in color paintings.
i. In case of digital media equipment, additive color model i.e. RGB model is used
(Figure 5). RGB refers to the primary colors of light i.e. Red, Green and Blue. This
model is based on adding and mixing light, when you add Red, Green, and Blue light
together, you create a pure white and black is the absence of color (Kenna, 2019).
RGB Color wheel for digital media is also shown in Figure 6.

Figure 5: RGB Color Model Figure 6: RGB Color Wheel for digital media

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

ii. In case of color printing CMYK color model is used. It is a

subtractive color model. CMYK refers to the four ink plates
used in some color printing: Cyan, Magenta, Yellow and Key
(Black). (Figure 7)
iii. In case of color painting, RYB color model is used. RYB
stands for Red, Green, Blue, these are primary colors. When
Figure 7: CMYK Color
you combine each of them with other color, it gives Model for color printing
secondary colors: Orange (R+Y), Green (Y+B), and Brown
(R+B) OGB (Figure 8)

While developing digital media such as computer-based presentation,

photographs captured by digital camera, use RGB color model for
editing and developing.
Figure 8: RYB Color
iv. Use Darker Colors for background and lighter colors for text Wheel for Painting
and graphics
While preparing slides of Computer-based presentation, to get high contrast, use darker
colors for background and lighter colors for text, line diagrams, and visuals. This will provide
better legibility of the content when displayed on the screen. It is recommended not to use
white background and darker colors for text as it creates glare on the projected screen and
may create eye fatigue due to brighter image on screen. Use Darker colors on the outer
periphery of this color pallet for background (Figure 9). Recommended colors for
background are darker shades of Blue and green.

Figure 9: Darker colors Figure 10: Lighter colors for

for background Text and graphics

Use Lighter colors in inner part of this color

pallet for text to create contrast with
background (Figure 10).

(d) Use Rule of Thirds while composing visuals-

This rule states that if you consider any
visual frame and divide it into three equally
sized horizontal sections and three equally

Figure 11: Rule of Thirds- Golden Spots

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

sized vertical sections, the resulting grid guides you in placement of your design
elements in that frame. With two horizontal and two vertical lines you get four cross
sections. These are called golden spots. As per this rule, it is recommended to compose
your visual in such a way that the most important part of your visual coincides the golden
spot/s (Figure 11). Such grid is available in the DSLR Camera as well as in the smart
phones. Such composition of visual emphasizes the important part of the visuals.

(e) Arrangement of text and visuals- To capture

viewer’s attention and direct it towards the
relevant details, visual and verbal elements
could be arranged in patterns of letters such
as C, O, S, Z, L and T. Such an arrangement
makes the reader to read and scan the
content in steps which further helps in
establishing the relationship between the Figure 12: S Pattern visual arrangement
content displayed (Figure 12).

(f) Arrange visuals in horizontal line- Such an

arrangement helps in moving eyes from left to
right matching the direction of reading and
facilitates easy comparison of objects (Figure 13).

While designing any instructional media either print

or non-print, specifically handouts and computer-
based presentation, you may use these guidelines to Figure 13: Horizontal visual arrangement
make your handout and presentation effective and interesting for the students.

4.0 ADDIE MODEL FOR EVALUATION OF MEDIA DESIGN

The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) Model
(McGriff, 2000) is a good tool for evaluation of the media design. ADDIE Model comprises of
five main phases of systematic instructional design. (Figure 14). This is a very good model
that can be used to evaluate the media that you have designed or the media that you
borrowed from somewhere else and would like
to use.
(a) Analysis- In unit 1, you have learned about
the curriculum analysis from instructional
planning point of view. It is the process of
defining what is to be learned based on the
learning needs of the student, and the
requirements of the curriculum. This phase Figure 14: ADDIE Model
emphasizes on the need analysis of media to

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

be developed or to be procured to achieve the learning outcomes of the individual

lesson.
(b) Design- It is the process of specifying how it is to be learned. Design phase may include
writing a target population description, formulation of learning outcomes, selecting a
delivery system, instructional methods and instructional strategy, sequencing the
instruction, identify instructional media and other resources required and strategy for
assessment of learning. Depending on the facts, concepts, rules, principles, procedures
and applications to be explained you can decide about the media required. These may be
available online as Open Educational Resources (OERs) or you may create your own.
During this phase you design for instructional media, identify, collect visuals and other
media elements required. Output of this phase becomes the input for next phase.
(c) Development- It is the process of authoring and producing the learning materials. During
this phase you develop the instructional media based on the requirement of the topic,
and learning outcomes to be achieved. This phase is very crucial wherein your skills in
development of variety of media play an important role. You need to validate whatever
media you have developed from implementation point of view and evaluation of
designed media with respect to the learning outcome is an iterative process.
(d) Implementation- It is the process of implementing the instruction in actual learning
environment. You organise all the resources overcoming all the constraints, tryout newly
developed or procured resources for proper implementation and finally implement the
instruction in classroom environment.
(e) Evaluation- It is the process of determining the adequacy of the instruction. During this
phase you keep record of time required for various planned activities, interpret the test
results, and revise the activities based on the feedback received from the students. This
also includes evaluation of effectiveness of instructional media and methods. Evaluation
should actually occur throughout the entire instructional design process - within phases,
between phases, and after implementation. Evaluation may be Formative or Summative.

5.0 GUIDELINES FOR EFFECTIVE USE OF CHALKBOARD

Being a teacher, you need to use chalkboard or whiteboard on daily basis for incidental
writing as well as for drawing visuals during the session. Following are some of the guidelines
which will make your board work more appealing and fulfilling the learning needs of your
students in the classroom.
(a) Clean the board completely before starting your session. It indicates clarity in teacher’s
mind & provokes concentration of student’s mind. The teacher has to ensure that every
student has a glare free visibility of the content written on the board.
(b) Divide the space on board in 2-3 equal parts using vertical lines. This will facilitate proper
use of board area during the session. Use these three sections in sequence so that
students will get enough time to note down the content written on the board or the
visual drawn.

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

(c) On the left most part, write the key points that are to be discussed in session as per your
plan. Go on check marking [] those points as you proceed. Write the frequently referred
as well as new terms on one side of the board.
(d) Diagrams may be drawn in one section; other sections can be used for scratch work.
Draw the diagrams at the centre of that section so that you may label it appropriately
distributing the labels around the diagram.
(e) Key to good hand writing is straightness of lines (horizontal or vertical), curvature of
curves, and adequate size of letters.
(f) Maintain horizontalness of line when writing. Height of letter should be minimum 5 cm
for uppercase letters and 7 cm for lower case letter for better visibility. Write the text of
size big enough to read from back side of your classroom. Maintain enough pressure on
the chalk to ensure uniform text and line thickness.
(g) Write key words only. Write less and mean more. Avoid overwriting, and scribbling here
and there.
(h) Use templates for standard figures & reference figure such as, gears, circles and other
such sketches. Use geometry drawing tools to draw figures wherever necessary.
(i) Use colored chalks for distinction. Lines drawn with blue, orange chalk should be thicker
for better visibility.
(j) Avoid standing in front of board so as to hide the written matter. Keep on moving so that
everybody can see.
(k) Avoid speaking to the board.
(l) Rub off the sections of boards on which further discussion is not needed.
(m) Separate Hanging board or sliding board can be used to draw complicated figures which
will be useful in few more lectures continuously. Effort for redrawing and time is saved.

Please watch video V41 on ‘Effective Board work’ for more information.

6.0 EFFECTIVE USE OF INTERACTIVE BOARD

The new media available with the teacher today are interactive board, Interactive touch
panel, interactive pad and interactive 4K display which could be used independently by the
teacher along with a computer system and a multimedia projector. These are very dynamic
media available to the teachers today. You may use the interactive board or interactive
display for incidental writing electronically, for drawing visuals using soft tools provided, for
displaying colored photographs, visuals, animation, video, computer-based presentations,
and so on. Video V42 on ‘Smart Classroom’ describes about the various features and
elements of a smart classroom. Various features, tools available with the interactive devices
are demonstrated in the two videos V43 on ‘Smart Classroom- Use of Interactive Board- Part
1’ and video V44 on ‘Smart Classroom- Interactive Board- Part 2’.

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

ACTIVITY
• Search for information about the features of media equipment such as interactive
board, interactive panel and pad, Interactive display, multimedia projector.
• Select a visual related to the topic of your choice and edit the visual.

7.0 CONCLUSION
In today’s context, varieties of media are available for a teacher. Being a teacher, it is
necessary for you to develop your own media and use the same in the classroom for
conduction of sessions effectively. In this lesson, you have learned about and instructional
system design model, that is ADDIE model. Using this model, you may design and use your
own instructional media. While designing any media you may use the three important
assumptions of cognitive theory of multimedia learning associated with the human
information processing system and research-based principles for the design of media
instructional messages. You have also learned about various media design guidelines such as
legibility, emphasis, use of colors, rule of thirds, arrangement of text and visuals, importance
of arranging visuals in horizontal line to match the direction of reading, and so on. You have
also learned about the effective use of chalkboard, whiteboard as well as interactive board
through associated videos also. These demonstrations and the content will help you in
developing your own media and use the same effectively in the classroom instruction.
*******

8.0 REFERENCES

Kenna. (2019). DIY DESIGN: WHAT’S THE DIFFERENCE BETWEEN RGB AND CMYK? Retrieved 2019,
from Modern Soapmaking: https://www.modernsoapmaking.com/diy-design-whats-the-
difference-rgb-and-cmyk/

Mayer, R. E. (2005). Chapter 3- Cognitive Theory of Multimedia Learning. In R. E. Mayer, The

Cambridge handbook of Multimedia Learning (p. 31). Cambridge University Press.

McGriff, S. J. (2000, 09). Instructional System Design (ISD): Using the ADDIE Model. Retrieved from
https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf

******

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Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work

ASSIGNMENT
Prepare a computer-based presentation of about 15 slides, incorporating all the media
elements, design principles and guidelines on the topic of your choice. Place your
presentation in your e-portfolio.

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MODULE 4
Instructional Planning and Delivery

Unit 4.4.5
Instructional Plan
Preparation

L15 Classroom Session Plan

Preparation
L16 Feedback Mechanism for
Improvement
L17 Planning for Laboratory and
Industry-Based Instruction
L15: Classroom Session Plan
Preparation

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

L15: Classroom Session Plan Preparation

Learning outcome: At the end of this lesson, you will be able to prepare an
Instructional Session Plan.

Contents
1.0 INTRODUCTION .......................................................................................................................... 3
2.0 STEPS IN SESSION PLANNING ..................................................................................................... 3
3.0 PREPARATION OF SESSION PLAN ............................................................................................... 5
3.1 Introduction Phase ..................................................................................................................... 7
3.2 Development Phase ................................................................................................................... 7
3.3 Consolidation Phase ................................................................................................................... 7
4.0 CONCLUSION .............................................................................................................................. 9

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

L 15: Classroom Session Plan Preparation

1.0 INTRODUCTION

The accomplishment of instructions and achievement of session learning outcomes is

facilitated by proper planning. Effective teachers plan their instructional activities in
advance, as it is impossible to plan, once the process is set in motion. Good preparation
allows the teacher to be in command of the teaching learning situation, rather than being
commanded by many unplanned and unexpected events. Planning is concerned with 'what
to do', 'how to do it', and 'when to do it' during instruction. The process of planning an
instructional session is often more valuable than the plan itself. The time spent on thinking
about the session gives the teacher a clearer understanding of the topic as he analyses and
sequences it. Instructional session plan is the outcome of the planning process and is a
write-up of instructional decisions. While preparing the plan the instructional time (which is
usually 45 to 60 minutes for classroom session) is divided into three phases viz. Introduction,
Development and Consolidation. To help you to decide about what should be included in
these phases, their purpose and alternative strategies are discussed in this lesson.

2.0 STEPS IN SESSION PLANNING

The essential steps in instructional session planning can be put under three categories, as
a) Preliminary steps
b) Main steps, and
c) Final steps.

2.1 Preliminary Steps

The Preliminary Steps in instructional session planning are the following:

Step 2.1a. Choose the topic based on content analysis.

Step 2.1b. Write the learning outcomes of the session.
Step 2.1c. Identify entry level knowledge and skills.
Step 2.1d. Select material for session.
Step 2.1e. Gather relevant material.

The main purpose of these steps is to determine what is to be included during the session.
Material can be selected depending upon the entry level of students. Awareness about
existing knowledge will determine what should be included in the session. Awareness about
previous experience will tell about students’ attitude and willingness to learn. The
information presented during the session may be accepted or rejected by students. If
students are made aware about its relevance for the present and future, it is less likely to be
rejected. Also, if the presentation is difficult to understand, it will be rejected. These factors

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

must be considered during these preliminary steps. Once the preliminary steps have been
completed, the main steps could be undertaken.

2.2 Main Steps

The Main Steps in the instructional session planning are:

Step 2.2a. Select appropriate instructional method.

Step 2.2b. Identify teaching points and arrange in logical sequence.
Step 2.2c. Select suitable learning activities.
Step 2.2d. Decide how learning would be assessed.

The main steps deal with how the topic should be taught, what sequence should be followed
and how the learning should be assessed. The instructional method should be selected
depending upon the nature of learning outcomes to be achieved. Next stage will be
identification of important teaching points and sequence them. Teaching points are key
points to be included during an instructional session for achieving the learning outcomes.
The following rules may be helpful in sequencing. Proceed from:

a) Known to unknown d) Particular to general

b) Simple to complex e) Observations to reasoning
c) Concrete to abstract f) Whole to part and back to whole.

The effectiveness of learning is highly dependent on active learner participation in the

instructional activity. One way to ensure this is oral questioning. Teacher must frame
relevant questions to be asked at intermediate stages for developing the learning outcomes.
In session planning, suitable learning activities and learning experiences in which students
can be active participants must also be identified. The activities should be:

i. Consistent with the learning outcomes of the session

ii. Varied to break monotony to promote interest
iii. Consistent with the knowledge and experience of the students, and
iv. Balanced so that the session learning outcomes do not get out of focus.

The last or the main step is concerned with assessment of achievement of session outcomes.
The assessment procedure should be adequate and consistent with the outcomes.

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

2.3 Final Steps

The final steps in instructional session planning are:

Step 2.3a. Prepare Instructional Session Plan.

Step 2.3b. Prepare media, handouts, assignments based on session plan.
Step 2.3c. Arrange and check physical resources and media.
Step 2.3d. Choose the instructional methods
Step 2.3e. Decide the instructional strategy
Step 2.3f. Deliver instructional session plan.

These final steps are concerned with the recording of the final plan on paper, which could be
usable in an instructional setting, and the selection and preparation of suitable media and
the setting up of learning environment.

3.0 PREPARATION OF SESSION PLAN

The instructional session plan is a write up of the instructional decisions in a written form.
Essentially, the plan should take the form of an outline, and should fulfil the following
requirements:
a) Choose the topic
b) State the learning outcomes of the session.
c) Develop the sequence in which the key teaching points will be presented.
d) Gather information about topic, students, time available and entry level knowledge.
e) Identify the instructional methods and the instructional strategy to be used.
f) Note down the details of photographs, power point slides and other visuals required
for each teaching point.
g) Decide on the key features of student participation in the session.

Just as every plan (short term or long term) has a time frame, similarly while formulating
instructional session plan, the instructional time which is duration of the session need to be
considered. Normally a classroom session last for 45 to 60 minutes duration. This time is to
be effectively utilised for the instructional purpose. This time is usually divided into three
phases viz. introduction, development and consolidation in a 'knowledge' type session.
'Knowledge' type session is one in which information is passed on to the students by the
teacher lecturing, in combination with audio-visual media. The time for each of these phases
may be approximately 10%, 75%, 15% respectively. A good session plan must identify
activities to be performed by teacher and students in these phases. To help you to decide
about what should be included in these phases, their purpose and alternative strategies are
presented.

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

There are a number of formats available for instructional planning. However, on the basis of
outcome-based education for engineering programmes, the following sample format is
considered for discussion and implementation. An example is given in Appendix A:
Session Plan Format (Sample)
a) Name of the Teacher: ……………………………………………….……………………………....
b) Name of UG/Diploma Programme: ......................................................................
c) Semester: ...............................
d) Course Code and Course Name: ............................................................................
e) Relevant Course Outcome (CO): ……………………………………………….………………………
f) Unit (Topic) Number with Title: ………………………………………..…………………...............
g) Sub-topic Title: ……………………………………………………………………...............................
h) Session Duration: …………………………….
i) Participants: UG Students
j) Session Learning Outcomes (starting with action-oriented verbs):
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
k) Entry level knowledge and skills of students
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
l) Equipment required in Classroom/ Laboratory/ Workshop
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
m) Instructional media required
• List of media available
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
• List of media to be prepared
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................

n) Instructional strategy and methods to be used should be developed in the following sequence

Time Teaching Points Teacher’s Activity Student’s Media to be

required Activity used
5 minutes Introduction

6 minutes Development
a) 1st teaching point
5 minutes b) 2nd teaching point

..... c) ..................
and so, on ..................
...... ..................
....... n) ..................
1 Consolidation

60 minutes

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

3.1 Introduction Phase

The main purpose of this phase is to gain attention of the students. Introduction is used to
indicate what the learner would be able to do after the session i.e. by stating learning
outcomes of the session. Session outcomes may be presented explicitly or implied in the
statements made. During introduction, previous knowledge is recalled and linked with the
learning outcomes of the session. The introduction should be used to establish rapport with
the students and showing relevance of the topic to them. Introduction can be made more
interesting by narration of anecdotes, stories, incidents, episodes, historical background or
asking questions or showing simple demonstration or use of charts, pictures, cartoons,
drawings and so on. However, whatever is done should be relevant to the topic to be
introduced. During session planning, it is necessary to decide what will be done during
introduction and record it on paper.

3.2 Development Phase

Once the session outcomes have been decided and it is planned how these will be
introduced, next stage is to plan how these will be developed. This phase of the session plan
makes you think, how you will present the content logically to the students, so that, they are
able to achieve the learning outcomes. Planning for this will require selecting the suitable
methods, material and media and also the interactivity that you would like to build into this
phase as you go ahead. Relevant assignments including practice assignments may have to be
planned. Choice of method, media, material and learning experiences will depend upon
outcomes, individual needs, interest and abilities of the students. The choice will also
depend upon whether the teacher wants the students to learn:
a) Concepts, principles and procedures.
b) a skill, or
c) some attitudes and values.

Time and resources will also dictate the choices. It is necessary to plan for active
participation of the learner and also varying the stimuli during this phase.
3.3 Consolidation Phase
The purpose of this phase is consolidation of the learning by summarisation of the
presentation and evaluation achievement of learning outcomes by students. These two
activities need not necessarily occur in this order. The order will be dictated by
circumstances.

The planning will have to be done to decide how summarisation will be carried out. Students
help can be taken for revising/ summarising. This phase should also be used for pulling loose
ends together by linking learning outcome, drawing conclusions and evolving
generalisations. By use of key questions orally or in written form, informal evaluation of
achievement of learning outcomes can be carried out. Homework and reading exercises can
also be set during this phase. This phase should relate the three stages i.e. where students
were before, where students should be now and where they will go from here?

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L15 Page 7
Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

The evaluation component will be used to determine where students should be now. The
method of evaluation will depend upon session outcomes. If a formal evaluation is a must,
most of the time it is done separately from an instructional session.

In the instructional session plan presentation, where teaching of a number of new concepts,
and principles has to be included, these summarisation and evaluation phases may occur a
number of times and, it may be difficult to separate these out distinctly. Consolidation for
one aspect may merge with introduction of the next aspect.

The above discussed three broad phases of instructional planning in relation to Gagne’s Nine
Events of Instruction discussed in Lesson 4 is depicted in Table 1 as a ready reckoner. For
more details, details kindly refer to section of 4 of Lesson 4.

Table 1 Relation between Phases of Session Planning and Gagne’s Nine Events of Instruction

Phases of Instructional Events Relations to Learning Processes

Session Planning
Introduction 1. Gaining attention Reception of patterns of neural impulses
(learning material or stimulus)
2. Informing the learner of the Activating the process of executive
objective control

3. Stimulating recall of prerequisite Retrieval of prior learning to working

learning memory

Development 4. Presenting the stimulus material Emphasizing features of selective

perception
5. Providing learning guidance Semantic encoding; cues for retrieval

6. Eliciting the performance Activating response organization

7. Providing feedback about Establishing reinforcement
performance correctness
Consolidation 8. Assessing the performance Activating retrieval; making reinforcement
possible
9. Enhancing retention and Providing cues and strategies for retrieval
transfer

ACTIVITY
Prepare a session plan for a classroom session of 45-60 minutes in the suggested
format.

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L15 Page 8
Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

4.0 CONCLUSION
Instructional session plan is a written document prepared by a teacher for his/her own use.
The 'process' of planning makes the teacher understand the topic better, and thus, take care
of unexpected during actual presentation. Instructional session planning is divided into three
major steps; preliminary, main and final. Preliminary steps begin with topic selection and
consist of deciding session learning outcomes, identifying entry behaviours of students and
selecting material. Main steps consist of selecting relevant method, putting teaching points
in a logical sequence and selecting suitable learning activities. Final steps involve actual
preparation of session plan and selection of material and media before implementing in
actual setting.
**********
Acknowledgements
Dr. N. K. Banthiya and Prof. P. C. Jain (Former Professors of NITTTR Bhopal)

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L15 Page 9
Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

Appendix A
Session Plan (Sample)
a) Name of Teacher: xyz
b) Name of UG/Diploma Programme: UG Programme in Mechanical Engineering
c) Semester: Four
d) Course Code and Course Name: Fluid Mechanics
e) Relevant Course Outcome (CO): Interpret the properties of Lubricants
f) Unit (Topic) Number with Title: III - Oils and Greases
g) Sub-topic Title: Viscosity of lubricants and their applications
h) Session Duration: 60 minutes
i) Participants: Trainee Teachers
j) Session Learning Outcomes (starting with action oriented verbs) :
i. Justify the need of additives.
ii. Select the additives for the given situation

k) Entry level knowledge and skills of students.

i. Purposes of lubrication

l) Equipment required in Classroom

i. Computer with multimedia projector.
ii. White board.

m) Instructional media required

• List of Media Available
i. Sample lubricant.
ii. Sample Additive.
• List of Media Available
Nil.

n) Instructional strategy and methods to be used should be developed in the following sequence.

Time Teaching Points Teacher’s Activity Student’s Activity Visual/Any

other material
2 mins INTRODUCTION • Ask why oils are used? (For Student answer PPT.1 showing
a) Oils used mainly as lubrication) question title of the
lubricants • Ask any other purpose (For Trainees session and
transmitting power for
b) Oils also used for answer/question objectives
cooling as a cutting fluid or
transmitting power, rust for rust prevention) give example
prevention • Tell additives added to give
c) Additives added to oil special properties
• Write topic on blackboard
• State objectives of the
session to understand
different types of additives
• Show PPT of objectives

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L15 Page 10
Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

Time Teaching Points Teacher’s Activity Student’s Activity Visual/Any

other material
DEVELOPMENT • Define additive Trainees give Visual of an
a) Additives are chemicals • State why different answer automobile
added to give special additives for same effect (with engine
properties • Ask what is a detergent May give
b) Different additives used • Link with detergents and examples of Visual of a
for achieving the same dispersants in present detergent bearing (with
effect when oils work context point
available in
under different • State the difference emphasizing
conditions market rust inhibitors
between detergent and
Detergents and Dispersants dispersant and corrosion
a) Used for keeping • Ask for examples Trainees give inhibitors in oil)
insoluble suspended in • Show PPT of an automobile examples oil containing
the oil to prevent sludge with engine oil containing detergent)
formation detergent Trainees fill up
b) Detergents used at high the blank in the Visual of a
• Distribute handout in which
temperatures and figure piston- cylinder
figures have been drawn
dispersants at low • Ask or explain what is mechanism to
temperatures Trainees explain show anti-wear
inhibition
c) These are contained in 'inhibition' property of
• Link with rust and corrosion
I.C. engine oils additive
• Show PPT of a bearing with
Rust Inhibitors and Trainees fill up
lubricating oil
corrosion inhibitors the blank in the PPT of an
• Ask what is wear? Where
Used for inhibiting chemical figure internal
wear occurs?
corrosion and rusting combustion
• Link trainees answer to
These are contained in most engine to show
explain Trainees answer
example of
machinery lubrication oils • Show PPT of sliding surface give example
viscosity index
Anti-wear additives • Ask question, 'what improver
a) Used to reduce wear happens when temperature Trainees fill up
(between sliding or of oil increases? the blank in the
rubbing surfaces) • Link the answer with figure
b) Examples cams, piston requirement in this case
in cylinder • Give example of use/obtain Trainees answer
Viscosity index improving example by questioning it becomes thin or
Used to lessen the amount viscosity
by which the thickness of oil decreases
changes with temperature
Example internal Trainees give
combustion engine example ppt fill
up the blank in
the figure
CONSOLIDATION • Ask trainees to fill in the gap Trainees fill in the
a) Definition of additive in the statement. Statement gap PPT of
b) Additives type on PPT. Trainees revise examples
• Detergents and • Additives used in oil to give- the list
dispersants ....... (special properties) Trainees give
• Rust inhibitors and • Types of additives is answers
corrosion inhibitors summarised on a magnetic
• Anti-wear additives board by magnetic cut outs.
• Viscosity index • Show examples (different
improvers then before) what property
• Examples of each type is important in each case?

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L15 Page 11
L16: Feedback Mechanism for
Improvement

Contributor

Prof. (Mrs.) Susan S. Mathew

Associate Professor, Department of Electrical and Electronics Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

Lesson 16: Feedback Mechanism for Improvement

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Obtain feedback about the Instructional session plan prepared.
LO 2. Modify the instructional session plan on the basis of feedback received.
LO 3. Validate a prepared session plan to achieve the specified learning outcomes.

LO 4. of teaching learning process.

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L16 Page 2
4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

Lesson 16: Feedback Mechanism for Improvement

1.0 INTRODUCTION
In the earlier units as well as in the Lesson 15 of this unit, the importance of planning at each
level has been explained. You have seen that a session plan is a systematic arrangement of
teaching - learning processes, which is designed by a teacher to achieve desired learning
outcomes. It is a 'learning trajectory' for a session. A well-prepared instructional session plan
is a journey well begun. In fact, much of the teachers’ work is accomplished before he or she
enters the class-room, through the development of session plan. In this lesson the focus is
on role of feedback mechanisms in improving different aspects of related instructional
planning and delivery. An instructional session plan that is developed and finalised based on
prescribed criteria will help the teacher to use the resources and time effectively and
efficiently.

2.0 CONCEPT OF FEEDBACK

When people communicate their feelings and perceptions to others, especially about their
behaviour, style of work and allied features, it is called feedback. In the present context of
teaching learning environment, the importance of feedback cannot be denied, which
ensures and makes way for improvement on performance, motivation and self-regulation.
Researchers say that human beings like to obtain feedback about their work and feedback is
psychologically reassuring. It is very important to take as well as provide relevant feedback
at appropriate time about performance so that one is informed of the gaps to attain
expected performance level and can make efforts to improve. Research studies have been
done to evaluate the effect of feedback in various situations and the findings support
importance of relevant, purposeful and timely feedback.
Recent studies, especially those reported by the researchers, Hattie and Timperley (2007)
have showed that feedback which is given at wrong point of time or in wrong way may not
serve its purpose but also harm the learning process. It is also found that feedback given in
constructive way at the appropriate time help learner in self-regulation leading to habit
formation of reviewing oneself to understand the level of learning.

3.0 DIFFERENT PURPOSES OF FEEDBACK

A basic model of teaching explained in Lesson 1 of Unit 2 as well as Gagne’s events of
instruction depicts the importance of feedback to improve the different activities associated
with teaching-learning environment. Feedback is provided and is used to:
a) Identify the shortcomings and scope for improvement.
b) Plan to take corrective action.
c) Think of better ways of doing an activity or problem solving.

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

d) Understand that one has certain control over their own learning and can work hard
to achieve more and more.
e) Get motivated to do better quality work.
f) Develop a habit of accepting constructive feedback, etc.

4.0 CHARACTERISTICS OF FEEDBACK

To benefit the teacher trainee or for that matter any learner, feedback needs to be:
a) Constructive: The feedback should set out ways so that learner feel encouraged and
motivated to improve the work. It ought to constructively highlight the strengths and
weaknesses of a given piece of work. It encourages them to think critically about
their work and to reflect on what they need to do to improve. It helps them see their
learning in new ways and gain increased satisfaction from it and also promote
dialogue.

b) Timely: The feedback should be given while the assessed work is still fresh in a
learner's mind, before s/he moves on to subsequent tasks.

c) Passive: In general, this advice goes against a fundamental rule of writing. However,
passive voice is integral to giving productive peer feedback that’s helpful without
being personal. It allows your feedback to focus on the problem, not the individual
who is being critiqued.
d) Meaningful: It should target the individual needs, be linked to specific assessment
criteria, and be received by the learner in time to benefit subsequent work. Effective
feedback:
i. Guides to adapt so as to accommodate learning needs and adjust the learning
strategies.
ii. Guides to become independent and self-reflective learners, and better critics of
their own work.
iii. Stimulates reflection, interaction and dialogue about learning improvement.
iv. Has consequences, so that it engages by requiring them to attend to the
feedback.

Feedback is valuable when it is received, understood and acted on. How a receiver of
feedback analyses, discuss and act on feedback is as important as the quality of the feedback
itself. In short, it can be said that the feedback needs to be SMART (Specific, Measurable,
Acceptable, Realistic and Timely).

5.0 THREE ASPECTS OF FEEDBACK

Hattie and Timperley (2007) mentions that effective feedback should cover minimum three
aspects given below:

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

a) What is the targeted level of teacher trainee performance or what are the goals?),
(i.e. Where he is as compared to target level- Also stated by as feed Up)
b) How the teacher trainee is progressing? (i.e. How the progress is being made toward
the goal? -- Also stated as feed Back), and
c) What activities need to be undertaken by the teacher trainee to make a better
progress? (i.e. Where to go next? - - Also stated as feed Forward)

An ideal learning environment or experience occurs when answers to each of these

questions are sought. Effective feedback is found to be one of the most important influences
on learning and should always focus on further improvement. In other words, providing
effective feedback is a powerful tool to reinforce learner's learning. However, providing
effective feedback is not easy. For example, the effectiveness of feedback depends on the
type of feedback and the way it is given. The most important goal of feedback is to reduce
the gap between the current and desired situation. This means that teacher trainees should
know what is desired of them, where they are, and what they can do to close this gap.

In order to bridge the gap ascertained, feedback need to be taken. Feedback can be
obtained using designed observation forms, checklists, rating scales, questionnaires, and
similar tools.

6.0 IMPROVING INSTRUCTIONAL SESSION PLAN USING CHECKLIST

In the Lesson 15 and also subsequent Lesson 17 of this module, session plan on the basis of
locations of learning in any engineering institution has been dealt in brief, that will include
the classroom, laboratory, workshop, industry, society and community in general. For any
instructional session, selection of appropriate methods and techniques is also vital.

In a classroom-based session where the focus is on achievement of learning outcomes in

cognitive domain, the teachers will plan classroom transactions and interactions in such a
way that students are able to remember and understand the concepts and principles etc.
discussed in the class but when the focus is on applying the concepts and principles the
teachers need to create the conditions and provide the opportunities where the principles
are applied, this may be done though individual and group based assignments.

In a laboratory or any other location, where the focus is on development of psychomotor

domain related skills the teacher may follow a different model, s/he may demonstrate the
skills and ask the students to follow the steps and acquire the skills. In affective domain,
where the focus is on development of values and attitudes, there may not be a specific plan
as they are developed in various formal and informal situations. There could be certain
guidelines which need to be followed, which will facilitate their development. It is also said
that attitudes are caught and not taught, so we need to be careful and there should not be
gap between what the teachers teach and what they practice.

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

REFLECTION SPOT
Using the suggested format for preparing the plan given in Appendix 1 of Lesson 15 of
this module, you must have prepared the instructional session plan of 45 to 60 minutes.
Ensure that the plan is categorized in three phases of a) introduction b) development of
content, and c) consolidation, as discussed in the Lesson 15 on ‘Classroom Session Plan
Preparation’. Reflect and self-evaluate on each criterion given in Table 1 below for
instructional plan and see if you can improve. Describe the reflection experience briefly.
Also specify how it helps the learner. Post this on the discussion forum to have further
discussion and save a copy of the same in your e journal as a part of your teaching –
learning portfolio.

Table 1: Proforma - Criteria for Validating the Instructional Session Plan

Elements of Criteria Response: ‘Y’ Remarks

Planning for Yes, ‘N’ for (If any)
No, ‘NA’ for Not
applicable
Format a) Is any component in the format missing?
b) Is information under each head provided?

Objectives/ a) Are objectives/Learning outcomes stated?

Learning b) Have they been appropriately stated in terms of single
Outcomes behavior?
c) Are they achievable within the time specified?
d) Are they achievable by the method and strategy used?
e) Are they appropriate for the topic?
Pre-requisites a) Have they been properly specified?
b) Are all these stated necessary for this lesson?
Media a) Is any media hardware equipment which is required
hardware & missing from the list?
Equipment b) Is anything which is mentioned not required?
required c) Are all the required media hardware/equipment
available in working condition?
d) Has the teacher ensured that all the equipment is
working?
e) Has the teacher tried operating the same?
Media and a) Are all the material and media identified appropriate
Material for the objectives stated?
required b) Are all of them available?
c) Have the media and material which are not available
been prepared by the teacher?
d) Are all the media and material properly prepared?
e) Suggest /think of possible improvements or alternative
media and material.
f) Is the content on media accurate?
Treatment
a) Introduction
i. Is it proper?
ii. Is it motivating and interesting?
iii. Does it relate the present learning to previous
one?

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

Elements of Criteria Response: ‘Y’ Remarks

Planning for Yes, ‘N’ for (If any)
No, ‘NA’ for Not
applicable
iv. Have the objectives been stated (explicitly or
implicitly)?
v. Is it too short or too long?
b) Development
i. Is the development given step by step?
ii. Is the sequence appropriate and systematic?
iii. Are the teacher activities and teacher trainees'
activities relevant with proposed teaching points?
iv. Are the teaching strategies and methods planned
appropriate for the objectives and teacher trainees?
v. a) Is active participation of teacher trainees planned?
b) Is it adequate?
c) Suggestions to increase or improve active
participation ...........
vi. Is enough stimulus variation provided? (Different
methods, activities, media, demonstration,
questioning, assignment etc.)
vii. Has each concept, principle etc. been explained on
the basis of maxim of teaching such as known to
unknown, simple to complex, concrete to abstract
etc.?
viii. Are the examples, non-examples, problems, etc.
planned clear and relevant?
ix. Are the proposed media, other resources appropriate
for effective and efficient teaching- learning session?
x. Are the proposed questions framed clearly and
properly?
xi. Are the proposed questions appropriate at that stage?
xii. a) Have some learning activities like assignments,
practice etc. been included?
b) Are they appropriate?
xiii. Any suggestions for improvement
..................................................
c) Consolidation
i. Is the planned consolidation/summarisation
appropriate?
ii. Has integration of present learning with previous one
planned?
iii. Has any attempt been made to asses achievement of
objectives?
iv. Has any homework been planned?
v. Have any references or additional reading been
suggested?
vi. Has seeding for the next lesson been planted?
vii. Any suggestions for further
improvement...........................
d) Balance and time planning
i. a) Has the time planning done?
b) Is it appropriate?
ii. Is the plan balanced with respect to the time planned
for introduction, development and consolidation?
iii. If the plan is for a long session, does it include

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

Elements of Criteria Response: ‘Y’ Remarks

Planning for Yes, ‘N’ for (If any)
No, ‘NA’ for Not
applicable
introduction and consolidation at appropriate
locations?
iv. Can the plan be implemented within specified time?
v. Has some flexibility planned for potential
uncertainties?

7.0 DEVELOPING HABIT OF RECEIVING FEEDBACK

‘Practice- feedback – practice’ is the key to develop any skill. Aristotle said, ‘We are what we
repeatedly do. Excellence, therefore, is not an act but a habit’. As a teacher, one ought to
practice the habit of planning the instructional sessions and implementing them and
receiving feedback on both plan and implementation. There can be different sources and
ways to receive feedback.
a) Self-feedback: After every planning and also after classroom presentation, sit back
and introspect about the aspects of your teaching that you feel satisfied and would
like to repeat in future. Also think about the aspects which you would like to
discontinue or change. Try to reinforce the good habit and repeat them in your future
classes, and try to intentionally avoid the behavioral aspects that are not satisfying.
b) Peer feedback: You may request your colleagues or seniors to come to your class,
observe and offer feedback about your plan and performance. Take their feedback
sportingly and try to make necessary changes.
c) Students’ feedback: If possible, try to collect some informal feedback from some of
your students. Once they know that you welcome their opinion, they themselves will
approach you and appreciate the aspects which they like in your teaching. They may
also like to have their doubts cleared. This will tell you that they have not understood
that portion. This will give indirect feedback to you about your plan as well as
introducing, explaining, questioning, reinforcing and consolidating skills, and
presentation aspects in the instructional plan.

Following the above-mentioned steps may help to build up this habit of receiving feedback
for improvement.

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

8.0 CONCLUSION
It is important to understand that 'knowing does not mean practicing'. To ‘know’ is one thing
but to ‘do’ is another thing. One knows many things but do not necessarily practice all of
them. For practicing, he or she should internalise the concepts and make it a habit to
practice these concepts. This is true even for teaching profession. Feedback is found to be
one of the most important factors impacting the learning. So, giving timely and relevant
feedback such as one including the three aspects mentioned here is important. It is essential
to improve performance on the basis of feedback received. The sources of feedback could be
self- introspection, feedback from peers i.e. colleagues and seniors, feedback from mentors
or resource persons and if possible, feedback from students while teaching. If such a habit is
developed, it is easier to become a ‘good teacher’, a ‘role model’ for others. The classes will
become lively and interesting, and the students will love to attend classes, and learn from
these.

ACTIVITY

Use your developed Instruction Session Plan of Lesson 15 to be dealt by you in teaching
practice.
a) Show the plan to one or two peers to get the feedback
b) Modify and finalize the plan based on the feedback.

Get your instructional session plan validated by two peers, preferably of your discipline using
the same checklist given in Table 1, before finalizing the instructional plan for practice.
Modify the teaching plan after discussions with the peers. Describe the peer editing
experience in 4-5 lines. Post this on the discussion forum to have further discussion and save
a copy of the same as well as finalized instructional session plan in your e journal as a part of
your teaching – learning portfolio.

Modify the session plan as per feedback and get it validated by mentor/resource person using
the checklist given in Table 1 on the basis of criteria.

Keep on updating the e-journal in which you have instructional session plans and your
observations and reflections. You can write your observations by self-introspection after the
class also, with reference to session plan. Review this file and go on adding positive and
negative experiences. This will be a good resource for you and you can also share some such
experiences with your colleagues.

*******

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

9.0 REFERENCES

Banthiya N.K. [Ed.]. (1999). Module 6 -Manage Classroom Transactions and Make Effective
Presentation in Classroom. UK-REC Project on Development of Competency-based
Self Learning Module. Bhopal, Madhya Pradesh, India: TTTI, Bhopal.

John Hattie and Helen Timperley (March 2007). ‘The Power of Feedback’. Review of
Educational Research, Vol. 77, No. 1, pp. 81-112, DOI: 10.3102/003465430298487

Gagne, Robert M. & Briggs, Leslie, J. (1979, 2nd Ed.). Principles of Instructional Design. Holt,
Rinehart and Winston, New York.

Banthiya N.K. & Jain, P.C. (1994). Instructional Session Planning, Cement Industry HRD
Project: Training of Trainers' Programme, Bhopal, Madhya Pradesh, India: TTTI,
Bhopal.

London, M. Job (1997). Feedback: Giving, Seeking, and Using Feedback for Performance
Improvement. Mahwah, NJ: Lawrence Erlbaum Associates

Susan Brookheart, (2008). 'How to give Effective Feedback to your teacher trainees'. pdf
version, Association for Supervision and Curriculum Development.

*******

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4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement

ASSIGNMENT

Submit the validated session plan for a classroom session of 45-60 minutes in the suggested
format.

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L16 Page 11
L21: Practicum in Classroom

Contributors

Prof. (Mrs.) Susan S. Mathew

Associate Professor, Department of Electrical and Electronics Engineering

Dr. (Mrs.) Kiran Saksena

Professor, Department of Education & Research

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

L21: PRACTICUM IN CLASSROOM

Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Deliver the session for a period of 45 to 60 minutes duration in a classroom
situation.
LO 2. Obtain feedback from peers and mentor about the teaching practice using
suggested 'observation proforma'.
LO 3. Identify areas for improvement based on feedback received.

Contents
1.0 INTRODUCTION......................................................................................... 3
2.0 RECAPITULATION ...................................................................................... 3
2.1 Introduction .............................................................................................. 3
2.2 Development ............................................................................................ 4
2.3 Consolidation ............................................................................................ 4
3.0 EFFECTIVE PRESENTATION ........................................................................ 4
3.1 Gaining Attention...................................................................................... 5
3.2 Keeping Students Interested ..................................................................... 5
3.3 Style .......................................................................................................... 5
3.4 Voice ......................................................................................................... 6
3.5 Gestures.................................................................................................... 6
3.6 Movements............................................................................................... 6
3.7 Eye movement .......................................................................................... 6
3.8 Silence ...................................................................................................... 7
3.9 Distracting Mannerisms ............................................................................ 7
3.10 Interactions ............................................................................................... 7
3.11 Effective Questioning ................................................................................ 7
3.12 Illustrations ............................................................................................... 8
3.13 Two-Way Communication......................................................................... 9
4.0 INSTRUCTIONAL DELIVERY ........................................................................ 9
5.0 JOHARI WINDOW .................................................................................... 10
6.0 DEVELOPMENT OF TEACHING SKILLS BASED ON FEEDBACK ................... 11
7.0 CONCLUSION .......................................................................................... 13
8.0 REFERENCES............................................................................................ 14

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Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

L21: PRACTICUM IN CLASSROOM

1.0 INTRODUCTION
The final outcome of module-04 is to improve the teachers' performance through 'Practicum
in classroom’. You are expected to deliver a session of 45-60 minutes in a classroom
situation. You have prepared the session plan and got it validated through your peer and
mentor in lesson 15 and 16 respectively. You might have also created or procured resources
like computer-based presentation, handouts, assignments etc for conducting your session.
In this lesson, the focus is on delivery of the plan, getting the feedback from colleagues and
mentor, which will help you to identify the areas where you need improvement.

2.0 RECAPITULATION
This lesson aiming at implementation of instructional session plan is a blend of whatever you
have learnt earlier. Effective implementation also means effective presentation so that
students are continuously able to maintain high attention levels in the classroom. The
adolescent students are full of energy and emotions, which make the job as a teacher, a very
challenging one. You have to sustain the attention levels of the students throughout the
session for effective teaching-learning process. The presentation should also be easily
understood and retained for a longer duration of time. Thus, the presentation on the part
requires the use of motivating techniques in the class. In this lesson, an attempt has been
made to recapitulate and revisit some of the techniques and guidelines which if practised,
will help you to improve your presentation in a classroom.

Please recall from the earlier lessons, that Introduction, development and consolidation are
the three important components of any presentation. You have also leant that they are
linked to principles of learning and the nine instructional events (Gagne, 1979). To support
the process of learning in students, following aspects need to be taken care under the three
components:

2.1 Introduction
As the class starts, you have to draw and sustain the attention of the students. You must
introduce the topic which is the initial part of instruction and should serve some of these
purposes.
• Recall the previous learning
• Answer the questions or queries of the students with regard to previous session.
• Explain the instructional objectives of present session.
• Explain the relevance of proposed instruction.

When would you know that introduction is complete? It has been suggested to utilize
maximum 10% of the total instructional session time for introduction. On each such

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occasion, the time is not only the criteria, the criteria should be whether the students have
been prepared to receive the main content of the instruction or not. The 'prepared'
students will show the indicators such as –
• They are eager to learn the new instruction.
• They are attentive in the class
• They may ask inquisitive questions.
• They maintain eye to eye contact.
• They are ready to note down the instruction.

2.2 Development
After the introduction, you may present the main content as per the finalized session plan.
The presentation should follow the logical sequence as already planned. Such an approach
will result in smooth transitions, and high attention level of the students can be maintained
for effective learning. The narration also needs to be supported by use of questioning skills
as discussed in Lesson-8 of this module. The feedback from questioning may be utilized to
modify the instruction during its session, so that the designed objectives are successfully
achieved.

The students’ participation should be associated with the instruction as per the plan. This
two-way communication will improve the teaching – learning process. The students should
be encouraged to:
a) Seek clarifications.
b) Ask questions.
c) Practice the skills to be learnt.
d) Keep trying till they are able to perform as desired.
During the course of instruction, a natural and conducive environment is to be maintained
which will always enhance the learning efforts of students. You may smile or frown on the
undesired performance, but what will the effect of these two responses? The smile will
have a positive effect while frowning may have a negative effect of losing attention and
ultimately withdrawal from the class.

2.3 Consolidation
This is the concluding part of the instructional session plan and hence requires consolidation.
a) Review major points of lesson
b) Explain accomplishment of objectives
c) Assess students’ learning outcome
d) Provide more assignments for practice etc.

3.0 EFFECTIVE PRESENTATION

During the lesson presentation from introduction to consolidation, you may have to adopt
many roles e.g. teacher, guide, counsellor or manager. For performing these roles

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effectively, you have to take care of various aspects that are explained briefly below.
Module-3 for 'communication Skills, Modes and Knowledge Dissemination' covers these
aspects in detail and you can refer it once again.

3.1 Gaining Attention

As you enter the class room for the instructional session, you have to draw the attention of
the students towards you. The drawing of the attention could be done in a number of ways
like greeting the students, looking at their faces and establishing eye contact, exchanging
feelings with smiling face etc. This will help you to develop a rapport with the students.
Sometimes, this may not be enough if some students are still talking to their companions or
busy in previous session's work. At this moment, the teacher has all the authority to be
angry with the students and draw the attention of the concerned students by scolding. But,
this may create non-cohesive atmosphere in the class. The students may turn off. They may
not like to be with you or listen to you or learn during the instructional session. Whether,
you like it or not, your own behaviour shapes the attitudes of your students. You may have
to avoid such behaviour and be persuasive to draw their attention, which will also establish
a conducive atmosphere. During such moments, you may use any of these ways to draw the
attention:
a) By making some noise with duster or any other object on table.
b) Ask questions about previous session
c) Ask question relating to present session.
d) Narrate some incident about previous or present session.
e) Narrate some short story or anecdote.

3.2 Keeping Students Interested

Be well prepared with the material you want to present. This will give you confidence and
you will not have to refer to your notes all the time. Referring to notes is not bad, but
looking into the notes all the time and not maintaining eye-to-eye contact with the students
shows lack of confidence. A teacher standing in front of the class staring at the notes, the
floor, ceiling or the side walls; looking rarely at the students may not notice that students
are yawning or talking. If you find that attention of your class is wavering, students are
inattentive or impatient; you should vary the stimulus. This could be done by telling a
related incident, anecdote, showing a cartoon or some visual illustration. If students don't
seem to understand what you are telling and look confused, unpack the material further and
simplify the explanation. If you are observant, you would be able to sense receptivity or lack
of it on the part of students and make appropriate changes in your presentation.

3.3 Style
Presentation should not be completely formal. Your style should be conversational, using
first and second persons in sentences, and avoiding use of third person. Talk to your
students in such a way that 'mental distance' between you and them is reduced. You must

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feel natural and relaxed. You must remember that your manner of delivery- the way you
raise or lower your voice, emphasize words and sentences, convey lot of meaning. Your
voice must support points you are making. If you are enthusiastic, cheerful and interested,
your students will be motivated to listen to you. If you appear bored and gloomy, the
chances are that your students will start feeling bored and will not listen to you.

3.4 Voice
In the classroom, the students' attention needs to be sustained throughout the instructional
session. Your voice will play a major role in this. The students sitting in the last row should
be able to hear your voice clearly, but this is not enough. A voice at a particular volume
without vocal variations will make a dull class. The vocal variations are timing, pitch and
volume. These variations play an essential part in the narration by conveying the meaning,
giving emphasis, create and sustain interest and enhance learning. For example, you can say
‘yes’ in numerous ways by varying the pitch, volume and timing and thus give many
meanings to it. The vocal delivery with pauses of one fifth of a second helps to give
emphasis. The rapid speed may be given to that part of instruction which is relatively less
important.

3.5 Gestures
You have already learnt about verbal and non-verbal communication in module 3. Gestures
are movements of body, head and hands, which help to express the ideas and emotions
during oral communication. You must use gestures to support points you are making. You
should not use gestures which distract the attention of the students. You have to also assess
the attention of students by their displayed gestures, whether they are with you or day
dreaming.

3.6 Movements
Too many body movements may be very distracting, although standing motionless attached
to the white board or at a fixed place may result in losing attention of the students. Move
closer to students as you try to converse or get into a dialogue with them.

3.7 Eye movement

This is the most important non-verbal communication channel through which you sustain
linkages with one another in the classroom. While delivering the lesson, if you continuously
look to the board or wall or out of the window, then students’ attention will also start
wavering, and the result will be very low attention level of students. You, as a teacher may
move your eyes from one corner to other establishing the eye contacts with students. The
students as listeners also tend to look towards the eyes of the teacher. This eye to eye
contact is very helpful in teaching-learning process. Here, you should take care to avoid
staring at an individual student, as this will cause embarrassment. The eye to eye contacts
will tell us whether the students are following the lesson or they have some difficulty. You

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are aware that many a time the eyes communicate more than words. You may read the
faces to find the signs of confusion, difficulty, boredom, or anxiety.

3.8 Silence
Silence has a language. A short pause before saying something important is an effective way
of holding attention. A sudden pause in the middle of sentence gains attention. A three
seconds pause is recommended for gaining attention. A longer duration pauses such as 20
seconds can be agonising for the students. You will appreciate that while questioning, it is
recommended to have a pause after each question has been asked.

3.9 Distracting Mannerisms

Many people have pet phrases and mannerisms. These become a habit without the realising
how distracting these could be to others with whom you are communicating. Habits such as
playing with chalk, playing with a shirt button, tie twisting, and too much movement are
very annoying to students. Also, phrases, such as 'you see', 'you know', 'right' and others can
become very annoying if used repetitively. Use of such pet phrases and mannerisms is not
noticed by a teacher. If your attention is drawn to these or you are shown a video recording
of your presentation, you will notice these mannerisms. It is then possible to take corrective
measures.

3.10 Interactions
Where ever possible, you should try to include the interaction at different level like teacher
to individual student, student to teacher and student to student. The interaction between a
teacher to individual student is possible as a result of questioning during the presentation.
The students should be encouraged to ask questions or raise queries, especially at the end of
some difficult part of session or at the end of the session. The student to student
interactions are difficult to accommodate due to shortage of time, however these could be
accommodated based on situations. You could try 'buzz session' for this purpose. Refer to
Lesson 9 in this module for recalling more about buzz session.

3.11 Effective Questioning

During the instructional session, you should use questioning to achieve the following
purposes:
a) To keep the student alert.
b) To create interest and motivation.
c) To improve understanding.
d) To obtain diagnostic information about the students' learning.

Efforts should be made to prepare simple and yet challenging questions which help the
students to comprehend the topic as well as arouse feelings to learn more.

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3.12 Illustrations
Your presentation should include lot of verbal and visual illustrations. As you know, if senses
of seeing and hearing are combined together learning is better; plan to use both visual aids
and verbal illustrations.

a. Media: Audio-visual Aids and Other Resources

You have learnt about using board effectively in Lesson 14. Chalk and talk are not always the
only media to have an effective and efficient instruction. You need to use other media
discussed in Lesson 11 to 14. You may also make use of real objects or models. You may also
use demonstration method as discussed in Lesson 8 of this module.

Media should match the content you are delivering. Whenever you use a media, see that
you don't block the view of your students. Also plan before hand, where and what will be
used so that you can change over smoothly from one media to the other during your
presentation. While using the media, remember to follow guidelines given below:
i. Prefer real objects wherever possible as compared to pictures or diagrams.
ii. The selection of media should depend upon the availability of time, hardware and
specific need.
iii. The media should be relevant with the instructional objectives.
iv. The media should be properly prepared.
v. The media should be displayed at the right moment and for appropriate duration in
the instructional session. Longer duration may cause distraction of the students.

b. Verbal Illustrations
Verbal illustrations- examples, non-examples, and anecdotes make the presentation
relevant and lively; and should be used quite often.

c. Analogies
An analogy is a comparison of one thing to another which emphasizes the similarities
between them. Usually, the known concept is compared to unknown for emphasizing the
important characteristic of unknown which are similar to those of known. For example, the
flow of heat is analogous to flow of electrical current and flow of electrical current is
analogous to flow of water.

d. Anecdotes
An anecdote is an interesting story or incident used to illustrate the point being emphasized
by the teacher. Anecdotes remain long in the memory compared to other material which is
forgotten much earlier. Anecdote should be a natural part of the talk and should be relevant
for the topic.

e. Examples and Non-Examples

An example is a representative sample of a general concept, principle or process and it
illustrates the characteristic of the concept, principle or process you are explaining.

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Examples chosen should be familiar to the students so that they can readily understand the
topic being taught. It is a good idea to bring in non-examples in your lecture together with
the examples. This will further draw attention of the students to the characteristics of the
concept being taught by emphasizing commonalties and differences.

3.13 Two-Way Communication

Your presentation should not be a monologue- a one-way communication. Create situations
for two-way communication by increasing student participation. Questioning, case studies,
class assignments, hand outs with blanks to be filled in etc. are some of the possibilities for
establishing two-way communication purposes.

4.0 INSTRUCTIONAL DELIVERY

Before the presentation, finalize your plan in view of the time available and ensure the
availability of resources. Make a copy of plan available to your mentor and colleagues.
Decide an appropriate place and time (a classroom situation) in consultation with your
mentor for presentation.
You may also ask your colleagues to be a part of presentation and get feedback after the
session. The suggested feedback format in given in Appendix one with this e content. You
are also advised to video record your session for future reference. You may use your own
mobile camera also for this purpose. Your mentor may like to discuss the parts / compete
video while offering feedback to you. In addition, to the feedback provided by your mentor
and colleagues, you should also introspect, as self-feedback is significant activity for self-
improvement. As the session will be video recorded, the presenter should avoid wearing
shirts or suit of light color, these clothing schemes result in poor picture quality while
recording on video. Now, please do the following activity.

ACTIVITY
Deliver the classroom-based session in the regular classroom situation using validated
session plan finalized through assignment. Record your video and submit the recorded
video to the mentor for obtaining feedback.

As advised earlier, you will request your mentor and colleagues to be present in the class
for full /part time. They will provide the feedback based on the suggested format given in
Appendix I, on different aspects of presentation. This is necessary because the
observations are to be recorded carefully and the effectiveness of this session depends
upon observations. The criteria in the form of Rubrics are explained in Appendix-II.

A very popular model related to feedback known as ‘Johari window’ is discussed in brief. For
details, you can refer to the web link provided in the references.

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Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

5.0 JOHARI WINDOW

Johari Window proposed by Joseph Luft and Harry Lingham (1955) is a quite a popular
model for understanding of transactions. This model is a good tool for understanding of the
transactions with students, including transactions in classroom. The model is based on
following premises:
a) There are some things (the behaviour, feelings, attitudes etc.) which you know about
yourself, and some things which you do not know about yourself.
b) There are some things which others know about you, and some things which they do
not know about you.
The Johari Window model is represented by a ‘window’ (figure 1), in the form of rectangle
ABCD. In this window following representations have been made:

Known to self P Unknown to self

A B

Open
to others

or Blind
Known

Public

R O S
Unknown
to others

Hidden Undiscovered
or or
Private Unknown

D C
Q
Figure 1. Johari Window

a) Side AB of the rectangle represents 'self' and side AD represents 'others'.

b) As stated earlier, some things are known to self and some things are unknown to self.
On the upper side AB, AP represents 'known to self' and PB represents 'unknown to
self'
c) Also, some things are known to others and some things are unknown to others. On
left side AD, AR represents 'known to others' and RD ‘unknown to others’.
d) Quadrant APOR now represents known to self and known to others. Hence, it is
known as 'open' or 'public' quadrant. The interaction in this quadrant is marked by
openness and compatibility, and has very little possibility for defensive behaviour and
feelings.
e) Quadrant PBSO represents unknown to self but known to others. Hence this is called
‘blind’ quadrant. You are blind and not able to see yourself. In the interaction in this

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quadrant you are not able to see your own mistakes or weaknesses, although others
can see and know them. For example, if you are having interaction in this quadrant
you may irritate somebody and not even realize this, although all others know about
this.
f) Quadrant ROQD represents known to self but unknown to others and hence called
'hidden' or 'private' quadrant. You are keeping 'hidden' from others or it is 'private',
'not public'. In this quadrant you keep things hidden from others for fear of their
reactions.
g) Quadrant OSCQ represents unknown to self as well as others and hence called
'undiscovered' or 'unknown' quadrant. The things in this region are neither known to
you nor to others.

This model is dynamic and sensitive. You can make use of 'disclosure' and 'feedback'
mechanisms. The dividing line R-S in the figure separates the region of 'known to others'
from 'unknown to others’. If this line is moved from position RS to R'S', the effect of this is
that 'open self' increases and 'hidden self' decreases. Similarly, 'blind self' increases and
'undiscovered self' decreases. This is known as 'disclosure', because you have disclosed
something about yourself which has resulted in others awareness about you.

If, instead of RS, line PQ which is the dividing line between known to self and unknown to
self, it is moved towards right to new position P'Q’, the effect is that known to self increases
and unknown to self decreases. This mechanism is 'feedback', because you have received
feedback which has increased your awareness about yourself.

In the classroom presentation there are some aspects of teaching behaviour about which
others (students, colleagues, observers) are aware and can offer feedback to you. This is like
a mirroring exercise. If the feedback is offered in a constructive manner, it can bring about
positive changes in your presentation. When feedback is being offered it is advisable that
you take it in a sporting manner and improve upon. You should avoid finding excuses for not
accepting the feedback.

6.0 DEVELOPMENT OF TEACHING SKILLS BASED ON FEEDBACK

When a teacher gives feedback, it is a good practice to start with the strengths observed in
the presentation and then mention the points of weakness. Weakness should be expressed
in such a way that the presenter does not get hurt or offended. The feedback should be as
objective as possible. For self-feedback the teacher can watch and listen very attentively to
his/her own recorded video. One can improve a lot by observing one’s own performance. In
a teaching practice session, the trainee teachers get a golden opportunity to observe a

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variety of performances. Strengths and weaknesses in these performances enable a

wonderful sharing of experience and increase the possibility of improvement.
Like any other skill, giving and receiving feedback is a key skill for development of any
teacher, hence you should develop this skill. As you know any skill cannot be developed in
one attempt, so the cycle of practicing, getting feedback, improving the performance based
on the feedback and re-practice should continue, till you achieve confidence level and
develop effective presentation skills.

You already are familiar about ‘feedback’ in Lesson L16. In this lesson, focus is on feedback
to improve your presentation and performance skills in the classroom. Feedback regarding
your performance in the classroom can be received from resource person or mentor. It can
also be obtained from seniors and colleagues and even from students about your classroom
presentation.

You should also analyse your own classroom presentation in order to improve your skills.
This is possible through self-feedback. Your presentation may be recorded on videotape for
self-assessment. You may also obtain feedback from your colleagues or students at regular
intervals. The feedback may be obtained on suggested formats or observation data sheets.
An example of a structured format is given in Appendix one for giving the feedback on your
performance. As stated above, you have four sources of collecting the feedback as described
below:

a) Feedback by Peers
Other faculty members may be requested to attend your session and may be
requested to provide the feedback on a structured or unstructured format.

b) Feedback by Mentor and Seniors

Your mentor has to provide the feedback on the suggested structured format
given in Appendix one. Even some senior faculty members like Head of the
department may be requested to attend your session and may be requested to
provide the feedback on the suggested format.

c) Feedback by Students
All the students or randomly selected students may be given the structured
proforma by you, which they may be requested to submit after giving their
comments. Please note that you are not going into pros and cons of student
feedback. You have to analyse your environment and then take a decision
accordingly. Student feedback will be useful only if you can get un-biased view.

d) Self-Feedback
You may reflect on the incidents which occur during your instructional session. This
can be done immediately after the session when the incidents are fresh in your

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Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

mind. On the basis of this reflection, you can identify your strengths and
weaknesses and build on your strengths and minimize your weaknesses. You may
get your instructional session video-recorded. Later on, you can watch the video
recording and carryout self-assessment. While watching video, you must not start
with any 'bias', if you have to give yourself un-biased feedback using the
observation form given in Appendix I.

The teacher should always be very keen to receive feedback about the aspects of his/her
performance. But giving and receiving feedback is a skill which you should learn and
develop. You continuously get feedback either explicit through oral or written language, or
implicit in gestures or tone of voice. The feedback conveys important information about the
behaviour. When you get feedback, you should take it as a learning opportunity. As it
reinforces existing strengths, gives opportunity to take corrective actions and contributes for
professional development of teachers.

You should remember that teacher development is a continuous process. You should
continue to work on the aspects which can be improved further. Even after 5-7 years of
experience, you may realize that you could not handle certain situations effectively. You
may realize that practicing teacher centered methods are somewhat easy but you should be
equally confident in practicing students' centered teaching methods, like problem based
and, project-based learning experiences.

Based on the feedback, you may identify the areas, which need to be strengthened. For
example, your mentor may give you the feedback that you need to work on communication
and presentation skills, which are key to effective delivery. Now do the following activity.

ACTIVITY
Develop an action plan for the next six months in order to improve your teaching skills,
based on the feedback provided by mentor, colleagues and self-feedback

7.0 CONCLUSION

Thomas Alva Edison said ‘Genius is 99% perspiration and 1% inspiration. Therefore, based on
all the discussions thus far and on practicing this instructional plan religiously and
implementing the same in your classroom, the teaching skills will gradually get perfected in
the teacher. Over a period of time, repeated systematic and logical teaching in this manner
will become internalized and become part of one’s own character and it will become a way
of thinking. The presenter is the beneficiary learner out of teaching practice experience and
therefore presenter should avoid defending when receiving feedback, instead should note

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Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

down the comments that could be discussed in details with his/her peers and evaluators for
clarification of doubts.
******

ACKNOWLEDGEMENTS
The authors acknowledge the contributions of Dr. N. K. Banthiya and former professors
of NITTTR Bhopal whose documents have been referred in several of these lessons.

8.0 REFERENCES

Gagne, Robert M. and Briggs, Leslie, J. (1979.Principles of Instructional Design. Holt, Rinehart and
Winston, New York.
Banthiya, N.K., Saksena, K.; Lahiri S. and Chugh C. K. (1999). Manage Classroom Transactions and
Make Effective Presentation in Classroom. Module-6 - A Competency-Based Self-Learning
Module. Bhopal: TTTI.
Dempsey, J.V. and G.C. Sales (Eds.). (1993) Interactive Instruction and Feedback. Educational
Technology Publication. NJ: Englewood Cliffs.
Banthiya N.K. [Ed.] (1999). Use Correct Verbal and Non- Verbal Communication in Classroom.
Module-3 - A Competency-Based Self-Learning Module. Bhopal: TTTI.
London, M. (1997) Job Feedback: Giving, Seeking, and Using Feedback for Performance Improvement.
Mahwah, NJ: Lawrence Erlbaum Associates.
McGill, I. and L. Beaty (1995) Action Learning. London: Kogan Page Ltd.
https://www.communicationtheory.org/the-johari-window-model/ accessed on 1 June 2019

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Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

Appendix-I
INSTRUCTIONAL PRACTICE SESSION OBSERVATION FORM
Teacher Trainee: ………………………………………………………………………………………. Date: ………….
Topic: …………………………………………………………………………......…………................Time: ………….
No. Criteria Excellent Very Good Fair Poor Remarks/
good Comments
A. PRESENTATION
1. Introduction
i. Gaining Attention 5 4 3 2 1
(Motivation)
ii. Informing the learners of 5 4 3 2 1
the behavioral Objectives
iii. Recall of Pre-requisite 5 4 3 2 1
learning
2. Development
i Content appropriateness 5 4 3 2 1
ii Methodology 5 4 3 2 1
iii Question-Answer 5 4 3 2 1
Technique
iv Trainees active 5 4 3 2 1
participation in learning
3. Consolidation
i. Recapitulation of points 5 4 3 2 1
covered
ii. Assessing the 5 4 3 2 1
Performance
iii. Giving Assignments for 5 4 3 2 1
Practice, Retention and
Transfer of Learning
B Use of Media and Material
i. Chalk Board/ Whiteboard 5 4 3 2 1
ii. Power point presentation 5 4 3 2 1
iii. Models / Video / 5 4 3 2 1
Animations /other
material (please specify)
C DELIVERY
i. Voice Audibility 5 4 3 2 1
ii. Quality 5 4 3 2 1
iii. Speed 5 4 3 2 1
iv. Gestures & Mannerisms 5 4 3 2 1

D OVERALL IMPRESSION 5 4 3 2 1
E Any Suggestions for Improvement

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Appendix-II
RUBRICS FOR INSTRUCTIONAL PRACTICE SESSION OBSERVATION FORM
Aspects of 5 4 3 2 1
Presentation Excellent Very Good Good Satisfactory Poor
Introduction Made the Attracted the Introduction Introduction Learning
trainees eager attention of made but made but Outcomes not
to learn the trainees. succeeded ineffective mentioned at
All were set to Learning partially. Learning all.
listen Learning Outcomes Learning Outcomes Commencem
Outcomes made clear Outcomes not mentioned ent of content
stated and made very clear but not clear teaching was
explained in abrupt.
sequence
Development
Content One-to-one Content Content had its Random Content not
appropriateness correspondenc appropriate own logic but selection of relevant with
e with Learning but partially not completely content and Learning
Outcomes and presented in a in not relevant Outcomes
presented in a logical correspondenc with Learning and not
logical sequence. e with Learning Outcomes appropriate
sequence Outcomes with course
Methodology Selection of Appropriate Methods and Methods and Methods/
methods and selection of techniques techniques techniques
techniques very methods and suitable but partially not suitable
well suited to techniques execution suitable and
the content and and execution average not properly
the execution good. executed.
excellent
Question- Questions Asked Only few Questions Questions
Answer made the purposeful purposeful were asked were neither
Technique session alive. questions but questions but some not asked nor
Students' handling raised and purposeful were
questions partially handling at an and handling Students
handled successful. average level poor encouraged
appropriately to ask
questions.
Students Active Maximum Participation At times Very little Students
Participation in participation of satisfactory students were participation were not
Learning students in involved, they involved
terms of were feeling except
answering bored listening
questions
participation in
discussion.
Use of Media Material very Material well Material Untidy, rather For too
and resources clearly and presented satisfactory crowded crowded
attractively letters presented, partly illegible illegible
presented readable letters difficult
to read
Verbal Very clearly Easily heard Just audible Sometimes Almost
Communication audible Lively, Fairly lively Satisfactory audible entirely
varied tone Rather dull inaudible Very
monotonous
Gestures and Very agreeable Pleasant Satisfactory Rather Unpleasant
Mannerisms (No distracting disagreeable (Lot of

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L21 Page 16
Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom

Aspects of 5 4 3 2 1
Presentation Excellent Very Good Good Satisfactory Poor
gesture and distracting
mannerism gestures and
mannerism)
Consolidation Recapitulation/ Summarizatio Summarization Brief mention No
summarization n good average of what was Summarizatio
excellent, including all including some done. No n/
linking main main points. points. No assessment Recapitulatio
points, linking A little or/No assessment n and
with future assessment assessment
topic or field
assessment of
learning carried
out.

AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L21 Page 17
NATIONAL INITIATIVE FOR TECHNICAL TEACHERS TRAINING
AICTE - MINISTRY OF EDUCATION
GOVERNMENT OF INDIA

Phase I (Part 1) Modules MCQ Bank

Compiled by

Saravanan J
Assistant Professor
Vel Tech deemed University - Chennai
[email protected] - [email protected]
Disclaimer:
“I have compiled the already available / provided assessment
questions through the respective Module’s course faculty as weekly
assignments during the course time.
I claim ‘NO Copyright’ for this document and I have prepared this
compilation only for the educational purpose for fellow faculty
members who all are involved in NITTT Scheme phases.
I hope this MCQ bank will be helpful to you. Thank you”

Saravanan J
Modules Covered

M1 Orientation towards Technical Education & Curriculum Aspects.

M2 Professional Ethics & Sustainability.

M3 Communication Skills and Knowledge Dissemination

M4 Instructional Planning and Delivery

M5 Technology Enabled Learning and Life-long self-learning

M6 Student Assessment and Evaluation

M7 Creative Problem Solving, Innovation and Meaningful research

and development

M8 Institutional Management & Administrative Procedures

Knowledge Quiz -1
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1 point

Industrial Training Institutes (ITIs) are affiliated by

One year

Six months

Two years

Fifteen months

No, the answer is incorrect.

Score: 0
Accepted Answers:
One year

1 point

Diploma Level Technical Institutes such as Polytechnics, are generally recognized by All India Council for
Technical Education (AICTE) and administered by __________

National Council of Vocational Education

National Institute of Technical Teachers Training and Research

planning, pharmacy, applied arts & crafts, hotel management and _________________

Tourism

Catering Technology

Medicine

Paramedical

No, the answer is incorrect.

Score: 0
Accepted Answers:
Catering Technology

1 point

Name the statutory organization set up by the Union government in 1956, charged with coordination,
determination and maintenance of standards of University Education.

AICTE

UGC

DoTE

MHRD
No, the answer is incorrect.
Score: 0
Accepted Answers:
UGC

1 point

Which is NOT the Institutional Development schemes run by AICTE?

Modernization and Removal of Obsolescence (MODROBS

MARGDARSHAN

UNNAT BHARAT ABHIYAN

SKILL INDIA

Helps the Institution in securing necessary funds

All of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the above

1 point

NBA accredits

programs in Engineering, Computer Application, Pharmacy, Management, Hotel Management and

Catering Technology

Technical Institutions

Technical and Science Courses

Teaching Professionals

No, the answer is incorrect.

Score: 0
Accepted Answers:
programs in Engineering, Computer Application, Pharmacy, Management, Hotel Management and Catering
Technology

1 point

NBA aligned its methodology with international benchmarks and started accreditation on the basis of

Outcomes

Input-process-output

Availability of resources / facilities

None of the above

No, the answer is incorrect.

Score: 0
Accepted Answers:
Outcomes

1 point

The membership of__________________ is an international recognition of the quality of undergraduate

engineering education offered by the member country

Dublin Accord

Washington Accord

US/UK Accord

ABET

No, the answer is incorrect.

Score: 0
Accepted Answers:
Washington Accord

1 point

Name the test conducted by University Grants Commission (UGC) for setting high standards of teaching

National Eligibility cum Entrance Test (NEET)

National Eligibility Test (NET)

Joint Entrance Examination (JEE)

Common Admission Test (CAT)

No, the answer is incorrect.

Score: 0
Accepted Answers:
National Eligibility Test (NET)

1 point

National Assessment and Accreditation Council (NAAC) provides accreditation of institutions and individual
departments with a validity for

3 years

4 years

5 years

10 years

No, the answer is incorrect.

Score: 0
Accepted Answers:
5 years

1 point

If we want to improve the engineering education in India, which of the following requires complete
rethinking

Programmes and Curriculum Development

Research and Development

Teaching and Learning

All of the above

No, the answer is incorrect.

Score: 0
Accepted Answers:
All of the above
1 point

A mode of learning in higher education which system facilitates student to have some freedom in selecting
his/her own choices, across various disciplines for completing a UG / PG programme. It is popularly known
as the cafeteria model. It is

Flexible Learning Environment

Choice based Credit

Blended Learning

Flipped Classroom

No, the answer is incorrect.

Score: 0
Accepted Answers:
Choice based Credit
Knowledge Quiz 3
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1 point

At Remember level, the students will

Argue the point

Recall information

Categorize topics

Calculate distance
No, the answer is incorrect.
Score: 0
Accepted Answers:
Recall information
1 point

What can you invent or design is a sample of

Remember
Understand
Apply
Create

No, the answer is incorrect.

Score: 0
Accepted Answers:
Create

1 point

Which of the following learning domain deals with acquisition of knowledge?

Cognitive
Affective
Psychomotor
Social

No, the answer is incorrect.

Score: 0
Accepted Answers:
Cognitive

1 point

Which of the following learning domains related to development of a person’s value system?

Affective = emotion

Cognitive = thinking
Psychomotor = physical
Cognitive = beliefs

No, the answer is incorrect.

Score: 0
Accepted Answers:
Cognitive = beliefs

Score: 0
Accepted Answers:
Receiving

1 point

The ______________ domain of learning occurs when a person learns new information and gains new
skills through physical movement

Cognitive
Psychomotor
Affective

Physical

No, the answer is incorrect.

Score: 0
Accepted Answers:
Psychomotor

1 point

Listening to a Chemistry Professor explaining how to perform a skill and then performing the skill back falls
into which level of learning?
Imitation
Articulation
Manipulation
Precision

No, the answer is incorrect.

Score: 0
Accepted Answers:
Imitation

1 point

You are asked to compare Bubble sort with Selection Sort in Data structures course. What is the level of
learning according to Bloom’s Taxonomy

Apply
Evaluate
Analyze
Understand

No, the answer is incorrect.

Score: 0
Accepted Answers:
Analyze

Identify important high level skills

Discuss the lesson with each other

Monitor their own learning

Create teachable moments

No, the answer is incorrect.
Score: 0
Accepted Answers:
Monitor their own learning
1 point

What is another name for Instructional objective?

Behavioral Objective
Lesson plan
Assessment
Lecture

No, the answer is incorrect.

Score: 0
Accepted Answers:
Behavioral Objective

1 point

The purpose of a learning objective is to

Measure outcomes
Confuse students
Define Learning
Communicate expectations
No, the answer is incorrect.
Score: 0

Score: 0
Accepted Answers:
An Action Verb
1 point

Change in attitude reflect learning, mostly in which domain

Affective
Psychomotor
Cognitive
None of the above

No, the answer is incorrect.

Score: 0
Accepted Answers:
Affective

1 point

The well-known resource was developed in 1956 as a way for classifying the three domain
of learning – Cognitive, Psychomotor and Affective is

Dave’s Taxonomy
Bloom’s Taxonomy
Richard Mayer Multimedia Principles
Mager Method Instructional Objectives

No, the answer is incorrect.

Score: 0
Accepted Answers:
Bloom’s Taxonomy

1 point

To start teaching: teacher must be guided by _ followed by __

to accomplish the task and then ______________

instructional objectives, analyze the work, evaluate the work

strategies and tools, evaluate the outcome, analyze the lesson
strategies and tools, strategies and material, evaluate the outcome
instructional objective, strategies and tools, evaluate the outcome

Informational
Mastery
Challenging
General

No, the answer is incorrect.

Score: 0
Accepted Answers:
Mastery

1 point
A constructively designed course is one where

The students know what they want to do

The lecturer knows what he or she wants to do
The outcomes, assessment and learning activities are all clearly linked
The classes follow a logical sequence

No, the answer is incorrect.

Score: 0
Accepted Answers:
The outcomes, assessment and learning activities are all clearly linked

1 point

What is the difference between a goal and an objective?

Five
Six

No, the answer is incorrect.

Score: 0
Accepted Answers:
Four

1 point

IMMM does NOT include

Methods

Media

Materials

Message

No, the answer is incorrect.

Score: 0
Accepted Answers:
Message

1 point

The ‘3M’ concept in instructional procedure refers to

Materials, Money, Machinery

Men, Materials, Money

Men, Money , Machinery

Materials, Media, Methods

No, the answer is incorrect.

Score: 0
Accepted Answers:
Materials, Media, Methods

1 point

Pedagogy is…………………………………………………

a child-focused teaching approach

an adult-focused teaching approach

a trainer-focused teaching approach

an instructor-focused teaching approach

No, the answer is incorrect.

Score: 0
Accepted Answers:
an adult-focused teaching approach

1 point

The four pillars of learning does NOT include

To know

To do

To live together

To like

No, the answer is incorrect.

Score: 0
Accepted Answers:
To like

1 point

“Learning” indicates

Relatively permanent change in behavior

Acquiring general competencies

Listening to classroom instruction

Reading the textbooks and notes

No, the answer is incorrect.

Score: 0
Accepted Answers:
Relatively permanent change in behavior

1 point

Relatively permanent change in behavior due to reinforced practice is known as

Teaching

Guiding

Training

Learning

No, the answer is incorrect.

Score: 0
Accepted Answers:
Learning

1 point

Which one of the following does not include personal factor?

Relationship

Motivation

Interest

Needs

No, the answer is incorrect.

Score: 0
Accepted Answers:
Relationship
Knowledge Quiz -6 Learner
Characteristics and Motivation
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1 point

Personality is

a combination of attitude, behavior and competencies of students

a combination of attitude, skill and knowledge of students

the sum of the physical, cognitive, emotional & social Characteristics of students

behavior and knowledge

No, the answer is incorrect.

Score: 0
Accepted Answers:
the sum of the physical, cognitive, emotional & social Characteristics of students

1 point

The correct order of human life is

Babyhood, adolescent and adulthood

Infancy, babyhood, and adolescent

Babyhood, infancy and adolescent

Infancy, babyhood and adult

No, the answer is incorrect.

Score: 0
Accepted Answers:
Babyhood, adolescent and adulthood

1 point

Complexity

Labile emotions

Development of abstract concept

Loneliness

No, the answer is incorrect.

Score: 0
Accepted Answers:
Development of abstract concept

1 point

The characteristic which is NOT a social characteristic is

Interested in recreation and games

Increased socialization with peers

Self centered attitudes

No, the answer is incorrect.

Score: 0
Accepted Answers:
Not interested in academics

1 point

Emotional Fluctuations in adolescence are caused by :

Hormonal changes and brain development

Body image

Lack of confidence

Environmental factors

No, the answer is incorrect.

Score: 0
Accepted Answers:
Hormonal changes and brain development

1 point

Adolescence is the

Process or state of growing to maturity

Process of growing from adulthood to old age

Process of getting very old

Process or state of growing from infant to child

No, the answer is incorrect.

Score: 0
Accepted Answers:
Process or state of growing to maturity

1 point
The number of phases in Adolescence is

Three

Five

Four

None of the above

No, the answer is incorrect.

Score: 0
Accepted Answers:
Three

1 point

The most important problem of a student for the teacher is

Inferiority complex

Excessive sleepiness

Superiority complex

No interest in academics

No, the answer is incorrect.

Score: 0
Accepted Answers:
No interest in academics

1 point

Bullying is

Absenteeism

Poor academic performance

Skipping classes

Hurting/fighting Behaviour

No, the answer is incorrect.

Score: 0
Accepted Answers:
Hurting/fighting Behaviour
Knowledge Quiz -7 Alternative Modes
of Learning
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1 point

According to Piaget / Montessori / Dewey Learning is ______________

Boring and Serious

Fun and Enjoyable

Experiential and Exploratory

Informative and Knowledgeable

No, the answer is incorrect.

Score: 0
Accepted Answers:
Experiential and Exploratory

1 point

Name the ability to articulate thoughts and ideas effectively using oral, written and non-

verbal skills and to listen effectively to decipher meaning including knowledge, values,

attitudes and intention

Communication

Collaboration

Critical thinking

Creativity

No, the answer is incorrect.

Score: 0
Accepted Answers:
Communication

1 point

The ability to reason effectively, use systems thinking, make judgments, and decisions to

solve problems is

Communication
Collaboration

Critical thinking

Creativity

No, the answer is incorrect.

Score: 0
Accepted Answers:
Critical thinking

1 point

Which component is the most important in 21st Century Learning?

Learning and Innovation Skills

Information, Media and Technology Skills

Life and Career Skills

All are important as they are interconnected

No, the answer is incorrect.

Score: 0
Accepted Answers:
All are important as they are interconnected

1 point

What does accountability mean?

Being able to count with accuracy.

Being able to guide others toward a common goal.

Being able to set clear goals and achieve them.

Being responsible for results.

No, the answer is incorrect.

Score: 0
Accepted Answers:
Being responsible for results.

1 point

How do rote and critical thinking differ?

Rote thinking is the usual kind of thinking humans do daily and critical thinking means to judge others
idea

Rote thinking requires memorizing while critical thinking requires difficult processing like evaluating,
synthesizing and working towards solutions
They are the same

Rote thinking is thinking alone and critical thinking is collective thinking by the group members

No, the answer is incorrect.

Score: 0
Accepted Answers:
Rote thinking requires memorizing while critical thinking requires difficult processing like evaluating,
synthesizing and working towards solutions

1 point

The impetus for learner- centeredness derives from a theory of learning known as

Constructivism

Behaviourism

Cognitivism

Connectivism

No, the answer is incorrect.

Score: 0
Accepted Answers:
Constructivism

1 point

‘A combination of both face-to-face traditional classroom methods with online learning

to create a hybrid approach to teaching’. What type of learning is this quote describing?

Blended Learning

Distance Learning

Synchronous Learning

Virtual Learning

No, the answer is incorrect.

Score: 0
Accepted Answers:
Blended Learning

1 point

Which is an example for Synchronous communication tool.

Email communications

Videoconferences

Online forums
Discussion lists

No, the answer is incorrect.

Score: 0
Accepted Answers:
Videoconferences

1 point

According to Dual Coding Theory, there are two channels for receiving multimedia

information. They are

Visual and Verbal channels

Visual and Auditory channels

Verbal and Nonverbal channels

Aural and Kinesthetic channels

No, the answer is incorrect.

Score: 0
Accepted Answers:
Visual and Auditory channels

1 point

Mayer’s Cognitive theory of Multimedia Learning is based on three assumptions. They are

Sweller’s theory of cognitive load, Gagne’s Nine events of Instruction, Baddeleys’s model of working
memory

Gagne’s Nine events of Instruction, Bloom’s taxonomy, Baddeleys’s model of working memory

Baddeleys’s model of working memory, Paivio’s dual coding theory, Gagne’s Nine events of
Instruction

Paivio’s dual coding theory, Sweller’s theory of cognitive load, Baddeleys’s model of working memory

No, the answer is incorrect.

Score: 0
Accepted Answers:
Paivio’s dual coding theory, Sweller’s theory of cognitive load, Baddeleys’s model of working memory

1 point

What are the 4C’s essential skills of 21 st Century Learning?

Communication, Collaboration, Commitment and Coordination

Communication, Collaboration, Critical Thinking and Creativity

Collaboration, Commitment, Coordination and Creativity

Collaboration, Commitment and Coordination and Content Mastery

No, the answer is incorrect.
Score: 0
Accepted Answers:
Communication, Collaboration, Critical Thinking and Creativity

1 point

How many events/conditions does Gagne's event of instructions have?

Five

Six

Nine

Ten

No, the answer is incorrect.

Score: 0
Accepted Answers:
Nine

1 point

What is active learning?

Students learn by listening to the teacher

The teachers are actively teaching in classroom

The students are actively participating in learning process

Students pay attention to the teacher and follow instructions

No, the answer is incorrect.

Score: 0
Accepted Answers:
The students are actively participating in learning process

1 point

Multimodal learning is _________

when students learn by using internet and www

when a number of senses - visual, auditory, kinesthetic - are being engaged during learning

when students learn by listening to the teacher

when students learn through experiments and experiences

No, the answer is incorrect.

Design
No, the answer is incorrect.
Score: 0
Accepted Answers:
Design

1 point

Curriculum is defined as

Programme

document

Related Courses

Planned Learning Experience

No, the answer is incorrect.

Score: 0
Accepted Answers:
Planned Learning Experience

1 point

Operational curriculum is

an inert document

a curriculum enacted in the classroom

record of data

No, the answer is incorrect.

Score: 0
Accepted Answers:
a curriculum enacted in the classroom

1 point

Effectiveness of curriculum is determined by:

Objective

Design

Method

Evaluation

No, the answer is incorrect.

Score: 0
Accepted Answers:
Evaluation
1 point

The method used to evaluate the curriculum during the process of development/Implementation is:

Formative Evaluation

Summative Evaluation

Diagnostic Evaluation

Process Evaluation

No, the answer is incorrect.

Score: 0
Accepted Answers:
Formative Evaluation

1 point

Syllabus is a part of

School

Curriculum

Student

Teacher

No, the answer is incorrect.

Score: 0
Accepted Answers:
Curriculum

1 point

An outline of the topics of a subject to be covered in specific time is called?

Curriculum

Course

Syllabus

Lesson plan

No, the answer is incorrect.

Score: 0
Accepted Answers:
Syllabus

1 point

Component of curriculum is?

Evaluation
Objectives

Teaching strategies

All of the above

No, the answer is incorrect.

Score: 0
Accepted Answers:
All of the above

1 point

The model of curriculum could not move above elementary stage is:

Core curriculum

Activity curriculum

Subject curriculum

Integrated Curriculum

No, the answer is incorrect.

Score: 0
Accepted Answers:
Activity curriculum

1 point

Making value judgment about curriculum is:

Curriculum evaluation

Curriculum design

Curriculum development

Curriculum elements

No, the answer is incorrect.

Score: 0
Accepted Answers:
Curriculum evaluation

1 point

What is the difference between co-curricular and extracurricular activities?

Co-curricular activities are related to regular school curriculum in some way while extracurricular ones
are not.

Co-curricular activities are required by the school while extracurricular ones are not.

Co-curricular activities involve only sports or theater while extracurricular activities are more varied.
There is no difference between the two.

No, the answer is incorrect.

Score: 0
Accepted Answers:
There is no difference between the two.

1 point

Curriculum improvement should be a/an ------------------ process

last

Initial

Internal

Score: 0
Accepted Answers:
Lucrative
Professional Excellence - MCQ III
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QUIZ III
1 point
Fill in the blanks. A professional should possesses ……cardinal characteristics, all of which are equally
important, because absence of even one of them, the person ceases to be a professional.

5
No, the answer is incorrect.
Score: 0
Accepted Answers:
5

1 point
If a professional engineering college teacher is not able to develop the required competency in the students
of his/her class, as s/he is lazy of to acquire indepth knowledge of that course, it means that the teacher’s
behaviour is ……………..

illogical

uncouth

uneducated

unethical
No, the answer is incorrect.
Score: 0
Accepted Answers:
unethical
1 point

When the nature of professionals work is complex (such as an engineering college teacher) by which it is
difficult for their clients (such as the students) to detect their mistakes, the professionals have
to……………………………themselves for an ethical. behaviour

Be active

Self-regulate

exercise

discuss among.
No, the answer is incorrect.
Score: 0
Accepted Answers:
Self-regulate

1 point
Excellence in their profession is …………..quality required in professionals to ensure ethical behavior by
them

a special

a desirable

a rare

an essential
No, the answer is incorrect.
Score: 0
Accepted Answers:
an essential
Mentoring and Counselling for
Personality Development - MCQ IV
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QUIZ IV
1 point
Identify the incorrect purpose of students’ mentoring

Harnessing the full potential of the students for learning

Assessing the personality of the students

Prescribing a career path

Suggesting them learning activities.

No, the answer is incorrect.
Score: 0
Accepted Answers:
Prescribing a career path

1 point
Identify the incorrect statement related to mentoring and counselling

Mentoring and counselling are carried out without any purposes because it is the requirement of the
AICTE and NBA

Mentoring and counselling are carried out without periodically in a planned manner in the institute

Mentoring and counselling are carried out by trained teachers in mentoring and counselling

Mentoring and counselling are carried out for students, staff members and teachers

No, the answer is incorrect.

Score: 0
Accepted Answers:
Mentoring and counselling are carried out without any purposes because it is the requirement of the AICTE
and NBA

1 point

Identify the incorrect characteristic of the Mentoring and counselling process

It is one-way communication from mentor or counselor to counselee

It is interactive process between mentor or counselor to counselee

It is unbiased process where mentor or counselee does not impose any prescription

It is a process to empower student

No, the answer is incorrect.

Score: 0
Accepted Answers:
It is one-way communication from mentor or counselor to counselee
1 point
Identify incorrect statement. Mentoring and counselling services ininstitute will be successful for personality
development of the students when

There are adequate opportunities for empowering the students

Team learning and collaborative learning are promoted

There is recognition of potential of young students

Biased approaches of personality development are encouraged

No, the answer is incorrect.
Score: 0
Accepted Answers:
Biased approaches of personality development are encouraged
Social Responsibility - MCQ V
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QUIZ V
1 point
Accountability of a teacher means that s/he has to……………..
only teach and assess the learning
work for overall development of students including academics
ensure that students can earn somehow
only to plan his lecture and deliver effectively
No, the answer is incorrect.
Score: 0
Accepted Answers:
work for overall development of students including academics

1 point
Social responsibility of a teacher covers……………..
Making teaching learning process transparent
Making students responsible for studies
Make students earn
Enroll students for studies
No, the answer is incorrect.
Score: 0
Accepted Answers:
Making teaching learning process transparent

1 point
The purpose of education system is……………..
to give knowledge level skills to students
to open educational institutions
to be responsive to the needs of society w.r.t development
to increase literacy

No, the answer is incorrect.

Score: 0
Accepted Answers:
to be responsive to the needs of society w.r.t development
1 point
Transparency in teaching learning means……………..
distributing lesson plans
making laboratory manuals
making student teacher interaction possible all the time
making arrangement so that all relevant information regarding the process is available.

No, the answer is incorrect.

Score: 0
Accepted Answers:
making arrangement so that all relevant information regarding the process is available.
Human Aspirations: Sustainable
Happiness and Prosperity - MCQ VI
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QUIZ VI
1 point
Socrates has said ‘……………. is the cause of all evils’.

Perseverance

Ignorance

Innocence

Independence
No, the answer is incorrect.
Score: 0
Accepted Answers:
Ignorance

1 point
‘Happiness is because of the…………….. ’.

happenings around you

wealth with you

friends around you

fame around you

No, the answer is incorrect.
Score: 0
Accepted Answers:
happenings around you

1 point
‘Prosperity’ is ‘the …………….. that you have more than the required physical resources in abundance’.

emotion

hope

desire

feeling
No, the answer is incorrect.
Score: 0
Accepted Answers:
feeling
Harmony with Oneself - MCQ VII
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QUIZ VII
1 point
To develop from animal consciousness to ………………..consciousness is a distinct transformation.

emotional

human

intelligent

cognitive
No, the answer is incorrect.
Score: 0
Accepted Answers:
human

1 point
‘Love or respect comes to you, only when you give some
things to people …………….. ’.

expecting something in return

in the presence of a gathering

as a loan

without expecting anything in return

No, the answer is incorrect.
Score: 0
Accepted Answers:
without expecting anything in return
1 point
For experience ‘harmony with oneself’, the choice of a profession should be based on two basic criteria
viz.………………

Only money

Only position

liking and capability

Location of profession
No, the answer is incorrect.
Score: 0
Accepted Answers:
liking and capability
MCQ VIII
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Due on 2020-03-31, 23:59 IST.
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Fill in the Blanks
3 points

The present day definition of healthy person is ‘when that person is physically, mentally and
socially fit’.

physically and mentally fit

physically and socially fit
mentally and socially fit
physically, mentally and socially fit
No, the answer is incorrect.
Score: 0
Accepted Answers:
physically, mentally and socially fit
3 points
‘When relationships between family members are based on …………….. amongst family
members, then harmony within family can be established,’.

trust
happiness
networking
seriousness
No, the answer is incorrect.
Score: 0
Accepted Answers:
trust

3 points
The plant order supports the .………………
material order
animal order
living order
vegetable order
Accepted Answers:
animal order
Concepts of Values, Attitudes and
Ethics - MCQ IX
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Concepts of Values, Attitudes and Ethics
1 point
Values of a person are principles that help him decide….

What is important to him?

What is needed for him?

What is true for him?

What is justified to him?

No, the answer is incorrect.
Score: 0
Accepted Answers:
What is important to him?

1 point
Attitude of a person is best described by the ways/he……………

looks at any person or situation

walks in office

prefers things in a given situation

dresses in any situation

No, the answer is incorrect.
Score: 0
Accepted Answers:
looks at any person or situation

1 point
Identify the statement which is correct.

Ethics are rules imposed on teachers by the Government

Ethics are for teachers and not for students.

Ethics are practices to be followed by all persons in an organization

Ethics are personal matter and not for a group

No, the answer is incorrect.
Score: 0
Accepted Answers:
Ethics are for teachers and not for students.

You were allowed to submit this assignment only once.

Value Education: Need for Self-
Exploration -MCQ X
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Value Education: Need for Self- Exploration
1 point
Personal values guide the person as to what is……………

good behavior in different situations.

more important and help him make better choices in different situations.

his worth in any situation?

good and what is bad in given situation

Accepted Answers:
more important and help him make better choices in different situations.

1 point
Value Education does not enables one to……………..

rationalize one’s needs and priorities

visualize one’s life goals correctly and

select a good career

choose right direction for making efforts to fulfill goals of life.

Accepted Answers:
select a good career

1 point
Self-exploration can help a person to…………………..

do self-investigation

recognize one’s relationship with every unit in existence and exploit it for own advantage

appreciate human conduct, human character

compete with others

No, the answer is incorrect.
Score: 0
Accepted Answers:
do self-investigation

You were allowed to submit this assignment only once.

Professional Values and Ethics for
Technical Teachers -MCQ XI
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Professional Values and Ethics for Technical Teachers
1 point
Which of these values will help students to become a better engineer?
Values related to…………………………….

daily practice.

important activities.

teachers character building

related to himself or herself

Accepted Answers:
teachers character building

1 point
A professional code of ethics outlines teachers' main responsibilities to their ……………..

relatives

friends

colleagues

students
No
Accepted Answers:
students
1 point
Which one of the following four characteristics is not a necessary netiquettes for netizens.

Plagiarism

Intellectual property and Copyright

Legal use of Software

Code of conduct inside the institute

No, the answer is incorrect.
Score: 0
Accepted Answers:
Code of conduct inside the institute
Ethical Conflict: Some Case Studies
for Professionals - MCQ XII
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Week 6 Quiz :Ethical Conflict: Some Case Studies for Professional
1 point
Personal …………………. guide a person as to what is more
important and help him/her to make better choices in various situations

feelings

beliefs

ethics

values
Accepted Answers:
values
1 point
control and govern the behaviour of a person
according to norms set by others

feelings

beliefs

ethics

values
Accepted Answers:
ethics

1 point
Which one of the following statements is NOT correct?

Cases which are morally correct but legally incorrect (punishable)

Cases which are morally incorrect but cannot be legally challenged

Cases which are both morally and legally incorrect.

Cases which are both morally and emotionally incorrect.

Accepted Answers:
Cases which are both morally and emotionally incorrect.
Code of Conduct: Academic Ethics
and Its Implementation - MCQ XIII
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Week 6 Quiz: Code of Conduct: Academic Ethics and Its Implementation
1 point
Which of these does not fall under good conduct of a teacher?
Participate in extension, co-curricular and extra-curricular activities including community
service.
Manage their private affairs in a manner consistent with the dignity ofthe profession.
Adhere to a responsible pattern of conduct and demeanor (outlook) expected of them by
the community.
Teach emerging technology from notes prepared many years before
Accepted Answers:
Teach emerging technology from notes prepared many years before
1 point
Which of the following falls under poor conduct of teacher with authorities?
Adhere to procedures and methods consistent with their profession in initiating steps
through their own institutional bodies and/or professional organisations for change of any
such rule detrimental to the professional interest.
Take private tuition after college time although s/he is not allowed to do.
Refrain from availing themselves of leave, except on unavoidable grounds.
Co-operate through their organisations in the formulation of policies of the other
institutions and accept offices
Accepted Answers:
Co-operate through their organisations in the formulation of policies of the other institutions
and accept offices

1 point

Which of the following is considered good conduct of the teacher with society?
Criticism in public, authenticity of content of advertisement about his/her own college.
Encourage his students to participate in NSS/NCC and such activities.
Create a bias for persons speaking a certain regional language.
Disregard activities encouraging spirit of national integration
Accepted Answers:
Encourage his students to participate in NSS/NCC and such activities.
Role of Professional Societies - MCQ
XIV
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Week 6 Quiz:Role of Professional Societies
1 point
Every professional society seeks to further the cause of
that particular …………..

organisation

corporation

Legislation

profession

Accepted Answers:
profession

1 point
Some professional societies have powers to ………………… in that professional, if the professional resorts
to unethical practices.

grant license to practice.

provide experience certificate

withdraw license to practice

help people to get jobs

Accepted Answers:
withdraw license to practice

1 point
Though many codes may differ across the spectrum, few basic ethics stand out clearly such as…………..

Accept no remuneration for tutoring except in accordance with approved policies of Government /
Institutions

Never use students to solve his/her personal problems

Deal justly and impartially with students regardless of their social, economic, regional and religious
background

You shall be truthful and transparent.

Accepted Answers:
You shall be truthful and transparent.
MCQ - XV
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QUIZ XV # Week 7
1 point
………….. countries unanimously approved the Millennium Declaration, culminated in eight Millennium
Development Goals (MDGs).

2001

2002

2003

2004
No, the answer is incorrect.
Score: 0
Accepted Answers:
2001

1 point
Development means ‘improvement in country’seconomic and ……………….conditions’.

academic

industrial

social

rural
No, the answer is incorrect.
Score: 0
Accepted Answers:
social

1 point
GNP is…………..

Green Natural Product

Gross National Product

Great National Product

No, the answer is incorrect.
Score: 0
Accepted Answers:
Great National Product
MCQ - XVI
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QUIZ XVI # Week 7
1 point
Which of the following is not part of the ‘Panch-tatva’?

Earth

Water

Air

Rain
No, the answer is incorrect.
Score: 0
Accepted Answers:
Rain
1 point
As a technical teacher, teach such that students are encouraged constructive techniques and technologies
to utilise the earth’s resources without ……………… the environment.

polluting

overusing

under using

understanding
No, the answer is incorrect.
Score: 0
Accepted Answers:
polluting

1 point
The industrial revolution has led to the rapid increase in man-made…………………with respect to the
Panch Tatva

Electronic products

dangerous products

air pollution

genetic modified crops

No, the answer is incorrect.
Score: 0
Accepted Answers:
air pollution
MCQ - XVII
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QUIZ # WEEK 7
1 point
Sustainable development calls for a balance between

environment, economy and society

environment, economy and equity

environment, ecology and society

environment, economy and ecology

No, the answer is incorrect.

Score: 0
Accepted Answers:
environment, economy and society

1 point
Promoting women empowerment through ICT is covered under SDG

Goal 4 Quality Education

Goal 5 Gender Equality

Goal 8 Decent work and economic growth

Goal 10 Reduced Inequality

No, the answer is incorrect.

Score: 0
Accepted Answers:
Goal 5 Gender Equality

1 point
Use of DDT prevent human beings from Malaria.
However killing mosquitoes using DDT by humans severely damage the ecological balance. This
supports……………………

bio centrism

anthropo centrism

abio centrism

eco centrism
No, the answer is incorrect.
Score: 0
Accepted Answers:
eco centrism
MCQ - XVIII
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QUIZ # Week 8
1 point
Sustainability principle related to ‘one design fits all’ focus on…………………..
Sustainable design
Design flaw
Environmental protection
Engineering design
No, the answer is incorrect.
Score: 0
Accepted Answers:
Design flaw

1 point
Cradle-to-Cradle phrase was coined by ……………..
Walter R Stahel
Bea Johnson
Michael Braungart
William McDonough
No, the answer is incorrect.
Score: 0
Accepted Answers:
Walter R Stahel

1 point
Social, economic and environmental equity is the necessary condition for achieving
………………………
Social development
Economic development
Sustainable development
Ecological development
No, the answer is incorrect.
Score: 0
Accepted Answers:
Sustainable development
MCQ - XIX
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QUIZ # Week 8
1 point
………………… propounded the Concept of 5Rs for sustainable development.

Bea Johnson

John Evelyn

Gilbert Rist

Walter R Stahel

No, the answer is incorrect.

Score: 0
Accepted Answers:
Bea Johnson

1 point
In the context of sustainability reduce means………………..

Use something for long period

Use less and create less waste

Convert existing into new

Allow material to degrade

No, the answer is incorrect.

Score: 0
Accepted Answers:
Use less and create less waste

1 point
Select the correct order for 3Rs.

Reduce, reuse, recycle

Reuse, recycle, reduce

Reuse, reduce, recycle

Recycle, reduce, reuse

No, the answer is incorrect.
Score: 0
Accepted Answers:
Reduce, reuse, recycle
MCQ - XX
The due date for submitting this assignment has passed.
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QUIZ # Week 8
1 point
A good and strong organisation culture …………….loyalty among the employees
decreases
increases
destabilizes
looks for
No, the answer is incorrect.
Score: 0
Accepted Answers:
increases

1 point
A good organisational structure will always ………………. changes.
watch for
resist to
adapt to
wait for
No, the answer is incorrect.
Score: 0
Accepted Answers:
adapt to

1 point
The ……………….of companies play a great role in image building of the organisation as
well as that of employees.
core values
standard practices
routine work
specialised work
No, the answer is incorrect.
Score: 0
Accepted Answers:
core values
Unit - I: Classroom Communication:
An Introduction and Unit-II: Listening
and Speakin - QUIZ 1
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There are 15 question from Unit I and Unit II, each question has 4 multiple answers.
You have to
select one correct answer.
1 point
A speech must always present ----------------------

Facts

Opinion

Perspectives

Suggestions
No, the answer is incorrect.
Score: 0
Accepted Answers:
Facts
1 point
For effective classroom communication, which commandment the student need not to
follow

Purpose of communication

Inadequate medium

Clarity

Structured Message
No, the answer is incorrect.
Score: 0
Accepted Answers:
Inadequate medium
1 point
Once the message is encoded in a desired format, it is transferred through a medium called
______

Channel

Medium

Media

Way
No, the answer is incorrect.
Score: 0
Accepted Answers:
Channel
1 point
Receiver is the person who notices and attaches some meaning to a message is called
--------------------

Enumerate

Send

Decoder

Evaluator
No, the answer is incorrect.
Score: 0
Accepted Answers:
Decoder
1 point
The purposes served by speaking in classroom are

Provide and obtain feedback

Ask questions and supplement information

Maintain Discipline

All of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the above
1 point
Which of the following behaviours in classroom are part of active listening?

Maintain eye contact

Taking notes

Asking for clarification

All of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the above
1 point
Which of these factors is not involved in the determination of correct tone?

Pitch

Dressing style

Quality

Strength
No, the answer is incorrect.
Score: 0
Accepted Answers:
Dressing style
1 point
Which of these is not a step in the listening process?

To stop talking

Receiving

Misinterpreting

Responding
No, the answer is incorrect.
Score: 0
Accepted Answers:
Misinterpreting
1 point
Which of these is not an element of non- verbal communication?

Personal appearance

Posture

Eye contact

Name of the speaker

No, the answer is incorrect.
Score: 0
Accepted Answers:
Name of the speaker
1 point
Which of these type of listening must be followed by the students to understand the subject
content?

Focused listening

Critical listening

Active listening

Empathetic listening
No, the answer is incorrect.
Score: 0
Accepted Answers:
Active listening
1 point
Which of the following skills of communication do students spend most time engaged in?

Listening

Speaking

Reading

Writing
No, the answer is incorrect.
Score: 0
Accepted Answers:
Listening
1 point
Our dress code is an example of _____________ communication.

Verbal

nonverbal

written

spoken
No, the answer is incorrect.
Score: 0
Accepted Answers:
nonverbal
1 point
The process of listening is well explained by …………

HRIER

HURIER

HUTER

HTUEIR
Accepted Answers:
HURIER
1 point
Which of these should be avoided while speaking?

Fluency

Verbal Virus

Clear voice

Abstract words
Accepted Answers:
Verbal Virus
1 point
Talking comes under which type of communication?

Verbal

Non- verbal

Written

Dramatic
No, the answer is incorrect.
Score: 0
Accepted Answers:
Verbal
Assessment -QUIZ II
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QUIZ II
1 point
The competency that involves the ability to hear and utilize the sounds in spoken
words while reading, is called

fluency
comprehension
phonemic awareness
phonics
Accepted Answers:
phonemic awareness

1 point
Explicit instruction implies
carefully planned sequential approach
presentation and imparting of reading skills in a direct way
clear objectives and exhaustive practice opportunities to master each new skill
b&c
Accepted Answers:
b&c
1 point
The various purposes of reading are
gaining knowledge
developing a perspective
deriving pleasure
all of the above
Accepted Answers:
all of the above
1 point
The knowledge is imparted in a classroom
only through the written medium
only through the oral medium
both through the oral and written medium
none of the above
Accepted Answers:
both through the oral and written medium

1 point
A technical student must possess strong reading skills to be able to
conduct literature review
read and understand the review of her/his work
keep herself/himself up to date with the latest knowledge
All of the above
Accepted Answers:
All of the above
1 point
The stages of writing are
pre-writing and focusing of ideas and writing
reviewing and feedback
all of the above
none of the above
Accepted Answers:
all of the above
1 point
The pre-writing stage comprises
only reading
only discussion
reading, discussion, deliberation, mind-mapping, literature review and concept mapping
none of the above
Accepted Answers:
reading, discussion, deliberation, mind-mapping, literature review and concept mapping

1 point
Mind-maps are
graphic representation of all knowledge on a subject possessed by an individual.
maps for mind.
not useful for writing.
none of the above
Accepted Answers:
graphic representation of all knowledge on a subject possessed by an individual.
1 point
Concept-maps are

graphic representation of all knowledge on a concept possessed by an individual

maps for mind
not useful for writing
are graphic representation of all knowledge on a concept
Accepted Answers:
are graphic representation of all knowledge on a concept
1 point
Focusing of ideas and writing involves
slow composition of text
proper attention to grammar and syntax while writing
writing quickly without proper attention to grammar and syntax
none of the above
Accepted Answers:
writing quickly without proper attention to grammar and syntax

1 point
_________ context refers to the relationship between the sender and the receiver.
Social
physical
cultural
chronological
Accepted Answers:
Social
1 point
Emotional causes of communication barriers is a student’s…………………...
Anxiety
Score
friendship
none of the above
Accepted Answers:
Anxiety
1 point
……………. refers to the similarity of backgrounds between sender and receiver.
Physical Context
Cultural Context
Social Context
Chronological Context
Accepted Answers:
Cultural Context

1 point
_______ means to impart understanding of the message
Encoding
Receiver
Decoding
Feedback
No, the answer is incorrect.
Score: 0
Accepted Answers:
Decoding

1 point

Due to Physical noise it is not possible to have effective classroom Communication.

Physical noise are the same as ………
Environmental barrier
Psychological barriers
Sociological barriers
Infrastructural barriers
No, the answer is incorrect.
Score: 0
Accepted Answers:
Environmental barrier
Assessment III
The due date for submitting this assignment has passed.
Due on 2020-04-14, 23:59 IST.
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Unit - V: Active Learning, Unit No.-VI: Role of Media in Classroom Communication
1 point
Active learning strategies helps to develop
Communication skills
Social skills
Higher order thinking skills
All of the above
Accepted Answers:
All of the above
1 point
Which seating pattern would be least appropriate for group discussions?
Circle
Cluster
Rows and columns
U-shape
Accepted Answers:
Rows and columns

1 point
The strategies used to teach content that is interesting and appropriately challenging to
students are………….
Cooperative strategies
Collaborative strategies
Individual active learning strategies
None of the above
Accepted Answers:
Cooperative strategies

1 point
For developing social skills among students, the best teaching method is………..
Demonstration Method
Lecture Method
Think pair share
None of the above
Accepted Answers:
Think pair share

1 point
Which of the following is not an outcome of cooperative learning?
Academic achievement
Individualistic self-reliance
Social skills
Acceptance of diversity
Accepted Answers:
Individualistic self-reliance

1 point
During presentation one can read information line by line. The is known as ____ disclosure
of information.
Positive
Zero
Negative
Progressive
Accepted Answers:
Progressive
1 point
It is important to consider proper _____ of room where you are giving your presentation.
Darkness
lighting
Temperature
ventilation
Accepted Answers:
lighting

1 point
While selecting media in classroom the faculty must consider
Infrastructure facilities
Nature of the subject
Learning outcomes
All of the above
Accepted Answers:
All of the above
1 point
To remove barriers to effective communication using media in classroom, the teacher must
not consider the following factor?
dismantling media with ease
level of curiosity it creates
nature of content
readiness of students
Accepted Answers:
dismantling media with ease

1 point
This cannot be used as a communicative tool
Teleconferencing
Multimedia encyclopedia
Email
Chat
No, the answer is incorrect.
Score: 0
Accepted Answers:
Teleconferencing
Assessment IV
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ASSESSMENT #QUIZ IV
1 point
The communication can be made effective by -----------------
Authority
Non alignment
Understanding
Enthusiasm
Accepted Answers:
Understanding

1 point
Which of these is not an element of the speaking technique?
Voice quality
Word stress
Appearance
Correct tones
Accepted Answers:
Appearance

1 point
For effective communication the tone of voice and body language must always be -------------
---
Aligned to each other
Negative
Positive
None of the above
Accepted Answers:
Aligned to each other

1 point
Schema’ theory states that--------------
readers do not use prior knowledge of a concept while reading a new piece of text.
readers first read from top to bottom and then from bottom to the top of the text.
readers apply prior knowledge of a concept to reading a new piece of text.
none of the above
Accepted Answers:
readers apply prior knowledge of a concept to reading a new piece of text.

1 point
Effective communication needs a supportive ----------------
Economic environment
Social environment
Political environment
Multicultural environment
Accepted Answers:
Social environment

1 point
Application and retention imply
understanding larger blocks of text.
acquiring comfort and proficiency in reading.
analysis of the text that has been read as either being useful or useless.
retaining useful information
Accepted Answers:
retaining useful information
1 point
Mapping means 1 Point
using a map or a diagram to represent a text that has been read.
defining specific goals from one’s reading into three columns Knows, What, and Learn.
strategy of reading wherein five steps are involved to ascertain the information gained
during the process of reading.
none of the above.
Accepted Answers:
using a map or a diagram to represent a text that has been read.

1 point
A rich vocabulary can be developed by
referring to the dictionary regularly.
memorizing new words.
reading a variety of books and learning the meaning of new words.
all of the above
Accepted Answers:
all of the above
1 point
Word by word reading is
the practice of reading in an impersonal manner.
critical analysis of what one reads.
slow and unenthusiastic reading.
reading slowly when one is unfamiliar with the language
Accepted Answers:
reading slowly when one is unfamiliar with the language
1 point
Following are the basic factor/s that can promote active listening in classroom.
Asking open ended question
Acknowledgement of thought
1 & 2 Both
None of the above
Accepted Answers:
1 & 2 Both
Assessment V
The due date for submitting this assignment has passed.
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QUIZ # Week 7 & 8
1 point
Mention true / false for the statements below to use the board effectively.
"Face the board as you talk / as you draw" .

True
False
Accepted Answers:
False
1 point
Mention true / false for the statements below to use the board effectively.
"Use abbreviation and technical terminology while writing on the board without defining
/explaining them"

True
False
Accepted Answers:
False
1 point
Mention true / false for the statements below to use the board effectively.
"Erase what you have wrote only after confirming it from the students".

True
False
Accepted Answers:
True
1 point
Mention true / false for the statements below to use the board effectively.
"Walk as you write".

True
False
Accepted Answers:
True
1 point
Mention true / false for the statements below to use the board effectively.
"First write on the board and then explain".

True
False
Accepted Answers:
True
1 point
For feedback to be effective, it must be?
Subjective and reliable
Immediate and frequent
Communicated in an unambiguous way
All of the above
Accepted Answers:
All of the above
1 point
Written feedback is very effective way to ………….
Influence the students
pass the information
provide clarity and focus
Judge the students
Accepted Answers:
provide clarity and focus
1 point
Which of the following is/are the major purposes of a teacher’s while providing feedback to
the students?
To provide corrective measures to students
To evaluate student achievement
To diagnose a student’s level of understanding
All of the above
Accepted Answers:
All of the above
1 point
Corrective feedback is most useful when it is ………………………….
Immediate and frequent
Only subjective
Communicated in an judgmental and unambiguous way
Accepted Answers:
Immediate and frequent
QUIZ # Week 1
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QUIZ I
1 point
Taxonomy Table comprises of
Learning levels in cognitive and affective domain
Facts, Concepts, Procedure and processes
Learning levels in cognitive domain
Cognitive process dimension and knowledge dimension
Accepted Answers:
Cognitive process dimension and knowledge dimension
1 point
Taxonomy table is widely used for………
analysis of learning outcomes
analysis of curriculum
preparation of course plan
preparation of session plan
Accepted Answers:
analysis of learning outcomes

1 point
Curriculum analysis establish the relationship between
Session learning outcomes, instructional methods, instructional media
Learning in cognitive domain, psychomotor domain and affective domain
Programme outcomes, course outcomes, unit outcomes, session outcome
Topic, subtopics, practical activity and project work
Accepted Answers:
Programme outcomes, course outcomes, unit outcomes, session outcome

1 point
S 3 MART provides guidelines for developing
Course plan
Learning outcomes
Knowledge, skill and attitude
Concept map
Accepted Answers:
Learning outcomes

1 point
Session planning bridge the gap between………..
the course outcome and session learning outcome
the unit outcome and session learning outcome
the Pre-requisite knowledge, skills and session learning outcomes
different sessions
Accepted Answers:
the Pre-requisite knowledge, skills and session learning outcomes

1 point
Identify the learning outcome that is predominantly categorized under affective domain
Select suitable instruments for carrying out specified survey work.
Volunteer for shouldering responsibility for being project group leader
Locate fault due to which there is repetitive blowing off of the fuse in a house
connection.
Recognize unstated assumptions in the given problem-solving situation.
Accepted Answers:
Volunteer for shouldering responsibility for being project group leader

1 point
Identify the cognitive domain learning outcome that fulfil S 3 MART Rule
Understand the architecture and basic functions of the microprocessor and
microcontroller.
Comparison of BJT and JFET based on working principle.
Think how to test the TV transmitter.
Explain the procedure for determining Rockwell hardness number by a hardness tester.
Accepted Answers:
Explain the procedure for determining Rockwell hardness number by a hardness tester.
1 point
Content analysis is the objective and systematic way of ……….
planning for classroom and laboratory instruction.
deciding question for formative and summative assessment
breaking the bigger chunks of curricular items into smaller components
developing the instructional media
Accepted Answers:
breaking the bigger chunks of curricular items into smaller components
1 point
Identify the learning outcome that is predominantly categorized under psychomotor domain
Start the given diesel engine following all the steps in the given time.
Describe the steps for conducting tensile test on MS specimens, according to Indian
standards.
Demonstrate ability to work in groups.
Select suitable instruments for carrying out specified survey work.
Accepted Answers:
Start the given diesel engine following all the steps in the given time.

1 point
The first important activity in content analysis is to ………
decide the sequence of content to be taught
identify the highest level of learning outcomes for the students
prepare laboratory experiences for students
identify factual information, concepts and their attributes
Accepted Answers:
identify the highest level of learning outcomes for the students

1 point
Abstract concepts are those concepts which ……….
can be sensed by our physical senses
can be explained using instructional media
can’t be sensed by our physical senses
can’t be explained in the classroom easily
Accepted Answers:
can’t be sensed by our physical senses

1 point
Identifying attributes of concepts is a process of …….
identifying distinguishing features of concepts
comparing concrete and abstract concepts
identifying applications of concepts
explaining the concept in classroom
Accepted Answers:
identifying distinguishing features of concepts
1 point
Principles are statements which …….
are universally accepted
represent relationship between two or more concepts
represent cause effect relationship
represents all of the above
Accepted Answers:
represents all of the above
1 point
Development of concepts up to the age of three years is primarily a ………
group learning process
reception learning process
experiential learning process
discovery learning process
Accepted Answers:
discovery learning process
1 point
Proposition is represented by ….
a concept and its distinguishing characteristics
linking two or more concepts with words or phrases
a universally accepted statement about relationship between 2 or more concepts.
two or more concepts linked directly with each other
Accepted Answers:
linking two or more concepts with words or phrases

1 point
Identify the teaching method/strategy that support development of metacognitive knowledge
Giving examples and non-examples
Demonstration of tasks
Preparation of reflective journals
Use of charts and graphical displays
Accepted Answers:
Preparation of reflective journals
1 point
Cmap Tool is
open source software available online
proprietary software of CMAP company
visual editing software available online
Computer screen recording software available online
Accepted Answers:
open source software available online

1 point
Select the teaching method that is used for developing team spirit in students
Role play
Lecture
Tutorial
Industrial visit
Accepted Answers:
Role play

1 point
Arrange the following steps into correct sequence for development of new practical
skill
1. Does
2. Know how
3. Know
4. Show how

1, 2, 3, 4
3, 2, 4, 1
3, 4, 2, 1
4, 2, 3, 1
Accepted Answers:
3, 2, 4, 1

1 point
Deductive teaching strategy……..
begin with examples and observable phenomenon and then derive governing rule or
principle
begin with rules, principles, consequences, resulting phenomenon and then examples
Accepted Answers:
begin with rules, principles, consequences, resulting phenomenon and then examples
1 point
Basic concepts and terminologies are covered under…..
Metacognitive knowledge
Factual knowledge
Conceptual knowledge
Procedural knowledge
Accepted Answers:
Factual knowledge

1 point
Instruction is……
a set of events
designed by the teacher
that which supports the process of learning
all the above
Accepted Answers:
all the above
1 point
Relationship between two or more concepts is defined as……..
Law or principle
Fact
Procedure
Metacognition
Accepted Answers:
Law or principle

1 point
The sub-processes of learning are
Acquisition, organization, retention, recall, application
Acquisition, organization, recall, retention, application
Acquisition, Receiving, retention, recall, application
Acquisition, organization, application, retention, recall
Accepted Answers:
Acquisition, organization, retention, recall, application

1 point
Stimulate recall of prior learning is essential to………
connect new information with what the students already have.
know the depth of students' knowledge.
guide teacher to select starting point of new topic.
do all the above activities.
Accepted Answers:
do all the above activities.
1 point
Asking students about their knowledge of Voltage, Current and Resistance before teaching
Ohms law would be an example of
Stimulate recall of prior learning.
Gain attention.
Access performance.
Provide guidance during learning.
Accepted Answers:
Stimulate recall of prior learning.

1 point
Process of learning and its sub-processes
Make subjects easy to understand
Allow effective classroom communication
Help to select suitable instructional strategy
Help to segregate teaching and learning activities
Accepted Answers:
Help to select suitable instructional strategy

1 point
The teacher gives a small assignment during the presentation, based on Gagne’s events of
instruction, the purpose here is to……..
stimulate recall of prior learning
elicit performance
guide the learning
enhance retention
Accepted Answers:
elicit performance

1 point
A teacher creates event of Gaining attention to…….
catch attention of students.
announce the starting of important activity.
create interest and inspire the students to learn.
tell the importance of topic.
Accepted Answers:
create interest and inspire the students to learn.

1 point
“Assessing student’s performance relates to the assessment of……….
recent knowledge and skills.
prior learning.
concepts likely to be taught.
learning attitudes.
Accepted Answers:
recent knowledge and skills.
QUIZ # Week 2
The due date for submitting this assignment has passed.
Due on 2020-04-30, 23:59 IST.
As per our records you have not submitted this assignment.
Week 2 QUIZ
1 point
Model of teaching is characterized by………

acquisition of manipulative skills, Arrangement of course content, Learning required academic

Information

arrangement of environments, Guidelines for designing educational activities, Instructional Materials

instructional Materials, Learning required academic Information, Acquisition of knowledge

guide Instruction, designing educational activities, Learning required academic Information

Accepted Answers:
arrangement of environments, Guidelines for designing educational activities, Instructional Materials

1 point
Behaviour modification model of teaching focus on………

study and development of interpersonal and group skills

developing concepts and principles in cognitive psychology

changing the visible and observable behaviour of the learners

work productivity in the society

Accepted Answers:
changing the visible and observable behaviour of the learners

1 point
Identify from the following, which is NOT a basic function of model of teaching?

Designing of course of study

Developing instructional materials

Guiding the teacher activity

Formation of hypothesis
Accepted Answers:
Formation of hypothesis
1 point
Joyce and Weil defined of model of teaching as ………

arrangement of course content

an emphasis on lifelong learning

description of a learning environment

acquisition of knowledge
Accepted Answers:
description of a learning environment
1 point
Information processing model of teaching consists of………

inductive thinking, concept attainment, advance organizers, inquiry training

concept attainment, group investigation, role playing, non-directive Teaching

advance organizers, non-directive teaching, inquiry training, role playing

directive teaching, biological science inquiry, group investigation, group investigation

Accepted Answers:
inductive thinking, concept attainment, advance organizers, inquiry training

1 point
The teaching model family which focuses on helping individuals to develop a productive relationship with
their environment is………

Information processing family

Social interaction family

Personal family

Behaviour modification family

Accepted Answers:
Personal family

1 point
Identify from the following, the general span of attention of a student in a typical classroom situation

15 min

30 min

45 min

60 min
Accepted Answers:
15 min

1 point
The major factors in which students differ with each other, that affects the selection of a instructional
method for a typical class are

Intelligence, Learning Styles, Aptitudes, Motivational level

Learning styles, Communication skills, Aptitudes, Teaching styles

Social background, Communication Skills, Infrastructure, Attitudes

Aptitudes, Attitudes, Teaching styles, Values

Accepted Answers:
Intelligence, Learning Styles, Aptitudes, Motivational level

1 point
‘Stimulus variation’ reduces the

span of attention

brain activation

monotony

interest
Accepted Answers:
monotony

1 point
One of the following is NOT a type of instructional method, in which students differ from each other with
respect to pace of learning.

Self-paced

Examiner-paced

Teacher-paced

Group-paced

Accepted Answers:
Examiner-paced

1 point
The most important factor for selecting an instructional method is……….

availability of teachers

student’s attendance

date of session

learning outcomes
Accepted Answers:
learning outcomes
1 point
Choose the incorrect option related to classification of instructional methods.

Monologue and dialogue

Teacher centred and student centred

Inductive and deductive

Proactive and reactive

Accepted Answers:
Proactive and reactive
1 point
In teacher centred strategy, the students……….

are actively involved in the learning process.

‘learn to learn’ on their own.

receive less information in more time.

receive more information in less time
Accepted Answers:
are actively involved in the learning process.

1 point
Selection of instructional method is NOT dependent on the outcomes from……….

cognitive domain of learning

psychomotor domain of learning

thinking domain of learning

affective domain of learning

Accepted Answers:
thinking domain of learning

1 point
Which holds TRUE to the deductive method?

Student dominated

Teacher dominated

Highly interactive

Less subject matter covered

Accepted Answers:
Teacher dominated

1 point
A teacher-centred strategy is one in which……….

the teacher plays the active role more as an information provider.

the student plays an active role for his learning.

the student controls teaching learning session.

the teacher and student role changes during teaching learning session.
Accepted Answers:
the teacher plays the active role more as an information provider.

1 point
The activity related to students for majority of time while using self-directed learning as an instructional
method is of……….

Facilitation

Interaction

Discussion

Reflection
Accepted Answers:
Reflection
1 point
One of the following is NOT a classification of Instructional strategies -

Self-centred strategy

Teacher-centred strategy

Student -centred strategy

Mixed strategy
Accepted Answers:
Self-centred strategy

1 point
The suitable instructional method to develop some desirable attitudes like respecting the views of others,
co-operation, teamwork, leadership and others is

Lecture Method

Improved lecture method

Seminar method

On-line learning method

Accepted Answers:
Seminar method

1 point
The role of teachers for the case study as an Instructional method for majority of time is as……….

Information provider

Facilitator of learning

Guide and Counsellor

Mentor
Accepted Answers:
Facilitator of learning

1 point
Teacher centred strategy as compared to student centred strategy is

more interesting to the students

very effective in the application of the knowledge imparted

more demanding on students

less demanding on teacher

Accepted Answers:
less demanding on teacher
QUIZ # Week 3
The due date for submitting this assignment has passed.
Due on 2020-04-30, 23:59 IST.
As per our records you have not submitted this assignment.
Week 3 Quiz
1 point
One of the important strengths of lecture method is that…….

the learners are active.

it is suitable for developing practical skills.
it is cost – effective.
it is effective in developing desirable attitudes.
Accepted Answers:
it is cost – effective.

1 point
Display type demonstrations are used to………
show how something works
show why something happens the way it does
show something in outline or in detail
show how something is done so that student can repeat the same
Accepted Answers:
show something in outline or in detail

1 point
Students are passive in……..
project method
lecture method
discovery method
inquiry method
Accepted Answers:
lecture method

1 point
For teaching a class with large number of students, the most efficient instructional method
is…….
demonstration method
role play method
lecture method
group discussion method
Accepted Answers:
lecture method

1 point
A good demonstration in teaching includes…….
oral explanation
verbal and non-verbal explanation
verbal and visual presentation
visual presentation
Accepted Answers:
verbal and visual presentation

1 point
Operational type demonstration is useful for………
explaining Internal structure of metal
showing external features of sewing machine
showing working of a machine
display the components of motor
Accepted Answers:
showing working of a machine

1 point
Consider the following statements with respect to importance of rehearsal before actual
demonstration carried out in the classroom.
I. Demonstration develops self confidence in teachers
II. The teacher becomes familiar with the difficulties that may occur
during demonstration
III. The teacher can prepare properly for each step of demonstration.
Choose the correct
I and II only
II and III only
III only
I, II and III
Accepted Answers:
I, II and III
1 point
Select the incorrect statement for question answer (Q and A) technique:
It develops analytical and logical skills.
It fosters thinking among students on the given theme.
It is a directive technique.
It keeps the student’s attentive continuously.
Accepted Answers:
It is a directive technique.

1 point
Which is NOT true about demonstration method as an instructional method?
It develops higher order affective domain abilities.
It can be used for initiating the learning process in all the three domains of learning.
It can be used in classroom, laboratory and industry.
It can be used by all teachers whether newly recruited or experienced, the only thing is
they should be trained.

Accepted Answers:
It develops higher order affective domain abilities.

1 point
Choose the correct statement related to tutorial method.
Tutorial is a fully teacher centred method.
Tutorial is a fully student-centred method.
Tutorial is neither fully teacher centred method, nor a student-centred method.
The pace of tutorial method depends on individual student in group tutorial.

Accepted Answers:
Tutorial is neither fully teacher centred method, nor a student-centred method.

1 point
The most important purpose of laboratory work is………
verifying the theory
developing the practical outcomes
developing interpersonal skills
indenting the correct resources
Accepted Answers:
developing the practical outcomes

1 point
Performance of any experiment particularly in the context of laboratory work signifies the
outcomes in terms of ……….
social Skills or Attitudes
skills in cognitive domain
skills in psychomotor domain
soft skills
Accepted Answers:
skills in psychomotor domain

1 point
Select the best combination that you would prefer to develop Laboratory skills in your
student.
Hands on Lab practice with peer assessment.
Lecture followed by demonstration in Lab.
Reading module and viewing video of the skill development.
Demonstration by Instructor in Lab followed by hands on experience
Accepted Answers:
Demonstration by Instructor in Lab followed by hands on experience
1 point
In order to develop good attitude in students through laboratory………
lecture about good behaviour
display posters on safety
demonstrate all good behaviour and mannerism in laboratory.
ask student to perform good behaviour and mannerism in laboratory.
Accepted Answers:
demonstrate all good behaviour and mannerism in laboratory.

1 point
Which of the following is NOT a skill planned to be developed in students through laboratory
work?
Logical reasoning
Team working
Negotiating
Good housekeeping
Accepted Answers:
Negotiating

1 point
Select the suitable instructional method for the situation, when the teacher wants to have
remedial teaching for weak students.
Laboratory method
Tutorial Method
Question-Answer Technique
Demonstration Method
Accepted Answers:
Tutorial Method

1 point
The effectiveness of the panel discussion does not depend on
Number of persons of the panel
Competence of the chairperson
Preparation of topic by panelists
Preparation of audience
Accepted Answers:
Preparation of audience
1 point
Learning in small group helps in developing…..
writing skill
assessment skill
social skills
observation skill
Accepted Answers:
social skills

1 point
In seminar method of instruction, the students are supposed to prepare and speak about…..
need of seminar method of teaching
issues related to selected theme of seminar
advantages of seminar method
issues related to seminar
Accepted Answers:
issues related to selected theme of seminar

1 point
Most important feature of education game is …..
speaking to each other
rote learning
challenge and competition
action learning
Accepted Answers:
challenge and competition

1 point
Identify the incorrect statement
Panel discussion develops communication skills
Panel discussion develops creative skills
Panel discussion develop reflective skills
Panel discussion develops higher order thinking skills
Accepted Answers:
Panel discussion develops creative skills

1 point
Which of the following is NOT a suitable topic for panel discussion?
strategy design for making college campus green
reasons for poor performance of fresh recruits of employers
deciding the date of unit test of students for current semester
reforms in engineering curriculum
Accepted Answers:
deciding the date of unit test of students for current semester
QUIZ # Week 4
The due date for submitting this assignment has passed.
Due on 2020-04-30, 23:59 IST.
As per our records you have not submitted this assignment.
WEEK 4 QUIZ
1 point
Role play is…..
based on Scripted drama
based on realistic situation and related characters
based on experience of teacher
based on discussion on a theme
Accepted Answers:
based on realistic situation and related characters

1 point
Which method you will use for a shy and low performing student of your class who has
difficulty in solving numerical problems on one of the topics?
group work with bright students
tutorial method
assignment
lecture method
Accepted Answers:
tutorial method

1 point

Which of the given methods can develop skills of safety in workshop most effectively?
Visit to a machine workshop
Group discussion in a classroom
Demonstration in classroom
Simulated practice on a machine
Accepted Answers:
Simulated practice on a machine
1 point
Which of the following can NOT be a topic of group discussion?
Advantages and disadvantages of LED lighting
Optimizing expenses on consumables in a machining process
Description of a catalyst in chemical reaction
Planning the layout of student activity section in Techfest
Accepted Answers:
Planning the layout of student activity section in Techfest
1 point
For developing which of the following skills, Simulation is the most suited method?
Drawing the shape of simple gear
Describing schematic diagram of a specified machine
Assembly of dangerous components by observing safety precautions
Solving numerical problem
Accepted Answers:
Assembly of dangerous components by observing safety precautions

1 point
Which of the following principle of learning is predominantly used in role play?
learning by creating
learning by reading
learning by writing
learning by doing
Accepted Answers:
learning by doing
1 point
Out of the following which can be taken as advantage(s) of Case method:
i. It describes complex concepts in simple way.
ii. It exposes the participants to real life situations.
iii. It improves time management.
iv. It develops tolerance for different views on the same subject.
(i), (ii) (iv) only
(ii) and (iv)
(ii) only
(i) and (iii) only
Accepted Answers:
(ii) and (iv)

1 point
Out of the following which can be taken as salient feature(s) of Case method:
i. It is a replica of a real-life situation
ii. It develops analytical and decision-making skills in your students.
iii. It takes very less execution time.
iv. No need of any facilitator in execution of the Case.
(i) and (ii) only
(iii) and (iv)
(iii) only
(ii) only
Accepted Answers:
(i) and (ii) only

1 point
A major project work is………
a closed specific task that the students are required to do as guided by the teacher
an open-ended experience that requires integration of several skills
an open-ended task that may have practical work related to one skill
a report stating the open-ended problem
Accepted Answers:
an open-ended experience that requires integration of several skills

1 point
A major project activity in degree engineering programme can be……….
a laboratory experiment with report
a drawing developed by a group with dimensions
a design activity for a specified application including report
a compilation consisting of details of list of equipment in each lab of college.
Accepted Answers:
a design activity for a specified application including report

1 point
Industry visit does not give an exposure to …….
machines/ equipment/ instruments – working and layout
engineering materials – standards, safety and use
production planning and quality control
solutions to complex numerical problems
Accepted Answers:
solutions to complex numerical problems
1 point
Fishbowl technique is used in……
Role play
Educational game
Seminars
Group discussion
Accepted Answers:
Group discussion
1 point
Learning in groups does not produce ….
Synergy
Creativity
Monotony
Social bonding
Accepted Answers:
Monotony

1 point
Which of the following statement is true for blended learning?
In Blended learning face-to-face classroom activity is eliminated.
Traditional classroom learning is integrated with technology-based learning.
In-class activities and off-the class activities are reversed.
It emphasizes on learning through online learning mode only.
Accepted Answers:
Traditional classroom learning is integrated with technology-based learning.

1 point
To apply blended approach in learning which of the following is an appropriate strategy:
First, decide ways of assessing the students’ learning, then decide the appropriate
teaching strategy, and finally set the outcomes.
First, decide learning outcomes, and then decide the appropriate teaching strategy, and
ways of assessing the students’ learning
First, decide appropriate teaching strategy, and then decide learning outcomes and ways
of assessing the students’ learning.
Any approach from the above is appropriate.
Accepted Answers:
First, decide ways of assessing the students’ learning, then decide the appropriate teaching
strategy, and finally set the outcomes.

1 point
The role of teacher in blended learning is………
Mentor.
Counsellor.
Class administrator.
Facilitator
Accepted Answers:
Facilitator
1 point
Which of the following is NOT a desirable point to design a flip class?
Decide where and when to flip the class.
Design suitable classroom-based activities to enhance students learning.
Conduct face-to-face lecture session before student view video recorded lecture.
Organizes content to engage learner for exposure before class.
Accepted Answers:
Conduct face-to-face lecture session before student view video recorded lecture.

1 point
Which of the following statement is NOT true about flipped learning?
Short video lectures are viewed by students before the class session.
It is also known as hybrid learning.
Typical lecture and off the class elements like homework of a course are reversed.
In-class time is utilized for discussions, exercises, projects.

Accepted Answers:
It is also known as hybrid learning.

1 point
Which one of the following is NOT the purpose of Self-Directed Learning?
Follow ethics when compiling from other sources.
Taking guidance in solving numerical problems from teacher
Selectively learn from internet to attain learning outcomes.
Interpret specifications of equipment independently
Accepted Answers:
Taking guidance in solving numerical problems from teacher

1 point
Lifelong learning and Individualized learning capabilities could be developed by…
Self-Directed Learning
Flipped learning
ICT-Based Learning
Blended learning
Accepted Answers:
ICT-Based Learning
QUIZ - Week 5
The due date for submitting this assignment has passed.
Due on 2020-04-05, 23:59 IST.
As per our records you have not submitted this assignment.
Need of Instructional Media
Classification of Media
Design of Handouts, Assignments and Laboratory Worksheets
1 point
The most important element of the classroom is the……….
Media
Student
Teacher
Environment
Accepted Answers:
Student

1 point
In today’s context, the role of a teacher has changed from…
teacher to an administrator
a teacher to a research guide
an information provider to a facilitator of learning
a traditional teacher to an evaluator
Accepted Answers:
an information provider to a facilitator of learning

1 point
For learners, learning is _______ process while Instruction is ________ process.
An external, an Internal
Very important, Not so important
Not so important, Very important
An internal, an external
Accepted Answers:
An internal, an external
1 point
In a classroom environment, teacher ____ the message and student ____ the message.
extract meaning out of, receives
apply meaning to, transmits
receives, apply meaning to
transmits, extract meaning out of
Accepted Answers:
transmits, extract meaning out of
1 point

As per Engg. Model of Communication, receiver receives distorted message due to

Wrong encoding of the message by the receiver
Communication barriers present
Lack of communication channels
Wrong decoding of the message by the sender
Accepted Answers:
Communication barriers present

1 point
Use of words with similar pronunciation like week, weak or stationary, stationery
refers to ______ barrier of communication.
disinterest
imperceptions
referent confusion
verbalism
Accepted Answers:
referent confusion

1 point
Use of visuals in presentation can remove the communication barrier such as_____
imperceptions
previous knowledge
referent confusion
Prejudices
Accepted Answers:
imperceptions

1 point
Which of the following statements is NOT TRUE regarding instructional media?
Instructional media bring outside world inside the classroom
Instructional media are difficult to prepare and procure
Instructional media bring dynamism in presentation
Instructional media saves teacher’s time
Accepted Answers:
Instructional media are difficult to prepare and procure

1 point
In case of instructor-independent instruction, media is designed by
The students
The teachers
The curriculum designers
The examiners
Accepted Answers:
The teachers

1 point

Which of the following statements related to media is true?

Real things are too difficult to visualise
Real things are too dangerous to handle
Real things are too expensive
All the above.
Accepted Answers:
All the above.
1 point
Instructional media used by the teacher in classroom is known as ……….
Static Media
Dynamic Media
Exposition Media
Inquisition Media
Accepted Answers:
Dynamic Media
1 point
Full HD (High Definition) display resolution is represented by_________.
1024 X 768 pixels
1920 X 1080 Pixels
1600 X 900 pixels
3840 X 2160 Pixels
Accepted Answers:
1920 X 1080 Pixels
1 point
MOODLE stands for
Modern Object-Oriented Digital Learning Environment
Modular Object-Oriented Dynamic Learning Environment
Multimedia Object-Oriented Digital Learning Environment
Multimedia Object-Oriented Dynamic Learning Environment
Accepted Answers:
Modular Object-Oriented Dynamic Learning Environment

1 point
SWAYAM is acronym for
Self-Way of Active-Learning for Youth Aspiring Minds
Study Webs of Active-Learning for Youthful Aspirant Minds
Study Webs of Active-Learning for Young Aspiring Minds
Self-Way of Active-Learning for Youthful Aspirant Minds
Accepted Answers:
Study Webs of Active-Learning for Young Aspiring Minds

1 point
When digitally created content overlays into the user’s real-world environment, it is
called as _____
Virtual reality
Augmented reality
Virtual game
Mixed reality
Accepted Answers:
Augmented reality

1 point
Media Equipment used to capture opaque content placed on its stage for projection is
Document camera
Overhead Projector
Slide Projector
Multimedia Projector
Accepted Answers:
Document camera

1 point
Most important advantage of interactive panel and interactive pad is that _____
Both facilitate interactivity
Both facilitate to maintain eye-to-eye contact with the students
Both bring dynamism in the presentation
Both save teacher’s time
Accepted Answers:
Both facilitate to maintain eye-to-eye contact with the students

1 point

While designing instructional material which factor should NOT be taken care of
The outcomes of the course/topic/lesson.
The requirements of the learners and the existing teaching situation.
The material should motivate the learners in such a way that they should be ready to
engage themselves
Ability of the teacher.
Accepted Answers:
Ability of the teacher.
1 point

Handout is used because it:

Eliminates the problem of taking notes by the students.
Allows you to provide more detailed information than you would put on a slide.
Eliminates classroom teaching process.
Is easy to copy matter from handout to board while taking class.
Accepted Answers:
Allows you to provide more detailed information than you would put on a slide.

1 point
Out of the following which one is NOT the purpose of assignment
Drill and practice
Guided learning
Reinforcement of learning
Providing the questions which will be asked in the final exam
Accepted Answers:
Providing the questions which will be asked in the final exam
1 point
Out of the following which one is NOT an issue of concern in conduction of Practical work
Practical work is assigned a secondary role and is therefore handled casually by teachers
as well as students.
There are no well-defined aims or outcomes for practical work, which therefore, result in
random or disjointed work.
Practical work indicates a lack of relevance to the job functions of passouts.
Practical sessions are utilised for covering theory part.
Accepted Answers:
Practical sessions are utilised for covering theory part.
1 point
Match the following:

A-1, B-3, C-4, D-1

A-3, B-4, C-1, D-2
A-1, B-3, C-4, D-2
A-2, B-4, C-1, D-3
Accepted Answers:
A-1, B-3, C-4, D-1
QUIZ # Week 5
The due date for submitting this assignment has passed.
Due on 2020-05-22, 23:59 IST.
As per our records you have not submitted this assignment.
Week 5 # QUIZ
1 point
While designing instructional media the factors need to be considered are….
I. learning outcomes need to be achieved
II. funds, resources and technical knowhow
III. prerequisite knowledge of the students
IV. application of media for assessment
II), III) and IV)
I) and IV) only
I), II) and III)
II) and III) only
Accepted Answers:
I), II) and III)

1 point
In any learning environment, all the teaching-learning activities should be focused on ……
appropriate use of instructional media
teacher himself or herself
learning of students
maintaining classroom environment healthy
Accepted Answers:
learning of students

1 point
In today’s context, the role of a teacher has changed from…
a teacher to an administrator
a teacher to a research guide
a traditional teacher to a counsellor
an information provider to a facilitator of learning
Accepted Answers:
an information provider to a facilitator of learning
1 point
In any learning environment, the role of a teacher is to ………. the message and that of
student is to …………. the message.
extract the meaning out of, receive
transmit, extract the meaning out of
receive, apply meaning to
apply meaning to, transmit back
Accepted Answers:
transmit, extract the meaning out of

1 point
In a classroom situation, when students start counting words or phrases repeated by a teacher,
it breaks the learning process. This communication barrier is ……
disinterest
verbalism
referent confusion
imperceptions
Accepted Answers:
verbalism

1 point
As per Engg. Model of Communication, the message received by the receiver may be in
distorted form. The reason for this may be…..
Absence of communication channels
Incorrect encoding of the message by the receiver
Incorrect decoding of the message by the sender
Presence of communication barriers
Accepted Answers:
Presence of communication barriers
1 point
Teacher can avoid daydreaming of students by ……..
I. Showing video programme on the topic of discussion
II. Taking continuous feedback from the students
III. Slowing down the speed of lesson and explaining more
IV. Using buzz session or group discussion during the session
(I), (II), and (III)
(II), and (III) only
(I) and (IV) only
(I), (II), and (IV)
Accepted Answers:
(I), (II), and (IV)
1 point
For learners, learning is ………….. process while Instruction is …………. process.
an external, an Internal
very important, not so important
an internal, an external
not so important, very important
Accepted Answers:
an internal, an external

1 point
The media for instructor-independent instruction is selected or designed by …..
the examiners
the curriculum designers
the teachers
the students
Accepted Answers:
the teachers

1 point
Teacher can provide direct purposeful experience to the students and help in effective
learning by ……..
using real objects as well as specimens
showing them photographs of objects
showing them animations on topic
providing them numerical problems to solve
Accepted Answers:
using real objects as well as specimens

1 point
Which of the following statements is TRUE regarding instructional media?
Instructional media can be used only for large group learning
Instructional media are difficult to prepare and procure
Instructional media bring stimulus variation in presentation
Preparation of instructional media consumes teacher’s time
Accepted Answers:
Instructional media bring stimulus variation in presentation
1 point
Inquisition Media are those media which are ……..
used by the teacher for explaining the content in classroom
used by the students for self-learning with interaction
used by the teacher in laboratory to explain the practical
used by the students to develop practical skills
Accepted Answers:
used by the students for self-learning with interaction

1 point
A three-dimensional, computer generated environment which can be a explored and
interacted with by a person is called ……..
Virtual reality
Augmented reality
Virtual game
Mixed reality
Accepted Answers:
Virtual reality

1 point
A colored photograph printed in a book can be projected on screen using ….
Slide Projector
Overhead Projector
Opaque projector
Multimedia Projector
Accepted Answers:
Opaque projector

1 point
If you want to procure a “True 4K” display for your classroom, the resolution you select will
be …….
3840 X 2160 Pixels
1920 X 1080 Pixels
1600 X 900 pixels
4096 x 2160 pixels
Accepted Answers:
4096 x 2160 pixels
1 point
Most important advantage of interactive panel is that …..
It is cheaper so easy to procure
It can be used without formal training
It doesn’t require projector for presentation
It facilitates to maintain eye-to-eye contact with the students
Accepted Answers:
It facilitates to maintain eye-to-eye contact with the students
1 point
The main purposes of giving assignments are…………
I. Provide drill and practice to the students
II. Improve the hand writing skills of students
III. Reinforcement of learning
IV. Assess the extent of learning
II), III) and IV)
I) and II) only
II) and III) only
I), III) and IV)
Accepted Answers:
I), III) and IV)
1 point
The media which can be used to develop skills in students is …..
criterion media
mediating media
exposition media
inquisition media
Accepted Answers:
criterion media

1 point
The issues of concern in conduction of Practical work are …..
I. Practical work is assigned a secondary role compared to theory
II. Practical work indicates a lack of relevance to the job functions of
passouts.
III. Practical sessions cannot be used for developing skills.
IV. Outcomes for practical work are vague, which result in disjointed work.
(I), (II) and (IV)
(I), (II) and (III)
(III) and (IV)
(I), (II) and (IV)
Accepted Answers:
(I), (II) and (IV)

1 point
The communication barrier on which teacher does not have his/her control is…….
Physical conditions in classroom
Previous knowledge and experience of students
Lack of knowledge of instructional media
Lack of media equipment in classroom
Accepted Answers:
Previous knowledge and experience of students

1 point
Media which are the replica of the real objects and used for skill training purpose are……..
virtual games
augmented reality
simulators
virtual reality
Accepted Answers:
simulators

1 point
Media such as virtual reality, augmented reality and mixed reality could be used mainly
for.…
Cognitive knowledge development
Skill development
Developing safety precautions
Performing experiments
Accepted Answers:
Skill development
Week 6 MCQ
The due date for submitting this assignment has passed.
Due on 2020-04-17, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ VI
1 point
Dual channel assumption states the human mind processes information ……….
Separately for visual material
Separately for verbal material
With interaction between visual-verbal channels
With all the above
Accepted Answers:
With all the above
1 point
According to Hattie and Timperley (2007), one e of the aspects that need not
be covered by effective feedback is
Feed Up
Feed Back
Feed Down
Feed Forward
Accepted Answers:
Feed Down

1 point
Feedback should be
I. Constructive
II. Timely
III. Meaningful
IV. Negative
Choose the correct with respect to importance of peer feedback and validation of lesson plan.
I only
I and II only
I, II and III only
II, III and IV only
Accepted Answers:
I only

1 point
It is recommended that any media should not have overload of information, this is as per
…………..
Active processing assumption
Dual channel assumption
Limited capacity assumption
Multimedia principle
Accepted Answers:
Limited capacity assumption

1 point
………………. principle states that students learn deeply when appropriate pictures are
added to the text than from text only.
Spatial Contiguity
Coherence
Multimedia
Temporal Contiguity
Accepted Answers:
Multimedia

1 point
Editing of visuals is the process as per ……….. principle.
Multimedia
Spatial Contiguity
Coherence
Temporal Contiguity
Accepted Answers:
Coherence

1 point
For better legibility minimum height of text on a presentation slide should not be less
than ……………….
90 points
80 points
100 points
60 points
Accepted Answers:
80 points

1 point
RGB color model is used in………………
digital media equipment
color printing
color painting
all the above
Accepted Answers:
digital media equipment

1 point
………. Color model is a subtractive color model
RGB
CMYK
RYB
OGB
Accepted Answers:
CMYK

1 point
As per ADDIE model, identification of instructional media and other resources required, is
the part of ………
Evaluation phase
Development phase
Design phase
Analysis phase
Accepted Answers:
Design phase

1 point
While giving peer feedback to session plan, the three phases of an instructional session in
sequence that ought to be considered
Stating topic, teaching topic, summarizing.
Introduction, development, consolidation.
Introduction, demonstration, evaluation.
Stating objectives, developing content, testing achievement.
Accepted Answers:
Introduction, development, consolidation.

1 point
Identify the correct sequence of Gagne’s instructional events, that should be taken cognisance
of while giving peer feedback to session plan:
a) Gain attention; Inform learners of objectives; Stimulate recall of prior learning;
Present the content; Provide 'learning guidance Elicit performance (practice); Provide
feedback; Assess performance; Enhance retention and transfer to the job

b) Gain attention; Inform learners of objectives; Stimulate recall of prior learning;

Present the content; Provide 'learning guidance Elicit performance (practice); Provide
feedback; Enhance retention and transfer to the job; Assess performance

c) Gain attention; Inform learners of objectives; Stimulate recall of prior learning;

Present the content; Provide 'learning guidance Elicit performance (practice); Assess
performance; Provide feedback; Enhance retention and transfer to the job

d) Gain attention; Inform learners of objectives; Stimulate recall of prior learning;

Present the content; Provide 'learning guidance Provide feedback; Assess performance;
Enhance retention and transfer to the job; Elicit performance (practice)
Accepted Answers:
a) Gain attention; Inform learners of objectives; Stimulate recall of prior learning; Present
the content; Provide 'learning guidance Elicit performance (practice); Provide
feedback; Assess performance; Enhance retention and transfer to the job

1 point
The purpose of preparing and using session plan is to
Scientifically and systematically organize various elements of teaching learning process
in order to develop intended learning outcomes
Ensure effective implementation of teaching learning process
Document the teaching learning process
Manage the teaching session effectively
Accepted Answers:
Scientifically and systematically organize various elements of teaching learning process in
order to develop intended learning outcomes

1 point
Consider the following statements:
Feedback need to focus the individual, not on the problem who is being critiqued.
Feedback need to focus on the problem, not the individual who is being critiqued.
Feedback given in constructive way help in self-regulation.
Effective feedback is a powerful tool to reinforce learning

Choose the correct with respect to importance of Peer feedback andvalidation of session plan
I only
III only
I, II and III
II, III and IV
Accepted Answers:
II, III and IV
1 point
Which is not true about giving peer feedback to lesson plan
It helps to identify the shortcomings.
It helps to take corrective actions.
It helps to get motivated to do better quality work
It helps to understand that one does not have control over their own learning
Accepted Answers:
It helps to take corrective actions.
MCQ # Week 7
The due date for submitting this assignment has passed.
Due on 2020-05-03, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ VII
1 point
Correct sequence of 5E Learning Model is
Engage, Explain, Explore, Elaborate and Evaluate
Engage, Explore, Explain, Elaborate and Evaluate
Engage, Exchange, Explore, Elaborate and Evaluate
Engage, Educate, Explain, Elaborate and Evaluate
Accepted Answers:
Engage, Explore, Explain, Elaborate and Evaluate

1 point
Laboratory and Workshop based instructions are designed as per
Events of instruction and cognitivist approach
Events of instruction and constructivist approach
5E Learning Model and cognitivist approach
5E Learning Model and constructivist approach
Accepted Answers:
Events of instruction and constructivist approach

1 point
For preparing industry-based session plan 5E Learning model framework helps in deciding
the
Learning outcomes
Steps to be followed in sequence
Teacher activity
Student activity
Accepted Answers:
Student activity
1 point
Events of Instructions provide guidelines for
Teacher
Student
Examiner
Teacher and student
Accepted Answers:
Teacher

1 point
Identify the activity that is to be performed by teacher before the industry-based session
Demonstration of relevant activity
Orientation of students relevant to the task
Informing about learning outcomes to be achieved
Engaging student in purposeful activity
Accepted Answers:
Orientation of students relevant to the task

1 point
Which of the following principles is not stated as a Principle of learning?
Principle of readiness
Principle of motivation
Principle of note taking
Principle of intensity
Accepted Answers:
Principle of note taking

1 point
The principle of Effect means….
effect due to positive reinforcement
effect of lecture
effect of one-way communication
effect of teacher
Accepted Answers:
effect due to positive reinforcement

1 point
Identify the most correct sentence …
The sequence of nine events of instruction is implemented during lecture whatever are
the intended leaning outcomes.
The sequence of nine events of instruction changes with the characteristics of the target
group.
The whole sequence of nine events of instruction is implemented in the beginning of
lesson.
The whole sequence of nine events of instruction is implemented in the end of lesson
Accepted Answers:
The sequence of nine events of instruction changes with the characteristics of the target
group.

1 point
The learning event of ‘Presenting the stimulus material’ means
review of last class
presenting the content of topic of the day
presenting supplementary material to previous topic
introducing the session outcomes
Accepted Answers:
presenting the content of topic of the day

1 point
To teach a concept, most effective way can be
To read its definition and let students interpret
To show a demonstration and let students interpret
To draw a depicting sketch of the concept and let students interpret
To define, draw and if needed, demonstrate and let students interact

Accepted Answers:
To define, draw and if needed, demonstrate and let students interact

1 point
One of the effective strategies to enable two-way communication in instructional delivery is
Let the students day dream
Discourage student to chat with fellow student
Facilitating buzz group
Asking the students to solve a numerical problem
Accepted Answers:
Facilitating buzz group

1 point
In fairly silent surroundings a classroom lecture is effective only when pitch of teacher’s
voice is….
extremely loud
clearly audible to all
fairly low somewhat audible
moderately loud
Accepted Answers:
clearly audible to all

1 point
Summarization of lecture is an essential event of instruction because…
It helps student to review whether outcomes are achieved.
It helps teacher finish the lesson
The teacher can move to next lesson
It helps the teacher to attain learning outcomes
Accepted Answers:
It helps student to review whether outcomes are achieved.

1 point
Keystone effect in projected image should be removed because…
It helps student to see a rectangular view.
It helps teacher to show correct proportions in figures
It damages the screen
The it damages the projector
Accepted Answers:
It helps teacher to show correct proportions in figures

1 point
Formative assessment can be done at the end of …..
after every small teaching act
course only
lecture session only
unit only
Accepted Answers:
after every small teaching act

1 point
Lower level cognitive skills mean …
Analyzing problem
Justifying results of experiment
remembering, understanding ideas
troubleshooting an apparatus in laboratory
Accepted Answers:
remembering, understanding ideas

1 point
The purpose of giving an assignment for formative assessment is to…
Create sense of competition in students
test the student’s abilities for including in final assessment
Identify the extent of learning of students
distinguish between good and poor performers
Accepted Answers:
Identify the extent of learning of students

1 point
With respect to formative assessment identify the incorrect sentence out of the following
Purpose of an assignment is to undertake drill and practice of a certain type of learning
Purpose of doing an assignment helps the student revise a chunk of learning.
Purpose of doing an assignment is to enhance reading abilities.
Purpose of giving an assignment is to reject poor performers
Accepted Answers:
Purpose of giving an assignment is to reject poor performers
1 point
A typical rubric comprises of four elements:
Assessment Criteria, checklist, performance descriptor, scores,
Assessment Criteria, Levels of Performance, descriptors, scores
Assessment criteria, performance rating scale, descriptor, score
Assessment criteria, descriptor, marks, teachers’ comments
Accepted Answers:
Assessment Criteria, Levels of Performance, descriptors, scores

1 point
The best way to assess ability of student to setup a job on lathe machine in workshop is to use
Checklist for setting up and theoretical background knowledge
Checklist for setting up and rating scale for background knowledge
Rubric for setting up and viva for background knowledge
Rubric for setting up and assignment for background knowledge
Accepted Answers:
Rubric for setting up and viva for background knowledge

1 point
The best time to conduct test of students for formative assessment of basic concepts in a topic
is
Just after end of next class
Same day- in between the class or just before end of period
Just after the unit is covered
In next lab session of the subject
Accepted Answers:
Same day- in between the class or just before end of period

1 point
The best way to compare the attitude of different students towards housekeeping is by ….
Conducting oral test
Observing and filling up checklist developed
Observing and filling up Rubrics
Checking responses to students’ assignment sheets
Accepted Answers:
Observing and filling up Rubrics
MCQ # WEEK 8
The due date for submitting this assignment has passed.
Due on 2020-05-04, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ # WEEK 8
1 point
Which of the following best describes rapport as it relates to education?
Teachers who demonstrate strong relationships with students
Teachers who are entertaining to students
Teachers who are liked by the students
Teachers who teach with a sense of humor
Accepted Answers:
Teachers who demonstrate strong relationships with students

1 point
Preventive approach (PA) to student’s management means to provide…
Prevent students to interact
Prevent students from asking for guidance
Prevent hurdles in unconditional, warmth, acceptance and support
Prevent approach of students to teacher for tutorials
Accepted Answers:
Prevent hurdles in unconditional, warmth, acceptance and support
1 point
Discipline Without Stress (DWS) means…..
Non -forceful way to maintain discipline
Stress free environment with fun
Discipline at top priority
control like punishment
Accepted Answers:
Non -forceful way to maintain discipline

1 point
The main purpose of practicum in the classroom is:
to implement the session plan
to handle the students in normal classroom situation
to get the feedback from mentor
to improve the teacher performance
Accepted Answers:
to handle the students in normal classroom situation

1 point
The skill development model suggests .....
the teachers need to teach again and again
the teachers need to obtain feedback on session plan
the teachers need to obtain feedback on their presentation
the teachers should plan the session in advance
Accepted Answers:
the teachers need to obtain feedback on their presentation

1 point
When the mentor provides you the feedback, you should ......
justify the activities in the class
assume what the mentor is likely to offer
reflect and decide future actions
Listen to the feedback carefully as it is given only once
Accepted Answers:
reflect and decide future actions

1 point
If you are offering feedback to your colleague. you should......
offer feedback in a prescriptive style
focus on the overall personality of the presenter
offer feedback on modifiable aspects of behaviour
offer feedback at your own convenience
Accepted Answers:
focus on the overall personality of the presenter

8 points
Your mentor gives you feedback to enhance students' participation during session, you would
NOT.....
show them video program
ask more questions in the class
design classroom assignments
ask them to clarify doubts
Accepted Answers:
show them video program
Quiz 1 - Introduction To TEL
The due date for submitting this assignment has passed.

Due on 2020-04-17, 23:59 IST.

As per our records you have not submitted this assignment.

Introduction to TEL
1 point

Which of these following sentences is FALSE about the digital literacy?

The ability to understand, use, analysis and evaluate information from digital environment

The ability to complete tasks in a technology-enhanced environment

The ability to learn without using technology to complete the task

The skills to understand, create, communicate and evaluate digital information in a wide variety of
formats.

No, the answer is incorrect.

Score: 0
Accepted Answers:
The ability to learn without using technology to complete the task

1 point

What is the reason behind the findings of the research “students aremore engaged in technology enabled
instruction (personalized learning) than the traditional teaching methods”?

Students feel a greater level of ownership in their learning.

Students want to please their teacher.

Students want to avoid negative consequences.

Students are looking to get rewarded.

No, the answer is incorrect.

Score: 0
Accepted Answers:
Students feel a greater level of ownership in their learning.
1 point

The success of faculty in deploying technology in the classroom followsthe order of

1. Awareness

2. Consideration

3. Adoption

4. Innovation

1, 2, 3, and 4

1, 3, 2, and 4

1, 4, 3, and 2

2, 1, 3, and 4

No, the answer is incorrect.

Score: 0
Accepted Answers:
1, 2, 3, and 4

1 point

What differs between Digital Native and Digital Immigrant?

Generation, Age and Willingness

Generation, the way they work and ability in using technology

Generation, willingness and ability in using technology

Age, willingness and wealth of a person.

No, the answer is incorrect.

Score: 0
Accepted Answers:
Generation, the way they work and ability in using technology

1 point

They receive information very fast and adapt quickly to the latest technical development through
technology

Digital Natives

Digital Immigrant

Digital Citizenship
Digital Footprint

No, the answer is incorrect.

Score: 0
Accepted Answers:
Digital Natives

1 point

What is the characteristic of digital immigrants?

Logical Learners

Extremely social

Intuitive Learners

Tech Savy

No, the answer is incorrect.

Score: 0
Accepted Answers:
Logical Learners

1 point

What are the characteristics of digital natives?

1. Adopters of the web technologies

2. intuitive learners

3. Multimedia oriented

4. Extremely sociaL

1, 3, and 4

1, 2, and 4

1, 2, 3, and 4

2, 3, and 4

No, the answer is incorrect.

Score: 0
Accepted Answers:
2, 3, and 4
1 point

By using technology enabled instruction, what can the teachers help the students?

The teacher helps the students to train their thinking to be more critical by ignoring the facts in some
news.

Asking the students to be more careful about what they decide and think about the given news.

The teachers can help set their goals, plans, monitor their progress, as well as communicate with
others and choose the strategies that best fit their learning goals.

Eliminating and prohibiting the students to talk or communicate with each other while having sharing
info.

No, the answer is incorrect.

Score: 0
Accepted Answers:
The teachers can help set their goals, plans, monitor their progress, as well as communicate with others
and choose the strategies that best fit their learning goals.

1 point

E-safety, Creativity, the ability to find and select the information, Functional skills and Collaboration are

Components of digital literacy

Components of digital natives

The characteristics of digital immigrants

The characteristics of digital natives

No, the answer is incorrect.

Score: 0
Accepted Answers:
Components of digital literacy

1 point

What is the characteristic of digital immigrants?

1.Intuitive learners

2.Logical learners

3.Prefer to talk in person

4.Adopters of the web technology

1, 3, and 4

1, 2, and 4

2, 3, and 4

1, 2, 3, and 4

No, the answer is incorrect.

Score: 0
Accepted Answers:
2, 3, and 4

1 point

Effectiveness of video-based instruction is NOT suitable / LOW impact in

the following situation

Learning Factual Information;

Learning Visual Identification;

Learning Principles, Concepts and Rules

Performing Skilled Perpetual Motor Act

No, the answer is incorrect.

Score: 0
Accepted Answers:
Performing Skilled Perpetual Motor Act

1 point

The teachers ask to the students to have the self-control to be aware for the upcoming news and decide
whether the news is fake or not.

Digital natives

Digital immigrant

Digital literacy

Autonomy

No, the answer is incorrect.

Score: 0
Accepted Answers:
Autonomy

1 point
The term which really focus on facilitation; the learning is made possible through the use of technology is
known as:

Technology enhanced learning

Technology enabled learning

Technology equipped learning

Technology evolved learning

No, the answer is incorrect.

Score: 0
Accepted Answers:
Technology enabled learning

1 point

The majority of our Indian teens/students spend how many hours per day on the Internet?

2 hours.

4 hours.

8 hours.

15 hours.

No, the answer is incorrect.

Score: 0
Accepted Answers:
8 hours.

1 point

What sorts of activities do the students participate in while online?

The teenagers are watching TV.

The teenagers are communicating with friends on a wide varietyof social media sites such as
Whatsapp, Twitter, Instagram and Facebook.

The teenagers are browsing educational sites.

The teenagers are plugged in to SWAYAM portal completely.

No, the answer is incorrect.

Score: 0
Accepted Answers:
The teenagers are communicating with friends on a wide varietyof social media sites such as Whatsapp,
Twitter, Instagram and Facebook.
1 point

what qualities do teachers in the 21st century have?

Learners read a lot, teach less.

Build skill and attitudes for learners.

Teaching to finish in class, no homework.

Taught by modern media, using the studio.

No, the answer is incorrect.

Score: 0
Accepted Answers:
Build skill and attitudes for learners.

You were allowed to submit this assignment only once

Quiz 2 - National Educational Policy
The due date for submitting this assignment has passed.

Due on 2020-04-17, 23:59 IST.

As per our records you have not submitted this assignment.
National Educational Policy

1 point

According the National Education Policy (2019) Draft, the use of technology in education can be
classified broadly into _________ categories:

Three

Four

Five

Six
No, the answer is incorrect.
Score: 0
Accepted Answers:
Four

1 point

As per National Education Policy 2019 (Draft), how many categories of technology in education are
directly concerned with students, teachers and classroom process?

Three

Four

Five

Six
No, the answer is incorrect.
Score: 0
Accepted Answers:
Three

1 point
Which one of the uses of technology in education is NOT listed in the National Education Policy 2019
(Draft)?

Teacher preparation and development;

Classroom processes of teaching, learning and evaluation;

Improved access to education for disadvantaged groups;

Crisis Management of clientele system.

No, the answer is incorrect.
Score: 0
Accepted Answers:
Crisis Management of clientele system.

1 point

Establishment of National Educational Technology Forum (NETF) was the result of one of the
recommendations of:

Indian Education Commission (1982)

National Policy on Education (1986)

National Education Policy (2019)

University Education Commission (1948-49)

No, the answer is incorrect.
Score: 0
Accepted Answers:
National Education Policy (2019)

1 point

What are the roles listed in the NETF, as per the National Education Policy 2019 (Draft):

1. Provide independent evidence-based advice to Central and State government agencies on

technology-based interventions;

2. Build intellectual and institutional capacities in educational technology;

3. Envision strategic thrust areas in this domain; and

4. Articulate new directions for research and innovation.

1, 2, 3, and 4

1, 2, and 4
1, 3, and 2

1, 3, and 4
No, the answer is incorrect.
Score: 0
Accepted Answers:
1, 2, 3, and 4

1 point

What are the main components will form an integral part of most technology-based interventions,
as per NEP 2019 (Draft)

Hardware, Software and Date

Hardware and Software

Software and Data

Hardware and Data

No, the answer is incorrect.
Score: 0
Accepted Answers:
Hardware, Software and Date

1 point

According to the NEP 2019 (Draft), the integrating of technology into the STEAM education
curriculum is mandatory. The STEAM acronym is:

Science, Technology, Engineering, Art & Design, and Mathematics.

Science, Technology, Engineering, Architecture and Mathematics.

Science, Technology, Engineering, Art and Mathematics.

Science, Technology, Engineering, Architecture and Management.

No, the answer is incorrect.
Score: 0
Accepted Answers:
Science, Technology, Engineering, Art & Design, and Mathematics.

1 point
According to the NEP 2019 (Draft), a rich variety of educational software will be developed and
made available for students and teachers at all levels. It includes:

1. Software to assist learners with disabilities

2. Intelligent Tutoring Systems

3. Educational software in the form of serious games, simulations, and applications using augmented
and virtual reality.

4. Software to create personalised learning trajectories for each learner

5. Adaptive assessment tools that provide formative feedback to help learners take remedial steps,
such as self-study or learning collaboratively with fellow students.

1, 2, 3, 4 & 5

1, 2, 3 & 4

1, 2, 3 & 5

1, 3, 4 & 5
No, the answer is incorrect.
Score: 0
Accepted Answers:
1, 2, 3, 4 & 5

1 point

The recommendation of NEP 2019 (Draft) is to establish the NROER. The NROER acronym is:

The National Repository for Open Educational Resources.

The National Resource centre for Open Educational Resources.

The National Repository in Open Educational Resources.

The National Repository of Open Educational Resources.

No, the answer is incorrect.
Score: 0
Accepted Answers:
The National Repository for Open Educational Resources.
1 point

As per NEP 2019 (Draft) Educational information management systems for community monitoring
will be created and integrated with ________.

National Repository of Educational Data

National Repository of Open Educational Resources

IT Enabled Services

National Educational Technology Forum

No, the answer is incorrect.
Score: 0
Accepted Answers:
National Repository of Educational Data

1 point

According to the NEP 2019 (Draft), the positive yet cautious approach to the induction of technology
at scale will be adopted by what listed activities:

1. Qualified support for educational technology with teachers playing a central role;
2. Technology use and integration in educational settings;
3. Creation of Centres of Excellence in Educational Technology;
4. Preparation of general guidelines for technology-based interventions;

1,2, 3 & 4

1, 3 & 4

1, 2 & 4

1, 2 & 3
No, the answer is incorrect.
Score: 0
Accepted Answers:
1,2, 3 & 4
1 point

The kind of disruptive technology that Clayton Christensen (2010) has argued will change the world
of education.

Massive Open Online Course

Artificial Intelligence

Block Chain Technology

Virtual Reality
No, the answer is incorrect.
Score: 0
Accepted Answers:
Massive Open Online Course

1 point

The disruptive innovation is defined as an innovation

that creates a new market and value network and eventually disrupts an existing market and
value network,

that modifies the existing market and value network and eventually enhance existing products.

that increase the customer expectations and create change in the existing market.

that redesign the product that is cheap and untested.

No, the answer is incorrect.
Score: 0
Accepted Answers:
that creates a new market and value network and eventually disrupts an existing market and value
network,

1 point

Which of the following are NOT a strategy to counter disruptive innovation?

Offer a competing product

Increase customer expectations

Enhance your existing products with more features

Redesign your product

No, the answer is incorrect.
Score: 0
Accepted Answers:
Enhance your existing products with more features

1 point

Why do educational institutions typically ignore disruptive innovations?

The innovations are too cheap and untested

The management of the company is lousy

The innovations do not initially meet clientele needs

Clientele system want the new technology

No, the answer is incorrect.
Score: 0
Accepted Answers:
The innovations do not initially meet clientele needs
Quiz 3-Google Classroom
The due date for submitting this assignment has passed.
Due on 2020-04-17, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
Google Classroom is used primarily to...

Publish and share resources

Make important announcements

Facilitate student collaboration on documents

All of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the above
1 point
What do students need in order to join your Google Classroom?

Password

Teacher's email address

Teacher's phone number

Class Code
No, the answer is incorrect.
Score: 0
Accepted Answers:
Class Code
1 point
The “STREAM” tab in the google classroom will display your posts in what type of order?

Chronological (Most Recent to Oldest Posts)

Alphabetical

In any order you wish

In the order of when your assignments are due.

No, the answer is incorrect.
Score: 0
Accepted Answers:
Chronological (Most Recent to Oldest Posts)

1 point
Which tab is best to navigate to in order to ORGANIZE your content in Google Classroom?

Stream
Classwork

People

Grades
No, the answer is incorrect.
Score: 0
Accepted Answers:
Classwork
1 point
What is the name of the button that allows you to post “Assignments, Material and/or Questions” in the
google classroom?

Create

Produce

Post

Schedule
No, the answer is incorrect.
Score: 0
Accepted Answers:
Create
1 point
In which tab will you find the "+ Create" button to post Assignments, Materials, and Questions in the Google
Classroom?

Stream

Classwork

People

Grades
No, the answer is incorrect.
Score: 0
Accepted Answers:
Classwork
1 point
What are the three types of posts you can create in Google Classroom for your students?

Project, Question, Classwork

Exam, Question, Announcement

Assignment, Question, Material

Assessment, Question, Task

No, the answer is incorrect.
Score: 0
Accepted Answers:
Assignment, Question, Material
1 point
If you wish to have your students complete a task and submit the task back to you, it is best to create a(n)...
Question

Material

Assignment

Announcement
No, the answer is incorrect.
Score: 0
Accepted Answers:
Assignment
1 point
In Google Classroom, “Topic” can be used for the listed options EXCEPT

Organize the posts in each classroom

Title Your Assignments, Questions and Materials

Sort your posts by the lessons/units in which you teach

Serve as a folder that contains all of your google classroom content

No, the answer is incorrect.
Score: 0
Accepted Answers:
Title Your Assignments, Questions and Materials
1 point
If you would like to post a class announcement of some sort, it is advised to post it as a(n)...

Assignment

Material

Question

None of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
Material
1 point
What does the "+" button in the right corner of the google classroom do?

Add students to a class

Create a new class

Add a class to your wish list

Open a calculator app

No, the answer is incorrect.
Score: 0
Accepted Answers:
Create a new class
1 point
How many classes can you create per day on your Google Classroom account using your personal Google
Account?
10

Unlimited
No, the answer is incorrect.
Score: 0
Accepted Answers:
30
1 point
How many class-member invitations you can send per day on your Google Classroom account using your
personal Google Account?

100 per class per day

250 per class per day

300 per class per day

Unlimited
No, the answer is incorrect.
Score: 0
Accepted Answers:
100 per class per day
1 point
How many numbers of classes you can join on your Google Classroom account using your personal
Google Account?

100

250

300

Unlimited
No, the answer is incorrect.
Score: 0
Accepted Answers:
100
1 point
How many class-members (Teacher and Students) you can have in your Google Classroom using your
personal Google Account?

100

250

300

Unlimited
No, the answer is incorrect.
Score: 0
Accepted Answers:
250
1 point
How many maximum numbers of teacher per class you can have in your Google Classroom account using
your personal Google Account?

30
No, the answer is incorrect.
Score: 0
Accepted Answers:
20
1 point
The best place to put permanent resources in your Google Classroom (conference hours, syllabus, etc.) is
which tab:

stream

classwork page

assignments

calendar
No, the answer is incorrect.
Score: 0
Accepted Answers:
classwork page
1 point
You would like your students to access a website as a resource. What will you most likely post in your
classroom?

An announcement

An assignment

A sticky note

A QR code
No, the answer is incorrect.
Score: 0
Accepted Answers:
An announcement
1 point
What does the acronym "GAFE" mean for educators and students?

Good Applications for Entertainment

Google Apps for Everyone

Google Apps for Education

Grupo Aeromóvil de Fuerzas Especiales

No, the answer is incorrect.
Score: 0
Accepted Answers:
Google Apps for Education
1 point
In order to create individualized worksheets for every student in Google Classroom you must

"share with class"

Give everyone editing access

Make a copy for each student

Type out 3 different Google Docs with a different students name on each!
No, the answer is incorrect.
Score: 0
Accepted Answers:
Make a copy for each student
1 point
Where can a student look to find out when an assignment is due in Google Classroom?

Student can look at the new calendar view.

Student can look in Google Drive

Student can Ask a question

Student can call a friend

No, the answer is incorrect.
Score: 0
Accepted Answers:
Student can look at the new calendar view.
1 point
What is an easy way to check for understanding in Google Classroom?

You can use the new "ask a question" feature.

You can make an assignment and go through every student work and grade each one.

You can make a Google Drawing.

You can attach a spreadsheet.

No, the answer is incorrect.
Score: 0
Accepted Answers:
You can use the new "ask a question" feature.
1 point
To assign a test in Google Classroom you can now

Attach a Google Form

Attach a Google Doc

Attach a Google Sheet

Attach a Google Test

No, the answer is incorrect.
Score: 0
Accepted Answers:
Attach a Google Form
1 point
The "Add to Google Classroom" Extension can

Post a picture in Google Classroom

Create a link in the stream for a specific website

add a video to Google Classroom

Add a Google Doc to Google Classroom

No, the answer is incorrect.
Score: 0
Accepted Answers:
Create a link in the stream for a specific website
1 point
When creating "Assignments", "Materials", and "Questions", you are able to...

Embed a YouTube video

Attach a Google Drive file

Add a link

All of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the above
Quiz 4-Edpuzzle and SAMR Model
The due date for submitting this assignment has passed.
Due on 2020-04-17, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
When you ____ an EdPuzzle video, answers won't be saved but viewers will get immediate feedback

Edit

Assign

Remix
No, the answer is incorrect.
Score: 0
Accepted Answers:
Share
1 point
Where do you get the data from EdPuzzle after students took it

My Classes

My Content

Progress

EdPuzzle Homescreen
No, the answer is incorrect.
Score: 0
Accepted Answers:
My Classes
1 point
Within Edpuzzle, you can easily find a video from all of these sites except for....

Teacher Tube

Discovery Education

YouTube

Khan Academy
No, the answer is incorrect.
Score: 0
Accepted Answers:
Discovery Education
1 point
What is one thing you CANNOT do with a video on EDpuzzle

Voice over

Snip/Cut it

In line video quiz

Put it in slow motion
No, the answer is incorrect.
Score: 0
Accepted Answers:
Put it in slow motion
1 point
Which website has students answer multiple choice questions in a game show style
setting?

Quizizz

Flipgrid

Edpuzzle

Google Slides
No, the answer is incorrect.
Score: 0
Accepted Answers:
Quizizz
1 point
Which website allows teachers to show students a video and ask them questions?

Quizizz

Flipgrid

Edpuzzle

Google Slides
No, the answer is incorrect.
Score: 0
Accepted Answers:
Edpuzzle
1 point
Which website allows students to respond to their teachers' prompts with video?

Quizizz

Flipgrid

Edpuzzle

Google Slides
No, the answer is incorrect.
Score: 0
Accepted Answers:
Flipgrid
1 point
Which application can be used to create amazing student-created ebooks?

Quizizz

Flipgrid
Edpuzzle

Google Slides
No, the answer is incorrect.
Score: 0
Accepted Answers:
Google Slides
1 point
Which of the following is NOT one of the 4 C's of education of 21st Century Skills?

Collaboration

Creativity

Critical Thinking

Concentration
No, the answer is incorrect.
Score: 0
Accepted Answers:
Concentration
1 point
Which step in the SAMR Model involves using technology with no real change?

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Substitution
1 point
Which step in the SAMR Model involves using technology to do something that would be impossible to do
without it

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Redefinition
1 point
Which step in the SAMR Model involves using technology to help with tasks

Substitution
Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Augmentation
1 point
Which step in the SAMR Model involves using technology to do the same task with a different outcome

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Modification
1 point
Which two steps in the SAMR Model involve transforming learning?

Substitution & Augmentation

Augmentation & Modification

Modification & Redefinition

Redefinition & Substitution

No, the answer is incorrect.
Score: 0
Accepted Answers:
Modification & Redefinition
1 point
Which two steps in the SAMR Model involve enhancing learning?

Substitution & Augmentation

Augmentation & Modification

Modification & Redefinition

Redefinition & Substitution

No, the answer is incorrect.
Score: 0
Accepted Answers:
Substitution & Augmentation
1 point
What are the goals of the SAMR Model?

to force you to use technology in the classroom, so that students will be motivated to learn
to evaluate the use of technology, target higher order thinking skills, provide rich learning
experiences, & impact student achievement

to keep students from being bored in class by allowing them to do all of their work on a device instead

to help get students ready for taking Online State Assessments

No, the answer is incorrect.
Score: 0
Accepted Answers:
to evaluate the use of technology, target higher order thinking skills, provide rich learning experiences, &
impact student achievement
1 point
Student in during their project work collaborate on Google sheet to organize, calculate, and summarize
their experiment data, into the form of a chart once the lab experiment is complete. It is an example of:

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Modification
1 point
The SAMR model will help teachers

infuse technology into teaching and learning.

helps teachers learn basic computer skills.

manage their technology levels.

become an expert in technology.

No, the answer is incorrect.
Score: 0
Accepted Answers:
infuse technology into teaching and learning.
1 point
The task of just writing a story is changed to publishing an interactive epub book that is shared in iBooks is
an example of __________ in the SAMR model.

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Redefinition
1 point
If the faculty member use Google Classroom to pass out assignments to the students. It is an example of:

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Substitution
1 point
Students from different classrooms working on an Inter-school project utilize Flipgrid to share key passages
of their book club novel, then leave comments on each other’s posts.

Substitution

Augmentation

Modification

Redefinition
No, the answer is incorrect.
Score: 0
Accepted Answers:
Redefinition
1 point
Where do you answer questions as you watch a video?

In Edmodo

Within EdPuzzle

In a Google Doc

Email to teacher
No, the answer is incorrect.
Score: 0
Accepted Answers:
Within EdPuzzle
1 point
Which of the ways can you get data from an EdPuzzle video?

Overall Grade

Number of times a part of the video was rewatched

Individual Questions Right/Wrong

All of the Above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the Above
1 point
The different options available for viewing the students' progress and answers in the Edpuzzle Tool
1. Student progress across multiple videos
2. Track entire classroom progress for one video
3. Track individual student progress for one video
4. Grade questions

1,2,3 &4

1, 2 & 3

1, 2 & 4

2, 3 & 4
No, the answer is incorrect.
Score: 0
Accepted Answers:
1,2,3 &4
1 point
What types of question that CANNOT be added in Edpuzzle tool?

Open-ended questions

Multiple Choice Questions

Notes

Match the following

No, the answer is incorrect.
Score: 0
Accepted Answers:
Match the following
QUIZ 5-NMEICT
The due date for submitting this assignment has passed.
Due on 2020-04-20, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
NMEICT stands for:

National Mission on Education through ICT

National Mission on E-governance through ICT

National Mission on E-commerce through ICT

National Mission on E-learning through ICT

No, the answer is incorrect.
Score: 0
Accepted Answers:
National Mission on Education through ICT
1 point
Among the given list, which is NOT the cardinal principle of education policy

Access

Equity

Quality

Availability
No, the answer is incorrect.
Score: 0
Accepted Answers:
Availability
1 point
The gross enrolment ratio in the higher education is planned to increase from _______ to _________-.

15,30

20,50

26,40

30,60
No, the answer is incorrect.
Score: 0
Accepted Answers:
26,40
1 point
NMEICT Mission has two major components

Connectivity and Content Generation

Connectivity and Research funding

Content Generation and Dissemination

Research Funding and Dissemination
No, the answer is incorrect.
Score: 0
Accepted Answers:
Connectivity and Content Generation
1 point
The “SWAYAM” Acronym stands for

Study Webs of Aspiring Youngsters to Active Mind

Study Webs of Active-Learning for Young Aspiring Minds

Study Website for Active Young Aspiring Mind

Study Website for Aspiring Young Active Mind

No, the answer is incorrect.
Score: 0
Accepted Answers:
Study Webs of Active-Learning for Young Aspiring Minds
1 point
The educational channel with high quality material running for 24*7 is

SWAYAMPRABHA

GNANADARSHAN

SMARATH

VIDWAN
No, the answer is incorrect.
Score: 0
Accepted Answers:
SWAYAMPRABHA
1 point
The ___________ is a digital repository containing textbooks, articles, videos, audio books, lectures,
simulations, fiction and all other kinds of learning media.

Shodhganga

E-Shodhsindhu

National Digital Library

e-PG Pathshala
No, the answer is incorrect.
Score: 0
Accepted Answers:
National Digital Library
1 point
It is platform for research students to deposit their Ph.D. theses and make it available to the entire scholarly
community in open access.

Shodhganga

E-Shodhsindhu
National Digital Library

e-PG Pathshala
No, the answer is incorrect.
Score: 0
Accepted Answers:
Shodhganga
1 point
It is the Consortium for Higher Education Electronic Resources and Provides access to e-resources to
Universities, Colleges and Centrally Funded Technical Institutions in INDIA.

Shodhganga

E-Shodhsindhu

National Digital Library

e-PG Pathshala
No, the answer is incorrect.
Score: 0
Accepted Answers:
E-Shodhsindhu
1 point
MHRD has formed __________________ merging three consortia initiatives, namely UGC-INFONET
Digital Library Consortium, NLIST and INDEST-AICTE Consortium.

Shodhganga

E-Shodhsindhu

National Digital Library

e-PG Pathshala
No, the answer is incorrect.
Score: 0
Accepted Answers:
E-Shodhsindhu
1 point
It is an Open Source, Open Standard enabled Robust, Secure, Scalable and Evolutionary Process
Automation Engine for Universities and Higher Education Institutions.

SAMARTH

VIDWAN

Shodh Shudhhi

FOSSEE
No, the answer is incorrect.
Score: 0
Accepted Answers:
SAMARTH
1 point
It is the premier database of profiles of scientists / researchers and other faculty members working at
leading academic institutions and other R&D organisation involved in teaching and research in India.
SAMARTH

VIDWAN

Shodh Shudhhi

FOSSEE
No, the answer is incorrect.
Score: 0
Accepted Answers:
VIDWAN
1 point
It provides access to Plagiarism Detection Software (PDS) to all universities/Institutions in India.

SAMARTH

VIDWAN

Shodh Shudhhi

FOSSEE
No, the answer is incorrect.
Score: 0
Accepted Answers:
Shodh Shudhhi
1 point
Through this project, they developed variety of tutorials on various Free and Open Source Software
(FOSS) in several Indian regional languages.

E-Yantra

Virtual Lab

Spoken Tutorial

FOSSEE
No, the answer is incorrect.
Score: 0
Accepted Answers:
Spoken Tutorial
1 point
Through this initiative, approximately 700+ web-enabled experiments were designed for remote-operation
and viewing.

E-Yantra

Virtual Lab

Spoken Tutorial

FOSSEE
No, the answer is incorrect.
Score: 0
Accepted Answers:
Virtual Lab
Quiz 6-Ed-TED
The due date for submitting this assignment has passed.
Due on 2020-04-20, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
In the lecture usage of Ed TED for educational purposes, the speaker discussed about two documentaries
viz.,

An Inconvenient Truth and Global Warming Swindle

Design E2 and Global Warming Swindle

An Inconvenient Truth and Design E2

Global Warming & An Inconvenient Truth

No, the answer is incorrect.
Score: 0
Accepted Answers:
An Inconvenient Truth and Global Warming Swindle
1 point
In Ed-TED the option NOT available while creating learning material is

Watch

Think

Dig Deeper

Evolve
No, the answer is incorrect.
Score: 0
Accepted Answers:
Evolve
1 point
According to the Modified Blooms Taxonomy of learning outcomes, how many major categories of
knowledge are there?

6
No, the answer is incorrect.
Score: 0
Accepted Answers:
4
1 point
Outcome Based Education is basically defined as

Learning (Content) is fixed but learning time varies

Learning (Content) is variable but learning time fixed

Learning (Content) is fixed and learning time is also fixed

Learning (Content) is variable and Learning time is also variable

No, the answer is incorrect.
Score: 0
Accepted Answers:
Learning (Content) is fixed but learning time varies
1 point
While managing the lesson created in Ed.TED, the option which is NOT available in the activity menu is:

Viewed

Deleted

Completed

Published
No, the answer is incorrect.
Score: 0
Accepted Answers:
Deleted
1 point
Which is NOT the major categories of Knowledge based on the taxonomy of learning outcomes?

Factual

Conceptual

Procedural

Analysis
No, the answer is incorrect.
Score: 0
Accepted Answers:
Analysis
1 point
In the Ed.TED, the four different option available in exploring the tool:

Discover, Create, Manage, Support

Discover, Create, Design, Support

Discover, Design, Manage, Support

Discover, Create, Design, Manage

No, the answer is incorrect.
Score: 0
Accepted Answers:
Discover, Create, Manage, Support
1 point
In the ED TED, what are the different types of Discussion that could be created:
1) Guided Discussion
2) Open Discussion
3) Closed Discussion
1, 2 & 3

1&2

1&3

2&3
No, the answer is incorrect.
Score: 0
Accepted Answers:
1&2
1 point
The supplementary learning material is provided in the ED TED using the option.

Think

Discuss

Dig Deeper

Conclusion
No, the answer is incorrect.
Score: 0
Accepted Answers:
Dig Deeper
1 point
The learning resources created using ED TED is shared to students through
1) Social Media
2) Email
3) Providing the Link

1, 2 & 3

1&2

1&3

2&3
No, the answer is incorrect.
Score: 0
Accepted Answers:
1, 2 & 3
Quiz 7-Google Forms and Hot
Potatoes
The due date for submitting this assignment has passed.
Due on 2020-04-22, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
The application of hot potatoes which can be used to create matching or ordering exercise is ......

JMatch

JCloze

JQuiz

JMix
No, the answer is incorrect.
Score: 0
Accepted Answers:
JMatch
1 point
The application of hot potatoes which can be used to create jumble sentence exercise is ......

JCloze

JMix

JMatch

JQuiz
No, the answer is incorrect.
Score: 0
Accepted Answers:
JMix
1 point
The application of hot potatoes which can be used to create gap-fill exercise is ......

JQuiz

JMix

JMatch

JCloze
No, the answer is incorrect.
Score: 0
Accepted Answers:
JCloze
1 point
In JQuiz application of Hot Potatoes, there are four different types of question we can create, namely
............

multiple-choice, short answer, hybrid, and true-false

multiple-choice, short answer,essay, and multi-select

multiple-choice, true-false, short answer, and multi-select

multiple-choice, short answer, hybrid, multi-select

No, the answer is incorrect.
Score: 0
Accepted Answers:
multiple-choice, short answer, hybrid, multi-select
1 point
Hot Potatoes software includes five applications that can create exercises, namely .....

JCross, JCloze, JMatch, JMix and JQuest

JCloze, JCross, JMatch, JMix and JQuiz.

JMath, JCloze, JCross, JMix and JQuiz.

JCross, JCloze, JQuest, JMath, JMix and JQuiz.

No, the answer is incorrect.
Score: 0
Accepted Answers:
JCloze, JCross, JMatch, JMix and JQuiz.
1 point
An Application of Hot Potatoes compiling all the Hot Potatoes exercises into one unit is called .......

The Master

The Compiler

The Masher

The Mixer
No, the answer is incorrect.
Score: 0
Accepted Answers:
The Masher
1 point
Select the correct sequence of actions in creating a Hot Potatoes exercise
1. Enter your data, questions, answers, etc.
2. Set the correct configuration information.
3. Save your data.
4. Click on "File / Create Web page

1,2,3,4

1,3,2,4

2,1,3,4

2,4,1,3
No, the answer is incorrect.
Score: 0
Accepted Answers:
1,2,3,4
1 point
What type of question allows you to select more than one answer?

Paragraph

Checkboxes

Multiple Choice

List
No, the answer is incorrect.
Score: 0
Accepted Answers:
Checkboxes
1 point
What Google Forms feature can give your work a more consistent and professional look?

Design Themes

Responses Tab

Color Palette

Common Forms
No, the answer is incorrect.
Score: 0
Accepted Answers:
Design Themes
1 point
Which of the following is NOT a Google Forms question type?

Short answer

Linear scale

Multiple Choice

True/False
No, the answer is incorrect.
Score: 0
Accepted Answers:
True/False
1 point
What feature is added to each question when you make a Google Form into a Quiz?

A Response Tab

Add Image option for the question

An Answer Key

A Required toggle switch

No, the answer is incorrect.
Score: 0
Accepted Answers:
An Answer Key
1 point
A common way to send or distribute your Google Form is

Copy questions to Google Docs

Print out the questions

Distribute using a PDF file

Share a link with users

No, the answer is incorrect.
Score: 0
Accepted Answers:
Share a link with users
1 point
What other Google application does Google Forms work with so that you can further analyze and
manipulate the form responses?

Google Slides

Google Docs

Google Sheets

Google Maps
No, the answer is incorrect.
Score: 0
Accepted Answers:
Google Sheets
1 point
When does conditional branching occur in a section?

Before the user answers the question

After the user answers the question

When the user clicks the Next button in the section

When the user licks the Previous (Back) button in the section
No, the answer is incorrect.
Score: 0
Accepted Answers:
When the user clicks the Next button in the section
1 point
Which feature in Google Forms directs the user to another section of the form based on an answer to a
question?

Response tab

Sections

Conditional Branching

Command Form
No, the answer is incorrect.
Score: 0
Accepted Answers:
Conditional Branching
0 points
Where would you click to delete the question?

D
No, the answer is incorrect.
Score: 0
Accepted Answers:
D
1 point
Where would you click to preview a form?

D
No, the answer is incorrect.
Score: 0
Accepted Answers:
B
1 point
Where would you click to add a picture to an answer option for the question?

D
No, the answer is incorrect.
Score: 0
Accepted Answers:
D
1 point
Where would you click to drag to move the question?

B
C

D
No, the answer is incorrect.
Score: 0
Accepted Answers:
B
1 point
What would you click on to add an image?

D
No, the answer is incorrect.
Score: 0
Accepted Answers:
C
0 points
What is the maximum number of cells that can be used in a Google Sheet?

50,000

100,000

255,000

2,000,000
No, the answer is incorrect.
Score: 0
Accepted Answers:
2,000,000
1 point
Which of the following CANNOT be added to a Google Form?

Images

You Tube Videos

Word Documents

Sections
No, the answer is incorrect.
Score: 0
Accepted Answers:
Word Documents
1 point
Where do you go to create a Google Form?

Google Sheets

Google Drive

Google Sites

Google Mail
No, the answer is incorrect.
Score: 0
Accepted Answers:
Google Drive
1 point
Which is NOT true about Google Forms?

You cannot add collaborators

Can unlink the form from the sheet

Can add an image

Can turn off responses

No, the answer is incorrect.
Score: 0
Accepted Answers:
You cannot add collaborators
1 point
The first step to creating a self-scoring quiz in Forms is to...

Click on settings and make the form a quiz

Write a question

Add the answer key

Add the Feedback

No, the answer is incorrect.
Score: 0
Accepted Answers:
Click on settings and make the form a quiz
1 point
What can't you do with google forms?

Create a pop quiz

Manage event registrations

Create a presentation

Collect email addresses for a newsletter

No, the answer is incorrect.
Score: 0
Accepted Answers:
Create a presentation
1 point
Which is NOT a question type we can use in google forms?

Short answer

Long answer

Paragraph

Multiple choice
No, the answer is incorrect.
Score: 0
Accepted Answers:
Long answer
1 point
If you want the person to choose from a list of items, which question type should be used?

Checkboxes

Dropdown

Linear scale

Multiple choice
No, the answer is incorrect.
Score: 0
Accepted Answers:
Dropdown
1 point
Form responses can be collected on a .....................

Document

Spreadsheet

Database

Presentation
No, the answer is incorrect.
Score: 0
Accepted Answers:
Spreadsheet
0 points
How many users can edit a Google Doc at the same time?

100

No limit
No, the answer is incorrect.
Score: 0
Accepted Answers:
50
1 point
How do you change a form theme?

Click on the paint palette

Click on the settings icon

Click on the eye icon

Click on the three dots

No, the answer is incorrect.
Score: 0
Accepted Answers:
Click on the paint palette
1 point
What is the advantage of a dropdown list compared to a multiple choice question?

The checkboxes allow more than one selection

The multiple choice question allows more than one selection

The dropdown list allows more than one selection

the dropdown list saves space on the form

No, the answer is incorrect.
Score: 0
Accepted Answers:
the dropdown list saves space on the form
1 point
Which answer type is the best for creating a chart or graph?

ten seconds

10 s

10 sec
No, the answer is incorrect.
Score: 0
Accepted Answers:
10
1 point
What sort of question type would you use when asking for a Students's name?

Paragraph

Linear Scale

Multiple Choice

Short Answer
No, the answer is incorrect.
Score: 0
Accepted Answers:
Short Answer
1 point
When would you use a checkbox type question?

When you have a yes/no question

When you want to rate something

When you want more than one response

When you want one response only

No, the answer is incorrect.
Score: 0
Accepted Answers:
When you want more than one response
1 point
How do you make a question "required"

Put it first in the list of questions

Write "REQUIRED" in the name of the question

Click the button that says "Required"

Make the title of the question BOLD

No, the answer is incorrect.
Score: 0
Accepted Answers:
Click the button that says "Required"
1 point
The red arrow points to another icon. What does this icon do?

It copies the question

It duplicates the question

It erases the question

It deleted the question

No, the answer is incorrect.
Score: 0
Accepted Answers:
It duplicates the question
1 point
The red arrow points to an icon. What does that icon do?

It adds a sandwich to the form

It creates a new question

It adds a new section

It copies the form for others to use

No, the answer is incorrect.
Score: 0
Accepted Answers:
It adds a new section
1 point
Why is there no Save button for your files?

No changes are ever saved.

Google Drive uses autosave, which automatically and immediately saves your files as you edit them.

The Save button is in the “File” submenu.

You “Right-Click” to get the Save function.

No, the answer is incorrect.
Score: 0
Accepted Answers:
Google Drive uses autosave, which automatically and immediately saves your files as you edit them.
0 points
Ways to share a form include:

URL

embed code

QR Code
No, the answer is incorrect.
Score: 0
Accepted Answers:
QR Code
Quiz 8-Digital Literacy and OER
The due date for submitting this assignment has passed.
Due on 2020-04-27, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
Knowledge is NOT defined as:

Output of the information reconstruction.

the circumstance or condition of apprehending truth or fact through reasoning

the body of truth, information, and principles acquired by humankind

the information obtained through birth.

No, the answer is incorrect.
Score: 0
Accepted Answers:
the information obtained through birth.
1 point
The literacy pyramid follows the hierarchy of

Data – Information – Knowledge – Wisdom

Information – Data – Knowledge – Wisdom.

Knowledge – Information – Data – Wisdom

Data – Knowledge – Information – Wisdom

No, the answer is incorrect.
Score: 0
Accepted Answers:
Data – Information – Knowledge – Wisdom
1 point
Clone type of plagiarism is defined as

Reordering the elements of the source text without citation.

An act of submitting another’s work, word-for-word, as One’s own

Reproducing information that is not common knowledge or self-evident without citation.

Incorporating an idea heard in conversation without citation.

No, the answer is incorrect.
Score: 0
Accepted Answers:
An act of submitting another’s work, word-for-word, as One’s own
1 point
Word-for-Word plagiarism means authors taking sequence of ________ or more words from another
source, without providing citation.

Three

Four
Five

Seven
No, the answer is incorrect.
Score: 0
Accepted Answers:
Seven
1 point
Control C type of Plagiarism is defined as

written piece that contains significant portions of text from a single source without alterations

The act of changing key words and phrases but retaining the essential content of the source in a
paper

An act of paraphrasing from other sources and making the content fit together seamlessly

The act of borrowing generously from one's own previous work without citation to self-plagiarize
No, the answer is incorrect.
Score: 0
Accepted Answers:
written piece that contains significant portions of text from a single source without alterations
1 point
Find-Replace type of Plagiarism is defined as

written piece that contains significant portions of text from a single source without alterations

The act of changing key words and phrases but retaining the essential content of the source in a
paper

An act of paraphrasing from other sources and making the content fit together seamlessly

The act of borrowing generously from one's own previous work without citation to self-plagiarize
No, the answer is incorrect.
Score: 0
Accepted Answers:
The act of changing key words and phrases but retaining the essential content of the source in a paper
1 point
Remix type of Plagiarism is defined as

written piece that contains significant portions of text from a single source without alterations

The act of changing key words and phrases but retaining the essential content of the source in a
paper

An act of paraphrasing from other sources and making the content fit together seamlessly

The act of borrowing generously from one's own previous work without citation to self-plagiarize
No, the answer is incorrect.
Score: 0
Accepted Answers:
An act of paraphrasing from other sources and making the content fit together seamlessly
1 point
Recycle type of Plagiarism is defined as
written piece that contains significant portions of text from a single source without alterations

The act of changing key words and phrases but retaining the essential content of the source in a
paper

An act of paraphrasing from other sources and making the content fit together seamlessly

The act of borrowing generously from one's own previous work without citation to self-plagiarize
No, the answer is incorrect.
Score: 0
Accepted Answers:
The act of borrowing generously from one's own previous work without citation to self-plagiarize
1 point
Retweet type of Plagiarism is defined as

The act of borrowing generously from one's own previous work without citation to self-plagiarize

The "Aggregator" includes proper citation, but the paper contains almost no original work

This paper includes proper citation, but relies too closely on the text's original wording and/or
structure

A written piece that includes citations to non-existent or inaccurate information about sources
No, the answer is incorrect.
Score: 0
Accepted Answers:
This paper includes proper citation, but relies too closely on the text's original wording and/or structure
1 point
404 Error type of Plagiarism is defined as

The act of borrowing generously from one's own previous work without citation to self-plagiarize

The "Aggregator" includes proper citation, but the paper contains almost no original work

This paper includes proper citation, but relies too closely on the text's original wording and/or
structure

A written piece that includes citations to non-existent or inaccurate information about sources
No, the answer is incorrect.
Score: 0
Accepted Answers:
A written piece that includes citations to non-existent or inaccurate information about sources
1 point
This type of Plagiarism is also known as Self Plagiarism

Remix

Hybrid

Recycle

Aggregator
No, the answer is incorrect.
Score: 0
Accepted Answers:
Recycle
1 point
As per UGC (PROMOTION OF ACADEMIC INTEGRITY AND PREVENTION OF PLAGIARISM IN
HIGHER EDUCATIONAL INSTITUTIONS) REGULATIONS, 2018, Plagiarism would be quantified as
Level 3, if the similarities are

Upto 10%

Above 10% to 40%

Above 40% to 60%

Above 60%.
No, the answer is incorrect.
Score: 0
Accepted Answers:
Above 60%.
1 point
As per UGC (PROMOTION OF ACADEMIC INTEGRITY AND PREVENTION OF PLAGIARISM IN
HIGHER EDUCATIONAL INSTITUTIONS) REGULATIONS, 2018, Plagiarism would be quantified as
Level 2, if the similarities are

Upto 10%

Above 10% to 40%

Above 40% to 60%

Above 60%.
No, the answer is incorrect.
Score: 0
Accepted Answers:
Above 40% to 60%
1 point
The Penalty of “student shall be debarred from submitting a revised script for a period of one year” belongs
to which level

Level 0

Level 1

Level 2

Level 3
No, the answer is incorrect.
Score: 0
Accepted Answers:
Level 2
1 point
The Penalty of “student shall be asked to submit a revised script within a stipulated time period not
exceeding 6 months” belongs to which level

Level 0

Level 1

Level 2

Level 3
No, the answer is incorrect.
Score: 0
Accepted Answers:
Level 1
1 point
As per UGC (PROMOTION OF ACADEMIC INTEGRITY AND PREVENTION OF PLAGIARISM IN
HIGHER EDUCATIONAL INSTITUTIONS) REGULATIONS, 2018, Penalty for plagiarism will be imposed
by:

Registrar of the University

Principal of the college

Institutional Academic Integrity Panel

Departmental Academic Integrity Panel

No, the answer is incorrect.
Score: 0
Accepted Answers:
Institutional Academic Integrity Panel
1 point
The Penalties in case of plagiarism in academic and research publications of “only to withdraw the
manuscript” belongs to which level

Level 0

Level 1

Level 2

Level 3
No, the answer is incorrect.
Score: 0
Accepted Answers:
Level 1
1 point
The Penalties in case of plagiarism in academic and research publications of “to withdraw the manuscript
and Shall be denied a right to one annual increment” belongs to which level

Level 0

Level 1

Level 2

Level 3
No, the answer is incorrect.
Score: 0
Accepted Answers:
Level 2
1 point
Predatory Journal is

actively solicit manuscripts and charge publication fees without providing robust peer review and
editorial services

actively engages in ethical peer review and editorial services with publication fee.
actively publishes secondary research articles.

scholarly journal provides some form of adequate and qualified review, whether that be peer, editorial,
or institutional review.
No, the answer is incorrect.
Score: 0
Accepted Answers:
actively solicit manuscripts and charge publication fees without providing robust peer review and editorial
services
1 point
Which of the following list includes the 5Rs of OER?

Reuse, revise, remix, redefine, redistribute

Retain, reuse, revise, remix, redistribute

Reuse, remodel, refine, remix, redistribute

Retain, respond, reinvent, remix, redistribute

No, the answer is incorrect.
Score: 0
Accepted Answers:
Retain, reuse, revise, remix, redistribute
1 point
The most commonly used intellectual property license for OER that permits free use and re-purposing is
called:

Open Copyright

Fair Use

Public Domain

Creative Commons
No, the answer is incorrect.
Score: 0
Accepted Answers:
Open Copyright
1 point
The primary purpose of OER assessment rubrics is to help you:

Evaluate criteria such as quality, online accessibility, production options, platform compatibility, and
delivery options.

Better understand student perceptions of OER.

Check the copyright information assigned to a learning asset.

Estimate the cost savings of using OER.

No, the answer is incorrect.
Score: 0
Accepted Answers:
Evaluate criteria such as quality, online accessibility, production options, platform compatibility, and
delivery options.
1 point
Which ONE of the following is NOT one of the ‘5R’ permissions associated with OER as defined by David
Wiley?

Revise

Review

Remix

Retain
No, the answer is incorrect.
Score: 0
Accepted Answers:
Review
1 point

The CC BY SA Creative Commons License designates that:

Others can remix, tweak, and build upon your work non-commercially, as long as they credit you and
license their new creations under the identical terms.

Others can redistribute, commercially and non-commercially, as long as it is passed along unchanged
and in whole, with credit to you.

Others can remix, tweak, and build upon your work even for commercial purposes, as long as they
credit you and license their new creations under the identical terms.

Others can distribute, remix, tweak, and build upon your work, even commercially, as long as they
credit you for the original creation.
No, the answer is incorrect.
Score: 0
Accepted Answers:
Others can remix, tweak, and build upon your work even for commercial purposes, as long as they credit
you and license their new creations under the identical terms.
1 point
Which of the following are NOT included in the 5R activities of OER?

Retain

Reuse

Redistribute

Reward
No, the answer is incorrect.
Score: 0
Accepted Answers:
Reward
1 point
Which of the following permissions under the 5R framework BEST describes the activity of translating an
OER from one language to another?

Revise
Redistribute

Retain

Remix
No, the answer is incorrect.
Score: 0
Accepted Answers:
Revise
1 point
Which of the following is NOT included in the advantages of OER?

OER material allows teacher to pull only substantial notes or topics as materials for their sets of
learners.

OER presents an opportunity to have one's own materials improved and enhanced along the way

OER are printed materials that will be used by the learners

OER, a teacher is able to reuse, create, collaborate, and contextualize

No, the answer is incorrect.
Score: 0
Accepted Answers:
OER are printed materials that will be used by the learners
1 point
Utilization of OER materials will promote and support the following EXCEPT.

mapping of existing OER

creation of interactive e-Learning modules

promotion of a child-friendly technological environment

capacity building of ICT teacher only

No, the answer is incorrect.
Score: 0
Accepted Answers:
capacity building of ICT teacher only
1 point
Strategies that can be used to adapt OER to contextual needs

Mixing

Asset Extraction

Adaptation

All of the above

No, the answer is incorrect.
Score: 0
Accepted Answers:
All of the above
1 point
The foundation which acted as a champion for promoting OER is:
William and Flora Hewlett foundation

Bill & Melinda Gates Foundation

Ford Foundation

Open Society Foundations

No, the answer is incorrect.
Score: 0
Accepted Answers:
William and Flora Hewlett foundation
1 point
As a champion of OER which foundation funded MIT Open courseware is:

William and Flora Hewlett foundation

Bill & Melinda Gates Foundation

Ford Foundation

Open Society Foundations

No, the answer is incorrect.
Score: 0
Accepted Answers:
William and Flora Hewlett foundation
1 point
The conditions of an Open License...

make content free to use for any purpose on condition of giving credit to the creator

protect the copyright holder's rights

do not usually force users to give credit to the creator of the resource

Gaining royalties from the publication of content

No, the answer is incorrect.
Score: 0
Accepted Answers:
protect the copyright holder's rights
1 point
Which of the following statements about OER is TRUE?

To qualify as OER, learners must always be able to access a digital version for free (i.e. no-cost)

A textbook distributed for free under an open license that restricts derivative works is an example of
OER

To qualify as OER, institutions may not charge for related services, for example, recovering the cost
for printed versions

Gaining royalties from the publication of content

No, the answer is incorrect.
Score: 0
Accepted Answers:
To qualify as OER, learners must always be able to access a digital version for free (i.e. no-cost)
1 point
Which of the following statements about OER is TRUE?

A textbook distributed for free under an open license that restricts derivative works is an example of
OER

Free means the permission to act without restriction

To qualify as OER, institutions may not charge for related services, for example, recovering the cost
for printed versions

Gaining royalties from the publication of content

No, the answer is incorrect.
Score: 0
Accepted Answers:
Free means the permission to act without restriction
1 point
This is NOT the Challenges and barriers of using and adopting OER:

Technical – Lack of broadband access

Free Access – Permission to adopt

Economic – Inadequate resource to invest in Hardware & software

Social – Lack of skills needed to use the technology

No, the answer is incorrect.
Score: 0
Accepted Answers:
Free Access – Permission to adopt
1 point
This is NOT the Challenges and barriers of using and adopting OER:

Technical – Lack of broadband access

Free Access – Permission to adopt

Economic – Inadequate resource to invest in Hardware & software

Legal –time and expense associated with gaining permission to use third party owned copyrighted
materials
No, the answer is incorrect.
Score: 0
Accepted Answers:
Free Access – Permission to adopt
1 point
The copyright act of India was promulgated in the year:

1950

1957

1962

1964
No, the answer is incorrect.
Score: 0
Accepted Answers:
1957
1 point
OER transform teachers to the following roles except:

Curators

Evaluators

Curriculum Designers

Content Creators
No, the answer is incorrect.
Score: 0
Accepted Answers:
Evaluators
1 point
OER Commons was launched by:

Institute for the Study of Knowledge Management in Education

MIT Open course ware

Yale University

Harvard University
No, the answer is incorrect.
Score: 0
Accepted Answers:
Institute for the Study of Knowledge Management in Education
1 point
OER Movement comprises following major categories except

Opencourseware

OER Publishers

OER Royalty

OER Repositories
No, the answer is incorrect.
Score: 0
Accepted Answers:
OER Royalty
1 point
What approach to pedagogy is associated with the use of Open Educational Resources?

Constructivism

Behaviorism

Connectivism

Open Pedagogy
No, the answer is incorrect.
Score: 0
Accepted Answers:
Open Pedagogy
1 point
The following are example of Open Repositories EXCEPT

MERLOT

OASIS

OPENSTAX

Oxford Publishing Repository

No, the answer is incorrect.
Score: 0
Accepted Answers:
Oxford Publishing Repository
1 point
The following are example of Open Repositories EXCEPT

COOL4Ed

Opensuny

McGraw Hill Publishing Repository

Wikieducator
No, the answer is incorrect.
Score: 0
Accepted Answers:
McGraw Hill Publishing Repository
1 point
What must a teacher or student or teacher do to have copyright protection when they publish their own
material on the Internet?

Nothing is required, although it is a good idea to include the copyright owner's name.

All the above

The CC BY ND Creative Commons License designates that:

Others can remix, tweak, and build upon your work non-commercially, as long as they credit you and
license their new creations under the identical terms.

others can reuse the work for any purpose, including commercially; however, it cannot be shared with
others in adapted form, and credit must be provided to you.

Others can redistribute, commercially and non-commercially, as long as it is passed along unchanged
and in whole, with credit to you.

Others can remix, tweak, and build upon your work even for commercial purposes, as long as they
credit you and license their new creations under the identical terms.
No, the answer is incorrect.
Score: 0
Accepted Answers:
others can reuse the work for any purpose, including commercially; however, it cannot be shared with
others in adapted form, and credit must be provided to you.
Quiz 1
The due date for submitting this assignment has passed.
Due on 2020-03-31, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
Each learning outcome should begin with:

A learning verb

An action verb

A process verb

Any verb
Accepted Answers:
An action verb
1 point
Which of the following verbs is at greatest risk for misinterpretation and very
difficult to measure

List

Construct

Understand

Demonstrate
Accepted Answers:
Understand
1 point
Course content should be included in learning outcome for promoting more clarity.

True

False

Partially true

None of the Above

Accepted Answers:
True
1 point
Higher order thinking outcomes address:

Remember and Understand

Evaluate and Create

Apply and Analyze

Select and Apply

Accepted Answers:
Evaluate and Create
1 point
One purpose of a learning outcome is to:

Communicate the expectations and demonstrate outcome

Confuse the students to get the clarity from them

Question the teacher to clarify the doubt

Plan the study timing to enable high retention rate

Accepted Answers:
Communicate the expectations and demonstrate outcome
1 point
which of the following is a component of a course outcome

Content

Context

Behaviour

Learner
Accepted Answers:
Content
1 point
What is the term used to describe outcome that require memorization?

Design an application

Recall a principle

analysis of the principle

Evaluate the system

Accepted Answers:
Recall a principle
1 point
Cognitive assessments involve intellectual activities such as

feeling motivated

problem solving.

playing a musical instrument.

maintaining self-control.
Accepted Answers:
problem solving.
1 point
What of the following are the three steps in the instructional process?

Planning instruction, delivering the instruction, and assessing learning

outcomes

Planning instruction, selecting a textbook, and assessing the learning

outcomes
Planning instruction, assessing learning outcomes, and reporting to parents.

Selecting a textbook, assessing learning outcomes, and delivering

instruction.
Accepted Answers:
Planning instruction, delivering the instruction, and assessing learning
outcomes
Assessment QUIZ II
The due date for submitting this assignment has passed.
Due on 2020-03-29, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ II
1 point
Which assessment procedure(s) gives the exact outcome of the student
Direct assessment
Indirect assessment
Combination of direct and indirect assessment
Neither direct assessment nor indirect assessment
Accepted Answers:
Combination of direct and indirect assessment

1 point
Which of the following answer will be under direction assessment methodology,
1.portfolios
2.Simulation
3.Quiz
4. Learning experience
1 and 2
3 and 4
1,2 and 3
1,2,3 and 4.
Accepted Answers:
1,2 and 3

1 point
which assessment procedure can be used to find out the interest rate of the student in a
particular subject
Direct assessment
indirect assessment
Combination of direct and indirect assessment
Neither direct assessment nor indirect assessment
Accepted Answers:
indirect assessment

1 point
Supply type item is used to assess
1.student’s creativity
2.problem solving skills
3.recall the correct answer
4. correctness of a student
1 and 2
3 and 4
1,2 and 3
1,2,3 and 4.
Accepted Answers:
1 and 2

1 point
The fundamental purpose of selection type item to assess the
1.Student’s creativity
2.Problem solving skills
3.Recall ability of the student
4. Basic understanding ability of a student
1 and 2
3 and 4
1,2 and 3
1,2,3 and 4
Accepted Answers:
3 and 4

1 point
which of the following answers are not correct,
Completion type item cannot measure lower levels of cognitive ability
Completion type item can usually provide an objective measure of the student ability
Completion type items are difficult to construct
Completion type items can minimizing guessing of answers for the students.
Accepted Answers:
Completion type item cannot measure lower levels of cognitive ability

1 point
Which of the following is correct
Define Bernoulli distribution
What is Bernoulli distribution
Write you know all about Bernoulli distribution
Explain in details about Bernoulli distribution
Accepted Answers:
Define Bernoulli distribution

1 point
Which of the following is correct
What is normalization in Database Management System?
What is your understanding about normalization in DBMS?
What is your knowledge in normalization in DBMS?
What is normalization?
Accepted Answers:
What is normalization in Database Management System?

1 point
Structured essay question is appropriate for
Decrease the reliability
Decrease the validity
Increase the ambiguity
Increase the reliability and validity
Accepted Answers:
Increase the reliability and validity
1 point
Which of the following question type is also known as open ended questions
1)completion type question
2)short answer type question
3)essay type question
1 only
2 only
1and 2
1,2and 3
Accepted Answers:
2 only

1 point
S.No Question type remarks
1. Completion I)It can be used as a part of formative and summative assessment
2. Short answer ii)In these type of questions are noted for their ambiguity
and vagueness
3 Essay iii)measure lower levels of cognitive ability
iv) problem solving skills
1-ii,2-iii,3-i
1-iii,2-I,3-ii
1-I,2-ii,3-iii
1-iii,2-I,3-iv
Accepted Answers:
1-iii,2-I,3-ii

1 point
The higher order and complex learning outcomes could be tested by,
completion type question
short answer type question
MCQ type question
numerical type question
Accepted Answers:
numerical type question
1 point
Standardized test are ________
Conducted with standard conditions
Questioning in the classroom
Observing the students in the classroom
Informal assessment
Accepted Answers:
Conducted with standard conditions

1 point
The method that provides scope for students to work in groups is
Assignment
Seminar
Tutorial
Discussion
Accepted Answers:
Discussion
1 point
What advantage do objective type tests have over essay tests
Easier to interpret
Sampling content can be wider
Takes less time to prepare
Require less technical knowledge
Accepted Answers:
Sampling content can be wider
Quiz-3
The due date for submitting this assignment has passed.
Due on 2020-04-30, 23:59 IST.
As per our records you have not submitted this assignment.
1 point
ToS stands for

Table of Specialization

Table of Specification

Table for Summative

Table of Success
Accepted Answers:
Table of Specification
1 point
ToS is for

Standardized Test

Indirect Assessment

Preparative Assessment

Diagnostic Assessment
Accepted Answers:
Standardized Test
1 point
Ensuring the quality of the test tool is

Not essential

Essential

Essential only for summative assessment

Essential only for formative assessment

Accepted Answers:
Essential
1 point
The test is an instrument which used to measure

ability of the students

behaviour of the students on the content

capability of the students

capacity of the students

Accepted Answers:
behaviour of the students on the content
1 point
Main attribute/s of a good test is /are

Validity

Reliability

Usability

All of the above

Accepted Answers:
All of the above
1 point
The most relevant type of validity for the purpose of measurement of academic achievement is

Construct Validity

Criterion validity

Content validity

Conditional validity
Accepted Answers:
Content validity
1 point
ToS is ________ dimensional table

single

Two

Three

Multi
Accepted Answers:
Two
1 point
Tos relates

Instructional objectives to the course content

Characteristics to the course content

Reliability to the validity

Reliability to the course content

Accepted Answers:
Instructional objectives to the course content
1 point
Blueprint for the teachers, provides _______________ for setting the question paper for the test.

detailed content

detailed curriculum

detailed plan of action

detailed outcome
Accepted Answers:
detailed content
1 point
Factors need to be considered to assign weightage

Usefulness of the content of the unit in the student’s job or everyday life

Validity

Reliability

Content in various level of Bloom’s Taxonomy

Accepted Answers:
Usefulness of the content of the unit in the student’s job or everyday life
1 point
___________ weightage has to be given for some of the units which need high retention rates to
understand the other subjects in the same programme.

Less

Equal

Partial
Accepted Answers:
More
1 point
Arrange the following steps involved in the preparation of ToS.
(i) List the content to be tested
(ii) Determination of learning objectives
(iii) Determining the different form of questions
(iv) Distribution of no. of questions for each unit
(v) Distribute the question based on the level of learning objectives

(i), (ii), (iii), (iv), (v)

(ii), (i), (iv), (iii), (v)

(ii), (i), (iii), (iv), (v)

(i), (ii), (iii), (v), (iv)

Accepted Answers:
(i), (ii), (iii), (iv), (v)
1 point
Analyse refers to the ability to

make judgments about the merits of ideas

break down a whole into component parts

use learned material in new and concrete situations

put parts together to form a new and integrated whole

Accepted Answers:
break down a whole into component parts
1 point
Once ToS is prepared for the subject, it _____________ for each and every exam.

should be changed

should not be changed

may be changed

depends content selected

Accepted Answers:
should not be changed
1 point
The preparation of question paper is mainly based on

Level of the Domain

Table of Specification

Content

Objectives
Accepted Answers:
Table of Specification
Quiz - IV
The due date for submitting this assignment has passed.
Due on 2020-04-18, 23:59 IST.
As per our records you have not submitted this assignment.
WEEK V QUIZ
1 point
Which of the following is not an example of performance assessment?
Doing the lab Exercise
Completing a multiple-choice test
Solving a practical math problem with experiment
Practicing swimming
Accepted Answers:
Completing a multiple-choice test

1 point
One criticism of performance assessment is
it is too radical a departure from traditional assessment
it is too time-consuming
it is too similar to criterion-referenced testing
it is not comprehensive enough
Accepted Answers:
it is too time-consuming

1 point
Which of the following is not considered an advantage of performance assessment?
It can help motivate students to do a job perfect
It is useful for integrated subject matter with practice
It is time efficient to assess the performance
It is useful for curricula emphasizing applied reasoning skills
Accepted Answers:
It is time efficient to assess the performance

1 point
The following is NOT part of the rubric
Criterion
Descriptors
Rating scale product
Product
Accepted Answers:
Product

1 point
The following is a NOT type of rubric
Holistic Rubric
Analytic Rubric
Check List
Match Rubric
Accepted Answers:
Match Rubric
1 point
Analytic rubrics is
One Dimensional
Scalar type
Numerical type
Two Dimensional
Accepted Answers:
Two Dimensional
1 point
Rubrics assessment help the teacher to do the------------------- assessment
Unbiased
Conscious biased
Extreme scaled
Inconsistent language
Accepted Answers:
Unbiased

1 point
Descriptors of the rubric provides ________________
Details about the performance
Rating scale value
Quantity score
Solution
Accepted Answers:
Details about the performance

1 point
Rubrics assessment will increase the ________________
Objectivity
Subjectivity
Applicability
Volatility
Accepted Answers:
Objectivity

1 point
Rubrics assessment delivers reliable performance assessment of a student
False
True
Partially True
None of the Above
Accepted Answers:
True
QUIZ - VI
The due date for submitting this assignment has passed.
Due on 2020-05-03, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ # Week 6
1 point
An assessment is __________ if it consistently

Valid

Invalid

Reliable

Unreliable
Accepted Answers:
Reliable

1 point
An assessment that is conducted prior to the start of teaching or instruction is called

Initial or preparative assessment

Formal assessment

Formative assessment

Summative assessment
Accepted Answers:
Initial or preparative assessment

1 point
What kind of characteristic in an assessment measures what it is intended to measure

Valid

Invalid

Reliable

Unreliable
Accepted Answers:
Valid

1 point
A scoring guide is used to evaluate the qualitative performance of the student based on the different
criteria

Rubrics

Checklist scale

Inventories

Notebook scale
Accepted Answers:
Rubrics
1 point
Test – Retest method is followed in

Validity

Reliability

Usability

Objectivity
Accepted Answers:
Reliability

1 point
Consistency in the assessment refers to

Appropriate of the interpretation

Consistency of the assessment results

Administration of the test

Discrimination
Accepted Answers:
Consistency of the assessment results

1 point
Validity of the assessment tools refers to

Appropriate of the interpretation

Consistency of the assessment results

Administration of the test

Discrimination
Accepted Answers:
Appropriate of the interpretation

1 point
Affective domain objectives are referring to

Attitude

Motor skills

Knowledge outcomes

Intellectual abilities
Accepted Answers:
Attitude

1 point
Psychomotor domain objectives are referring to

Attitude

Motor skills
Knowledge outcomes

Interests
Accepted Answers:
Motor skills

1 point
Cognitive domain objectives are referring to

Attitude

Motor skills

Knowledge outcomes

Interests
Accepted Answers:
Knowledge outcomes

1 point
Entrance Examination for selection of candidates for an academic course should have

Content validity

Construct Validity

Concurrent Validity

Predictive Validity
Accepted Answers:
Predictive Validity
1 point
The most important of characteristic of a good testing tool is

Validity

Objectivity

Discrimination

Comprehensiveness
Accepted Answers:
Validity

1 point
Which one of the following is major limitations of essay type of question

Reliability of scoring

Unreliability of scoring

Measure complex level learning outcome

None of the above

Accepted Answers:
Reliability of scoring

1 point
Which of the following refers to concurrent validity?

Two tests are done at the same time.

Two or more evaluators agree on the outcome.

The items on the test consistently relate to each other.

The notion that scores on a test correlate highly with scores from tests that measure the same
attribute.
Accepted Answers:
The notion that scores on a test correlate highly with scores from tests that measure the same attribute.

1 point
Construct validity is a notion that refers to:

. The notion that scores on a test correlate highly with scores from tests that measure the same
attribute

The level of which a construct is related to other similar measures.

The degree to which the items in the test consistently relate to each other.

The test will produce consistent results

Accepted Answers:
The degree to which the items in the test consistently relate to each other.
Assessment 7
The due date for submitting this assignment has passed.
Due on 2020-05-03, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ # Week VII
1 point
Norm Referenced Test emphasize

Discrimination among individuals in terms of relative level of learning

Measuring each specific task

Without altering the learning difficulty

Delimited achievement domain

Accepted Answers:
Discrimination among individuals in terms of relative level of learning

1 point
Which test is designed to measure student’s performance according to a specific achievement

Criterion Referenced Test

Norm Referenced Test

Achievement Test

Diagnostic Test
Accepted Answers:
Criterion Referenced Test

1 point
Which test is designed to measure a student’s performance according to a particular standard which has
been agreed upon?

Criterion Referenced Test

Norm Referenced Test

Achievement Test

Diagnostic Test
Accepted Answers:
Norm Referenced Test

1 point
__________ is a collection of electronic evidence assembled and managed by a user demonstrating
his/her abilities and platforms for self-reflection

E-mail

e-portfolio

Wikipedia

Programmed learning
Accepted Answers:
e-portfolio
1 point
A student portfolio is a ______________ of pieces of student work

Computer File

Purposeful collection

System folder

Location
Accepted Answers:
Purposeful collection

1 point
Which one of the following is not the guideline of the portfolio

The uses that will be made of the portfolio

Who will have access to it

What kind of work appropriate to include

Parent details
Accepted Answers:
Parent details
1 point
Item discriminating index D is equal to

The difference between proportion of examinees in the top group getting the item correct and
proportion of examinees in the bottom group getting the item correct

The multiplication of between proportion of examinees in the bottom group getting the item correct and
proportion of examinees in the top group getting the item correct

The summation of proportion of examinees in the bottom group getting the item correct and proportion
of examinees in the top group getting the item correct

Number of examines correctly answered the item divided by total number of candidates
Accepted Answers:
The difference between proportion of examinees in the top group getting the item correct and proportion of
examinees in the bottom group getting the item correct

1 point
The formula for computing item difficulty (P- item difficulty, R- number of students got right, T- Number of
students who tried)

P= 100 * R /T

P = T*100/R

P= R*T /100

P= T*R/ (T*100)
Accepted Answers:
P= 100 * R /T

1 point
Item analysis data will lead to

Standardize the test items

Motivate the students

Self-learning exercise

Help the controller of Examination

Accepted Answers:
Standardize the test items

1 point
What is the correction of guessing in multiple choice items with four choices

Score = right – wrong/2

Score = right – wrong /3

Score = right – wrong /4

Score = right – wrong /(2*3)

Accepted Answers:
Score = right – wrong /4

1 point
What is the correction of guessing in true- false items

Score = right – wrong/2

Score = right – wrong /3

Score = right – wrong /4

Score = right – wrong /(2*3)

Accepted Answers:
Score = right – wrong/2

1 point
The content of a portfolio is largely based on

the goal and purpose of the portfolio

the characteristics of the student evaluated

the length of the portfolio

none of the above

Accepted Answers:
the goal and purpose of the portfolio

1 point
In portfolio assessment, a benchmark is used to

increase the validity of a rubric

increase the reliability of a rubric

increase the length of a rubric

increase the number of criteria of a Rubric

Accepted Answers:
increase the validity of a rubric

1 point
Which is an example of a student portfolio assessment?

Evaluating student work

Show student growth over time

Showing growth and exemplary work

All of the above

Accepted Answers:
All of the above
1 point
Which of the following is not a form of measurement validity?

Concurrent validity

Face validity

Conductive validity

Convergent validity
Accepted Answers:
Concurrent validity

1 point
The result of the test given by Teacher A showed a negatively skewed distribution. What kind of test did
Teacher A give?

The test is difficult.

It is easy.

It is moderately difficult.

It is not too easy nor too difficult.

Accepted Answers:
It is easy.

1 point
Which is implied by a positively skewed scores distribution?

The mode is high.

The mean, the median, and the mode are equal.

Most of the scores are high.

Most of the scores are low.

Accepted Answers:
Most of the scores are low.
1 point
If a test item has a difficulty index of 0.06, how would you describe the test item?

It is very difficult.

It is moderately difficult.

It is very easy.

It is difficult.
Accepted Answers:
It is very difficult.

1 point
Which of the following actions would you take for an item whose difficulty index is 0.65?

Retain or include the test item.

Discard the test item.

Revise or change the test item.

Replace the test item

Accepted Answers:
Retain or include the test item.

1 point
In a negatively skewed distribution, the following statements are true EXCEPT

Median is lower than the Mode.

Mean is not higher than the Median.

Mode is less than the Median.

Mean is lower than the Mode.

Accepted Answers:
Mode is less than the Median.

1 point
In a negatively skewed distribution, which of the following statements is true?

Mode is lower than the Mean.

Mean is lower than the Mode.

Median is higher than Mode.

Mode is lower than the Median

Accepted Answers:
Mode is lower than the Mean.

1 point
In a positively skewed distribution, the following statements are true EXCEPT?

Mean is lower than the Mode.

Median is higher than Mode.

Mean is higher than the Median.

Mean is not lower than the Mode.

Accepted Answers:
Mean is lower than the Mode.

1 point
In a normal distribution, which of the following is true?

Median is not equal to Mode but is equal to mean.

Median is not equal to Mode and is not equal to mean.

Median is equal to Mode but not equal to mean.

Mean, Median and Mode are equal to one another

Accepted Answers:
Mean, Median and Mode are equal to one another

1 point
If there are 26 out of 50 students with the correct response to item # 1, find the items difficulty index.

0.24

1.0

1.92

0.52
Accepted Answers:
0.52
Assessment 8
The due date for submitting this assignment has passed.
Due on 2020-05-17, 23:59 IST.
As per our records you have not submitted this assignment.
QUIZ # Week 8
1 point
Procedural knowledge is referred as
Knowing how
Knowing what
Describe
Characteristics
Accepted Answers:
Knowing how

1 point
Conceptual Knowledge can be referred as
Knowing how
Knowing what
Knowing why
Engaging
Accepted Answers:
Knowing why

1 point
Prior knowledge helps to
Avoid applying the knowledge to wrong context
Leads to applying the knowledge to wrong context
Obstruct Rethink inaccurate knowledge
Limit the understating
Accepted Answers:
Avoid applying the knowledge to wrong context

1 point
Google form can be used to
Prepare a survey
Publish the learning material
Demonstrate the virtual lab
Send a mail
Accepted Answers:
Prepare a survey

1 point
____________ is used for prepare the rubrics
Google Classroom
Rubistar
Hotpotatoes
Canvas
Accepted Answers:
Rubistar

1 point
What type of question allows you to select more than one answer?
Paragraph
Checkboxes
Multiple Choice
List
Accepted Answers:
Checkboxes

1 point
What Google Forms feature can give your work a more consistent and professional look?
Design Themes
Responses Tab
Color Palette
Common Forms
Accepted Answers:
Responses Tab

1 point
Which of the following is NOT a Google Forms question type?
Short answer
Linear scale
Multiple Choice
True/False
Accepted Answers:
True/False
1 point
What feature is added to each question when you make a Google Form into a Quiz?
A Response Tab
Add Image option for the question
An Answer Key
A Required toggle switch
Accepted Answers:
An Answer Key

1 point
A common way to send or distribute your google Form is
Copy questions to Google Docs
Print out the questions
Distribute using a PDF file
Share a link with users
Accepted Answers:
Share a link with users
1 point
What other Google application does Google Forms work with so that you can further analyze
and manipulate the form responses?
Google Slides
Google Docs
Google Sheets
Google Maps
Accepted Answers:
Google Sheets

1 point
When does conditional branching occur in a section?
Before the user answers the question
After the user answers the question
When the user clicks the Next button in the section
When the user licks the Previous (Back) button in the section
Accepted Answers:
When the user clicks the Next button in the section

1 point
Which feature in Google Forms directs the user to another section of the form based on an
answer to a question?
Response tab
Sections
Conditional Branching
Command Form
Accepted Answers:
Conditional Branching

1 point
Which of the following CANNOT be added to a Google Form?
Images
You Tube Videos
Word Documents
Sections
Accepted Answers:
Word Documents

1 point
Where do you go to create a Google Form?
Google Sheets
Google Drive
Google Sites
Google Mail
Accepted Answers:
Google Drive
ASSESSMENT I
The due date for submitting this assignment has passed.

Due on 2020-04-05, 23:00 IST.

Starved Sensibility
Accepted Answers:
Certainty

1 point

Creative person is characterized by:

Ability to abstract

Originality

Re-definition skills

All of the above

Accepted Answers:
All of the above

1 point

Which one of the following is 'NOT' a characteristic of creative organisation?

challenge

Humour

Risk - free

Trust

Accepted Answers:
Risk - free

1 point

Which one of the following is a technique of generating ideas?

Evaluation matrix

Highlighting

Must versus needs

SCAMPER

Accepted Answers:
SCAMPER

1 point

Brain storming involves:

Generation of ideas

Generation of ideas without evaluation

Selection of ideas

Selection of ideas without evaluation

Accepted Answers:
Generation of ideas without evaluation

1 point

Which one of the following is a Focusing techniques?

ALUo

Attribute listing

Forced fitting

Imagery trek

Accepted Answers:
ALUo

1 point

In SCAMPER technique, M refers to:

Minimize

Magnify

Modify

All of the above

Accepted Answers:
All of the above

1 point

In paired comparison technique:

Each option is evaluated

Each option is compared with every other option

Hot spot is identified

Logic is developed

Accepted Answers:
Each option is compared with every other option

1 point
Innovation involves:

Commercialization of a new idea

Development of a new process

Development of a new product

Generation of a new idea

Accepted Answers:
Commercialization of a new idea

1 point

MOOCs is an example of:

Incremental innovation

Radical innovation

Accepted Answers:
Radical innovation

1 point

Which of the following is an example of radical innovation?

i-pads

Cloud computing

Mobile phones

All of the above

Accepted Answers:
All of the above

1 point

Innovation can be in terms of:

Process

Product

Service

All of the above

Accepted Answers:
All of the above

1 point
Sixth generation innovation model is:

Market pull model

Network innovation model

Open innovation model

Technology push model

Accepted Answers:
Open innovation model

1 point

The stages in the process of innovation involve the following:

I. Idea generation and mobilization
II. Advocacy and screening
III. Experimentation
IV. Commercialization
V. Diffusion and implementation
The correct sequence of these stages is:

I-II-III-IV-V

II-I-III-IV-V

III-II-I-V-IV

I-III-II-V-IV

Accepted Answers:
II-I-III-IV-V

1 point

Prototype is developed at the stage of:

Advocacy and screening

Commercialization

Experimentation

Diffusion and implementation

Accepted Answers:
Experimentation

1 point

Design thinking involves the stages of :

I. Define
II. Discover
III. Evaluate
IV. Create
The correct sequence of these stages is:

II-I-IV-III

I-II-IV-III

I-II-III-IV

II-I-III-IV

Accepted Answers:
II-I-IV-III

1 point

For gaining insight into customer's needs and experience, the techniques used include:

Empathy maps

Journey maps

Drafting personas

All of the above

Accepted Answers:
All of the above

1 point

Innovations help in:

Adapting to change

Competing with other organisations

Meeting customer's needs

All of the above

Accepted Answers:
All of the above

1 point

Team occurs when members are inter-dependent and have:

Common goal

Same manager

Shared work environment

Similar job
Accepted Answers:
Common goal

1 point

Which one of the following is 'NOT' a characteristic of a team?

Collaboration

Similar skills

Shared goals

Small group of people

Accepted Answers:
Similar skills

1 point

The stages in the development of team includes:

I. Forming
II. Norming
III. Storming
IV. Performing
V. Adjourning
The correct sequence of these stages is:

II-III-I-IV-V

I-III-II-IV-V

III-I-II-V-IV

III-I-II-IV-V

Accepted Answers:
I-III-II-IV-V

1 point

Procedure for conflict, decisions etc. are finalized at:

Forming stage

Norming stage

Performing stage

Storming stage

Accepted Answers:
Norming stage

1 point
Members of team vie for positions at:

Forming stage

Norming stage

Performing stage

Storming stage

Decreases the productivity

Increases the productivity

Improves communication

Improves coordination

Accepted Answers:
Decreases the productivity

1 point

Which one of the following statements describes the characteristics of research?

Research is systematic

Research makes use of both inductive and deductive reasoning

Effect of direct instructional time on performance

Effect of the frequency of testing on the performance of students

Effect of learning through programmed instruction on performance

Accepted Answers:
Effect of socio-economic-status on the performance of students in vocational programmes

1 point
The step 'Describe Methodology of Research' includes

Selecting research design, administering instruments, and the procedure for conducting research

Generating hypotheses, selecting research design, selecting sample and the procedure for
conducting research

Selecting research design, selecting sample, selecting instruments, selecting methods of analysis to
be used and the procedure for conducting research

Defining variables in the problems, selecting sample, selecting instruments and the procedure of
conducting research

Accepted Answers:
Selecting research design, selecting sample, selecting instruments, selecting methods of analysis to be
used and the procedure for conducting research

1 point

A research went through the following steps in conducting a study:

I. Formulation of the problem
II. Review of literature
III. Describing methodology of research
IV. Collection of data
V. Analysis of results
VI. Interpretation or results
VII. Writing research report
Which one of the following sequences should have been the preferred of conducting the above steps?

I,II,IV,III,V,VI,VII

I,II, III,IV,V,VI,VII

I,III,IV,II,V,VI,VII

I,III,II,V,IV,VII,VI

Accepted Answers:
I,II, III,IV,V,VI,VII

1 point

Basic research is conducted

In the laboratory setting

By the decisions maker

For testing a theory

Development of instructional material

Accepted Answers:
In the laboratory setting

1 point
Experimental research aims at determining

The current status of processes opinion etc.

Relationship between two or more two variables

Tentative cause and effect relationships

True cause effect and relationships

Accepted Answers:
True cause effect and relationships

1 point

The purpose of basic research is to

Generate new knowledge

Test theory in the field

Evaluate the self-learning material

Solve a local problem faced by a practitioner

Accepted Answers:
Generate new knowledge
Assessment II
The due date for submitting this assignment has passed.

Due on 2020-04-12, 23:59 IST.

As per our records you have not submitted this assignment.

Accepted Answers:
A first-hand description of research

1 point

Which of the following statements best describes a secondary source of literature

Interpretative literature

Reviews

Reports

Conceptual Literature

Accepted Answers:
Conceptual Literature

1 point

Which of the following statements best describes an Abstract?

An alphabetical cross reference of terms

An abridged dissertation

A summary of a written work

An index to terms used in a work

Accepted Answers:
A summary of a written work

1 point

Which of the following statements best describes an Annotated Bibliography?

A list of references extracted from a bibliography

A reference to publications from a clearinghouse

A reference to bibliography held at an institution

A list of references with notes about each reference

Accepted Answers:
A list of references with notes about each reference

1 point

Which of the following statements best completes the statement? Reviews in journals may provide the
researcher with an appraisal of

New publications

Current unpublished research

Other journal's contents

The journal's content

Accepted Answers:
New publications

1 point

Having decided on a research problem, the most logical first step in the search for literature is

To locate secondary sources

To compile a list of key words

To obtain preliminary sources

To locate primary sources

Accepted Answers:
To compile a list of key words

1 point

Which of the following is the source of problem situations in educational research?

A critical survey of literature

Interaction with others during seminars/conferences

Personal practical experience

All of the above

Accepted Answers:
All of the above

1 point

Which of the following forms a part of criterion for selection of a research problem?

researcher's capabilities

size

economy

all of the above

Accepted Answers:
all of the above

1 point
Which of the following problem situations poses a specific rather than a general research problem?

How will education affect teachers?

How relevant are core subjects in various courses?

How important is the role of principals in technician education?

How do two instructional methods differ in arc welding classes?

Accepted Answers:
How do two instructional methods differ in arc welding classes?

1 point

In educational research, a research variable is a:

Characteristic which can be measured

Characteristic which can be quantified

Particular characteristic which all members of a set possess

Particular characteristic which specific members of a set possess

Accepted Answers:
Particular characteristic which all members of a set possess

1 point

Which one of the following variables is 'NOT' a discrete variable?

Age

Gender

Marital status

Place of residence

Accepted Answers:
Achievement and Problem Based Learning

1 point

Which one of the following studies is 'NOT' an example of descriptive research?

A study on the learning styles of technician students for designing appropriate instructional strategies

A study describing the utilization of equipment and space in polytechnics

A study of the practices followed for appraising and recruiting staff in technician institutions

A study describing the self-concept of students and the prediction of their performance

Accepted Answers:
A study describing the self-concept of students and the prediction of their performance

1 point

Which one of the following is the prime characteristic of descriptive research?

To establish the relationship between different variables in a situation

To assess the situation as it prevails in a setting

To exercise control on variables other than those under study

To make use of a questionnaire in collecting data

Accepted Answers:
To assess the situation as it prevails in a setting

1 point

Case Study method of research is useful in

Exercising control on variables that interfere with those to be studied

Generating hypotheses, explaining problems and relationships in a situation

Deriving generalizations

Making a comparative study of the conditions existing in different situations

Accepted Answers:
Generating hypotheses, explaining problems and relationships in a situation

1 point

The basic consideration in sampling for a survey study is

Decide the population to which you would like to generalise the findings

Determining the size of the sample

Adopting specific procedures for data collection

Using specific techniques for analyzing data

Accepted Answers:
Decide the population to which you would like to generalise the findings

1 point

The first step in planning a case study is

Selecting the unit of study

Identifying the sources from where data are to be obtained

Formulating objectives of the study

Constructing observational schedules

Accepted Answers:
Formulating objectives of the study

1 point
Which one of the following is the most basic consideration for selecting units for a case study?

Survey

Action research

Correlation research

Naturalistic Observation
Accepted Answers:
Correlation research

1 point

Correlation research aims at determining:

The casual relationship between two variables

The association between two variables

The proportion of variance that two variables share

status of a variable

Accepted Answers:
The association between two variables

1 point

If two variables are highly correlated, it means

That they always go together

High value on one variable lead to high value on other variable

That there are no other variables responsible for the relationship

That change in one variable is accompanied by predictable change in the other variable

Accepted Answers:
That change in one variable is accompanied by predictable change in the other variable

1 point

Which of the following is an example of a correlational study?

Comparing the performance of two groups of students on their problem solving skills

Relating the performance of students in the English language with their performance in mathematics

Comparing the facilities, in respect of equipment and space provided for different technical institutions
in a state

Describing the learning environment of different classes in an institute

Accepted Answers:
Relating the performance of students in the English language with their performance in mathematics

1 point

Which one of the following is the first step in conducting a relationship study?

Selecting the subjects for the study

Selecting developing measuring instruments

Identifying the variables whose relationship is to be studied

Collecting and analyzing data pertaining to the relations to be studied

Accepted Answers:
Identifying the variables whose relationship is to be studied

1 point

Which one of the following is the LEAST important consideration for selecting subjects in a correlational
study?

Selecting groups of subjects that are relatively homogeneous

Selecting subjects that can be measured on the variable to be related

Random selection of subjects from the total population made up of different subsets of subjects

Selecting at least 30 subjects to comprise the sample

Accepted Answers:
Random selection of subjects from the total population made up of different subsets of subjects

1 point

For a perfect positive Correlation, the value of "r" is

-1.0

+1.0

0.3

Accepted Answers:
+1.0

1 point

Which of the following values for a correlation coefficient, indicate greater relationship between two
variables?

+0.30

+0.60

-0.80

0.00

Accepted Answers:
-0.80

1 point
Which one of the following is 'NOT' an advantage of Ex-Post Facto research?

To establish cause-and-effect relationship between independent and dependent variables

To identify several possible causes for a certain phenomenon

To generate a large body of information about the phenomena being studied

To generate new hypotheses

Accepted Answers:
To establish cause-and-effect relationship between independent and dependent variables

1 point

Which of the following is 'NOT' a characteristic of Ex-Post Facto research?

Data on the independent variables are gathered after they have occurred

The groups to be compared are selected randomly form the same population

Independent variables cannot be manipulated

Control is permitted for the assignment of treatments to the groups randomly

Accepted Answers:
The groups to be compared are selected randomly form the same population

Use standardized tests

Accepted Answers:
Manipulate the variables

1 point

Which of the following is the main limitation of Ex-Post Facto research?

Cause-and-effect relationships cannot be manipulated

Directional hypotheses cannot be tested

It does not permit study of control groups

It is more time consuming than other method or research

Accepted Answers:
Cause-and-effect relationships cannot be manipulated

1 point

Ex-Post Facto research means the research which is carried out:

After the incident

Along with happening of the incident

Keeping in mind the possibilities of the incident

Prior to the incident

Accepted Answers:
After the incident

1 point

Which of the following is 'NOT' an example of Ex-Post Facto research problem?

Determining the factors that led to low skills of engineering graduates in engineering drawing

Determining the factors associated with low motivation/burn-out of technical teachers

Determining the appropriateness of method of instruction

Identifying possible determinants of the road accidents

Accepted Answers:
Determining the appropriateness of method of instruction
Assessment III
The due date for submitting this assignment has passed.

Due on 2020-04-19, 23:59 IST.

As per our records you have not submitted this assignment.

Below are given twenty statements/questions. For each statement/question, there are four alternatives
given. Select the alternative that completes the statement or answers the question.

1 point

Any variable on which the measure is taken in order to determine whether the experimental condition has
an effect is referred to:

Dependent variable

Extraneous variable

Independent variable

None of these

Accepted Answers:
Dependent variable

1 point

Which of the following statements applies to experimental research?

Research in which:

Neither (a) nor (b)

Accepted Answers:
directional hypothesis

1 point

Which of the following is a characteristic of action research?

Variables are tightly controlled

Results are genrealizable

Results demonstrate cause-and-effect relationships

findings are applicable in the context in which research is tunderaken

Accepted Answers:
findings are applicable in the context in which research is tunderaken

1 point

A teacher has carried out an action research study of the problem-solving methods used by students in
eleventh-grade Physics classes. Which of the following can the teacher assume on the basis of this study?
Results apply

Only to students in his/her eleventh-grade Physics classes

Only to students in Physics classes at his/her institute

Only to Physics classes students in eleventh grade

To all Physics students

Accepted Answers:
Only to students in his/her eleventh-grade Physics classes

1 point
The purpose of Action Research in education is to:

Contribute to the new knowledge

Develop a new product

Improve the classroom practices

Verify the established theories

Accepted Answers:
Improve the classroom practices

1 point

Which of the following situations signifies the use of Action Research? A Director of the Technical
Education of a State:

Is concerned with improving the office administration of his/her Directorate

Needs to assess and compare the utilisation of the resources available to technical institutions of
different states

Stratified Random Sampling

Simple Random Sampling

Accepted Answers:
Snowball Sampling

1 point

Which technique is generally followed when the researcher specifies a characteristic of population and tries
to locate individuals possessing that characteristic?

Systematic Sampling

Purposive Sampling

Area Sampling

Convenience Sampling

Accepted Answers:
Purposive Sampling

1 point
When a research problem is related to the heterogeneous population, the most suitable sampling method
is

Simple Random sampling

Cluster sampling

Stratified random sampling

Convenience sampling

Accepted Answers:
Stratified random sampling

1 point

Suppose you want to try a new medicine, which sampleng technique would you prefer.

Simple Random Sampling

Volunteer Sample

Convenience Sampling

Stratified Random Sampling

Accepted Answers:
Volunteer Sample

1 point

When you select every nth unit from population, the sampling technique used is referred to as:

Purposive Sampling

Simple random Sampling

Systematic Sampling

Cluster Sampling

Accepted Answers:
Systematic Sampling
Assessment IV
The due date for submitting this assignment has passed.

Due on 2020-04-22, 23:59 IST.

As per our records you have not submitted this assignment.

Below are given twenty statements/questions. For each statement/question, there are two to four options.
Select the option that completes the statement or answers the question.SUBMISSION ALLOWED ONLY
ONCE.

1 point

Measuring Instruments are:

Devices used to record information

Devices used to quantify information

Both (a) and (b)

Questionnaire item

Accepted Answers:
Study purpose

1 point

"Specify the problems faced on account of shortage of faculty in the institution" . The item/question is an
example of

Multiple response type item

Rating type item

Ranking type

Open-ended questions

Accepted Answers:
Open-ended questions

1 point

Which of the following is 'NOT' the principle of designing a questionnaire

Pose indirect question

Use easy language

Avoid double negatives

Avoid leading questions

Accepted Answers:
Pose indirect question

1 point
If the researcher is interested in answering why and how questions, the preferred measuring instrument will
be

Questionnaire

Interview schedule

Observation schedule

Standardized test

Accepted Answers:
Interview schedule

1 point

Application for permission to collect data form an institution should never be accompanied by your research
proposal.

True

False

Accepted Answers:
False

1 point

Before collecting data from an institution one should always report to the head of the institution.

True

False

Accepted Answers:
True

1 point

One should always obtain personal information from staff, such as their qualifications, to provide
authenticity to the study.

True

False

Accepted Answers:
False

1 point

Which of the following is 'NOT' an aspect of good practice when mailing surveys to respondents?

Making a direct reference to confidentiality in the accompanying letter

In follow-up letters, suggesting that non-response is normal

Including a stamped, addressed envelope for the return of the instrument

Summarize the information given in the body of the instrument

Accepted Answers:
Summarize the information given in the body of the instrument

1 point

If the researcher is interested in determining the trends of enrollment for the last ten years in various
disciplines offered by Rajasthan Technical University, the preferred measuring instrument will be
Questionnaire

Interview Schedule

Observation Schedule

Standardized Test

Accepted Answers:
Questionnaire

1 point

Questionnaires can include items:

Alternate response type

Multiple response type

Multiple choice type

All of the above

Accepted Answers:
All of the above

1 point

Interview schedule containing broad questions only is an example of:

Structured interview schedule

Semi-structured interview schedule

unstructured interview schedule

All of the above

Accepted Answers:
Semi-structured interview schedule

1 point

The interviewer should observe and interpret respondents:

Verbal responses

Non-verbal responses

Both (a) & (b)

Neither (a) nor (b)

Accepted Answers:
Both (a) & (b)
1 point

To validate the date collected through questionnaires, the researcher can:

take interviews of selected sample

make observations of the ongoing process or resources

both (a) & (b)

Neither (a) nor (b)

Accepted Answers:
both (a) & (b)

1 point

Interviewer should possess skills related to:

Posing questions

Listening skills

Interpreting non-verbal behaviour

All of the above

Accepted Answers:
All of the above
ASSESSMENT V
The due date for submitting this assignment has passed.

Due on 2020-04-26, 23:59 IST.

As per our records you have not submitted this assignment.

Below are given Twenty statements/questions. For each statement/question, there are four alternatives
given. Select the alternative that completes the statement or answer the question.

1 point

Which of the following scales of measurement has an absolute zero?

Nominal scale

Ordinal scale

Interval scale

Ratio scale

Accepted Answers:
Ratio scale

1 point

In case, you are interested in representing percentage of students belonging to different regions, the
preferred graphical representation of data will be:

Line graph

Bar graph

Column graph

Pie graph

Accepted Answers:
Pie graph

1 point

If you are interested in finding out an achievement score in your subject below which and above which fifty
percent of your student lie, you will calculate:

Mean

Median

Mode

Range
Accepted Answers:
Median

1 point

Which one of the following is 'NOT' a characteristic of the Normal Probability Curve?

Mean, Median and Mode are at different points

It is bilaterally symmetrical

It is asymptomatic to x-axis

It is unimodal

Accepted Answers:
Mean, Median and Mode are at different points

1 point

M + 1SD in a normal distribution curve covers.

68.26% of the cases

95.44% of the cases

99% of the cases

34.13% of the cases

Accepted Answers:
34.13% of the cases

1 point

When the data on two variables are available on nominal scale, the correlation method used will be :

Chi-square

Pearson-product moment correlation

Bi-serial correlation

Partial correlation

Accepted Answers:
Chi-square

1 point

In case, you are interested in determining the differences in utilization of mobile phones for education
purposes in hours per day among students of 6-14 years, 15-25 years, 26-40 years and 40 years and
above, the statistical technique preferred will be

t-test
ANOVA

Person product moment correlation

Chi -square test

Accepted Answers:
ANOVA

1 point

Which section of the proposal is intended to describe the purpose with a full statement of the research
questions?

Introduction

Literature Review

References

Proposed Methodology

Accepted Answers:
Introduction

1 point

The Preliminary Section of Research Report includes:

Acknowledgements

List of Tables & Figures

Table of Contents

All of the above

Accepted Answers:
All of the above

1 point

The purpose of the conclusion in a research report is to:

Summarize the key findings in relation to the research questions

Provide a useful review of the relevant literature

Give an outline of the methodological procedures that were employed

Provide just a summary of what the article already said

Accepted Answers:
Summarize the key findings in relation to the research questions

1 point
The terms of reference for producing a specific report are given by the:

Expert hired for investigation

Organization on whose behalf research is carried out

Reader of the Report

Writer of the Report

Accepted Answers:
Organization on whose behalf research is carried out

1 point

If you arrange teachers of your department from 1 to 10 by assigning 1 to most effective teacher and 10 to
least effective teacher. The data available to you is on;

nominal scale

ordinal scale

interval scale

ratio scale

Accepted Answers:
ordinal scale

1 point

The scores obtained by your students on an achievement test in Applied Mechanics are on:I

interval scale

nominal scale

ordinal scale

ratio scale

Accepted Answers:
interval scale

1 point

If the distribution of achievement scores in mathematics obtained by students is positively skewed, it

means:

there is concentration of cases on the lower side of the scale

there is concentration of cases on the upper side of the scale

there is concentration of cases at the middle point of the curve

none of the above

Accepted Answers:
there is concentration of cases on the lower side of the scale

1 point

If you are testing hypothesis that female teachers are significantly more emotionally intelligent than male
teachers, you will use:

one-tailed test

two tailed test

both (a) and (b)

neither (a) nor (b)

Accepted Answers:
one-tailed test

1 point

While writing a research report, you will consider:

Audience of the report

Purpose of the report

Research questions

All of the above

Accepted Answers:
All of the above

1 point

In case of perfect correlation between two variables, the value of r can be:

+1.0

-1.0

Both (a) and (b)

Neither (a) nor (b)

Accepted Answers:
Both (a) and (b)

1 point
In case, you are interested in studying the differences in the mean performance in Applied Physics of
students from Civil, Electrical and Mechanical Engineering, which of the following statistical techniques
would you use:

t-test

Analysis of Variance

Chi-Square

Pearson Product Moment Correlation

Accepted Answers:
Analysis of Variance

1 point

In an experimental research, if the review of related literature is conclusive about significant effect of independent
variable, you will prefer:

non-directional hypothesis

directional hypothesis

both (a) and (b)

neither (a) nor (b)

Accepted Answers:
non-directional hypothesis

1 point

The stages in the process of innovation involve the following:

I. Idea generation and mobilization
II. Advocacy and screening
III. Experimentation
IV. Commercialization
V. Diffusion and implementation
The correct sequence of these stages is:

i-ii-iii-iv-v

ii-i-iii-iv-v

iii-ii-i-v-iv

i-iii-ii-v-iv

Accepted Answers:
i-ii-iii-iv-v
Assessment 1
The due date for submitting this assignment has passed.

Due on 2020-04-15, 23:59 IST.

As per our records you have not submitted this assignment.

Assessment I
( (Covering Units I to IV of Module)
1 point

Which of the following is/are the characteristic(s) of an institution?

Distinct purpose expressed in a goal or set of goals

People come and work together to achieve the institutional goals

A deliberate and systematic structure

All of these
Accepted Answers:
All of these

1 point

Who gave this statement? “ Management is an art of getting the things done through and with the
people in formally organised groups”.

F W Taylor

George R Terry

Harold Koontz

A H Maslow
Accepted Answers:
Harold Koontz

1 point

Which of the following is not an objective of institutional management?

Achievement of institutional goals

Enhance productivity of the society

Planning, Organising, Leading, Controlling

Planning, Organising, Controlling, Leading

Accepted Answers:
Planning, Organising, Leading, Controlling
1 point

Which level of management is responsible for establishing a vision for the organization, developing
broad plans and strategies, and directing subordinate managers?

first level managers

middle level managers

top level managers

All of these
Accepted Answers:
top level managers

1 point

The ability of a manager to interface and work effectively with individuals and groups is descriptive
of what type of managerial skill?

technical

administrative

organizational

Interpersonal
Accepted Answers:
Interpersonal

1 point

Which of the following statements is false? Formal strategic Planning

Implies determined actions for achieving objectives

Is a time consuming process

Should develop clear and rigid plans for the institution to implement

Is most applicable in stable environment

Accepted Answers:
Should develop clear and rigid plans for the institution to implement

1 point

____________ refers to the purposes an institution strives to achieve.

Strategic intent

Strategic formulation

Strategic implementation

Strategic control
Accepted Answers:
Strategic intent

1 point

A possible and desirable future state of an institution

Mission

Vision

Mandate

Strategy Implementation
Accepted Answers:
Vision

1 point

Which environment can create new market and new institutional business segments?

Political environment

Economic environment

Socio- cultural environment

Technological environment
Accepted Answers:
Technological environment

1 point

Organisation is a process of

Identifying and grouping of work to be performed

Defining and delegating the responsibility and authority

Both ‘a’ and ‘b’

None of the above
Accepted Answers:
Both ‘a’ and ‘b’

1 point

Responsibility always flows from

Superior to subordinate

Subordinate to superior

Both ‘a’ and ‘b’

None of the above

Accepted Answers:
Subordinate to superior

1 point

The following is not a principle of organisation

Principle of exception

Principle of balance

Principle of complexity

Principle of co-ordination
Accepted Answers:
Principle of complexity
QUIZ II
The due date for submitting this assignment has passed.

Due on 2020-04-26, 23:59 IST.

As per our records you have not submitted this assignment.

QUIZ II
The concept “Together Everyone Achieves More conveys” the following:

The importance of team work at the work place

The institution is more important than the employee(s)

The achievement of goals must be done on an individual basis

What the employee has to say is not important

Accepted Answers:
The importance of team work at the work place
1 point

The most significant attribute required for the team work is:

A need to be part of a team

A willingness to help and guide other employees

The purpose of getting an application blank is to gather information about the:

Institute

Candidate

Employees of the institute

Recruitment procedures
Accepted Answers:
Institute

1 point

Which mode of recruitment is through advertisements, newspapers and want advertisements?

Direct

Indirect

On payroll

None of the above

Accepted Answers:
Indirect

1 point

Which strategic choices an institution needs to make before designing its orientation programme?
Formal or informal

Individual or collective

Serial or disjunctive

All of the above

Accepted Answers:
All of the above

1 point

Which of the following refers to the allocation of people to jobs; it includes initial assignment of new
employees, and promotion, transfer, or demotion of present employees?

Recruitment

Placement

Selection

None of the above

Accepted Answers:
Placement

1 point

How does training and development offer competitive advantage to an organisation?

Removing performance decencies

Enhancing management capabilities

Preparing manpower for future challenges

All of the above

Accepted Answers:
All of the above

1 point

Which of the following is an off - the - job training method?

Television

Job rotation
Orientation training

Coaching
Accepted Answers:
Television

1 point

CCS Conduct Rules apply to:

Every person appointed to a Civil Service

Every civilian in Defense Service

Both (a) & (b)

None of these
Accepted Answers:
Both (a) & (b)

1 point

Sec 3-A of CCS Conduct rules explains:

Observance o Government’s policies

Prohibition of sexual harassment of working women

Promptness and Courtesy

All the above

Accepted Answers:
Promptness and Courtesy

1 point

The financial powers of the Government, which have not been delegated to a subordinate authority,
shall vest in the:

Union Cabinet

Finance Ministry

Parliament

President
Accepted Answers:
Finance Ministry
1 point

Powers to write off of losses are available under the:

GFR 2017

Delegation of Financial Powers Rules.

R&P 1983

GAR 1990
Accepted Answers:
Delegation of Financial Powers Rules.

1 point

A material shall generally be considered surplus if it remains in stock for over______ unless
adequate reasons to treat it otherwise exist.

four years

a year

three years

two years
Accepted Answers:
a year
Assessment 3
The due date for submitting this assignment has passed.

Due on 2020-05-05, 23:59 IST.

As per our records you have not submitted this assignment.

Assessment 3 (Based on Units 9, 10, 11 &12)

The potential to influence and drive the group efforts towards the accomplishment of goals is called as:

Mentoring

Leadership

Managing

Coaching

Accepted Answers:
Leadership

1 point

A _____ gets his authority by virtue of his position while a _____ gets his authority from his followers.

Mentor; Leader

Leader; Manager

Manager; Leader

Coach; Leader

Accepted Answers:
Manager; Leader

1 point

Which of the following seeks to determine the personal characteristics of effective leaders?

Trait theory

Fiedler’s contingency theory

House’s Path Goal theory

Behavioural theory

Accepted Answers:
Trait theory
1 point

Which of the following style of leadership leads to satisfied, motivated and more skilled employees, in turn leading to
an optimistic work environment and encouraging creativity?

Autocratic

Democratic

Laissez Faire

Bureaucratic

Accepted Answers:
Democratic

1 point

Which of the following is NOT an indicator of a Motivated Workforce?

High Productivity

Ingenuity in the use of Resources

High Employee Turnover

Work conscious

Accepted Answers:
High Employee Turnover

1 point

Which of the following theories of motivation is concerned with comparing the ratios of inputs to outcomes they
receive against the ratios of other people?

Equity Theory

Expectancy Theory

Two Factor Theory

Need Hierarchy Theory

Accepted Answers:
Equity Theory

1 point

Unlike his co-workers, Suresh was motivated by challenge, personal satisfaction and by doing interesting work; most
of his co-workers were just in it for money. Suresh was motivated by:

Extrinsic motivators

Esteem motivators
Intrinsic motivators

Social motivators

Accepted Answers:
Intrinsic motivators

1 point

Which of the following deals with one-to-one collaboration between an external expert and a manager for developing
the leadership skills of the later?

Orientation

Mentoring

Counseling

Coaching

Accepted Answers:
Coaching

1 point

Give the correct sequence to the following components of Communication process:

i. Decoding

ii. Encoding

iii. Feedback

iv. Transmission

i, ii, iii, iv

ii, iii, I, iv

i, iii, iv, ii

ii, iv, I, iii

Accepted Answers:
ii, iv, I, iii

1 point

In organization, the flow of communication sometimes slows down because there are too many:

Channels

Departments

Hierarchical Levels
Managers

Accepted Answers:
Hierarchical Levels

1 point

When do senders hinder communication?

When they use language that causes confusion

When they reject a message that contradicts their beliefs and assumptions

When they hear or see only certain parts of the message

When they jump to conclusions

Accepted Answers:
When they use language that causes confusion

1 point

Managers need effective communication skills to perform the following roles:

Personal

Interpersonal

Impersonal

Decisional

Accepted Answers:
Interpersonal

1 point

Which of the following areas is NOT one of the four key areas that strategic change seeks to influence?

Formal organisation structures

Informal organisation structures

Technology

Accepted Answers:
Technology

1 point

Which of the following is a strategic move of the institutions for implementation with the futuristic objective?

Unplanned change management

Global change management

Planned change management

Incidental change management

Accepted Answers:
Planned change management

1 point

Why might individuals resist organisational change?

i. Anxiety

ii. Irritation

iii. Lack of interest

iv. Opposing strategy proposals

v. Pessimism

i, iii, and iv

ii, iii, and v

iii, iv, and v

All of the above

Accepted Answers:
All of the above
Assessment 4
The due date for submitting this assignment has passed.

Due on 2020-05-19, 23:59 IST.

As per our records you have not submitted this assignment.

Quiz #Assessment 3 (Based on Units 13, 14, 15 and 16)

Clearly stated goals are best if they are:

Specific

Realistic

Measurable

All of the above

Accepted Answers:
All of the above

1 point

I will “attain an A grade by the end of this year” is a _______range goal, while "Read Chapter 1 of the text
book" is more of a ____ range goal.

Long, Short

Short, Long

Long, Long

Short, Short

Accepted Answers:
Long, Short

1 point

The following is/are suggested time management technique(s):

Concentrate on one key task at a time

Make good use of technology

Clean up and get organized

All of these

Accepted Answers:
All of these

1 point
The following is an example of streamlining your work in an effort to eliminate time wasting tasks:

Reading and replying to e-mail hourly

Looking for duplication of effort and waste; then, taking action to eliminate them.

Assisting your secretary with routine phone calls

Being a good organization citizen and helping others routinely with their tasks.

Accepted Answers:
Looking for duplication of effort and waste; then, taking action to eliminate them.

1 point

Which of the following is/are accurate description(s) of attitude?

Directly observable behaviours

Personality traits

Multi-component evaluations

Concrete variables

Accepted Answers:
Multi-component evaluations

1 point

When an institutional manager monitors the work performance of employees in his department to determine if the
quality of their work is 'up to standard', this manager is engaging in the function of:

Planning

Controlling

Organising

Leading

Accepted Answers:
Controlling

1 point

Which of the following is the LAST element of any effective control system?

Measuring Performance

Setting Standards

Taking Corrective Action

Providing Feedback

Accepted Answers:
Taking Corrective Action

1 point

The least penalty as per CCS (CCA) Rules is:

Withholding of one increment

Transfer without TA/DA

Censure

With holding of promotion

Accepted Answers:
Censure

1 point

The time limit for completing the inquiry and submit report by Inquiring Authority is:

3 months

6 months

9 months

18 months

Accepted Answers:
6 months

1 point

The method used for evaluating the performance of executives or supervisory positions is:

Psychological Appraisals

Assessment Centers

Behaviourally Anchored Rating Scales

360 degree feedback

Accepted Answers:
Assessment Centers

1 point

Which of these is an advantage of the critical incidents methods while performing performance appraisal?

Minimise inventory costs

Negative incidents are generally more noticeable than positive ones

Evaluation is based on actual job behaviour

None of the above

Accepted Answers:
Evaluation is based on actual job behaviour

1 point

Which of these is a major weakness of the forced distribution method?

Assuming that employee performance levels always conform to a normal distribution

Work is reliable

The error of central tendency

None of the above

Accepted Answers:
Assuming that employee performance levels always conform to a normal distribution

1 point

Which factors lower the accuracy rate of the performance rater?

The rater is aware of personal biases and is willing to take action to minimise their effect

Performance factors are properly defined

The rater has documented behaviours to improve the recall

The rater is unable to express himself or herself honestly and unambiguously

Accepted Answers:
The rater is unable to express himself or herself honestly and unambiguously

1 point

Evaluation measures:

The timeliness of a programs activities.

The outcomes and impact of a programs activities.

How closely a program kept to its budget

How well the program was implemented

Accepted Answers:
The outcomes and impact of a programs activities.

1 point
A formal inquiry into some issue or aspect of an institutional system is known as:

Report

Review

Agreement

Audit

Accepted Answers:
Audit
“Learning is not merely an act. It is a life style”
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