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8601 (assignment 1)

B.Ed 1.5 years (Allama Iqbal Open University)

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Assignment no. 1
Course code: 8601 (General
Methods of Teaching)
Submitted by: Rabia Nasir
Registration no: 0000220161
Semester: 1st, Spring22’

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Assignment no. 1

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Highlight the steps of planning "development of instruction".

Ans. Good planning is the first step to an effective classroom, and one of the six main teacher
tasks that educators must master. A well-planned class reduces stress on the teacher and helps
minimize disruptions. When teachers know what they need to accomplish and how they are
going to do it, they have a better opportunity to achieve success with the added benefit of less
stress. Additionally, when students are engaged during the entire class period, they have less
opportunity to cause disruptions. The teacher's demeanor, lesson plan quality, and method of
delivery all play into an effective day in class.

Steps for Planning Instruction

Before beginning to plan instruction, the teacher should review the state and national standards,
as well as texts and supplemental materials, to determine what concepts he must cover over the
course of the school year. He should include any required test- preparation material. Specific
steps to cover when planning instruction include:

1. Creating a personalized lesson plan calendar. This will help a teacher visualize and organize
instruction.

2. Creating detailed unit lesson plans, which should include objectives, activities, time estimates,
and required materials

3. Planning for students who might be absent during a given lesson

4. Creating assessments, including classwork, homework, and tests

5. Reviewing how the lesson or unit fits into the overall instructional plan for the school year

6. Writing a daily lesson outline and agenda. The details included will differ depending on how
detailed the teacher wishes to be. At a minimum, the teacher should have an agenda prepared for
herself and her students so that she appears organized and maintains students' interest. It is very
easy to lose student attention if the teacher has to search for a page she wants students to read or
has to fumble through a stack of papers.

7. Creating and/or gathering required items ahead of time. This can include making handouts,
overheads, lecture notes, or manipulatives (learning objects, such as pennies for counting). If the
teacher plans to start each day with a warmup, then he should have this created and ready to go.
If the lesson requires a movie or item from the media center, the teacher should check out or
order the item well ahead of time.

Plan for the Unexpected

As most teachers realize, interruptions and unexpected events often occur in class. This might
range from pulled fire alarms and unexpected assemblies to illnesses and emergencies. It's
important to create plans that will help deal with these unexpected events.
Create mini-lessons to help fill up any time that might be left at the end of a class period. Even
the best teachers are sometimes left with extra time. Instead of just letting students talk, teachers

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can use this time for extra instruction or fun learning activities, such as playing parts of speech
bingo, reviewing upcoming calendar events, or discussing current events.
Emergency lesson plans are a necessity for all teachers. If the teacher cannot make it to school
because he is ill or has to deal with a last-minute emergency or family illness, a detailed lesson
plan can help the substitute continue with the planned lessons and have a smooth day with
students. Such lessons, combined with a substitute folder, are important to help the classroom
function smoothly in the teacher's absence.

1. TRADITIONAL AND STANDARDS- Based Planning between frameworks A & B which:

a) Goes along with OBE and UbD
b) Is a more traditional framework
c) Is a better framework

2. THE UNDERSTANDING BY DESIGN (UBD) FRAMEWORK

a) With what does UbD begin- learning content or standards?
b) Are the broad content standards made more specific by the statement of understanding
goals, essential questions, and student objectives/outcomes?
c) Is a teacher free to write down any essential questions?
d) Are the essential questions specific or general in nature?

3. DOES ASSESSMENT EVIDENCE MEAN PROOFS that the content standards, goals,
student outcomes were attained or not attained? 6. Is the learning plan independent of desired
results and assessment evidence? 7. Does the learning plan have an objective or outcome? 8.
Excluding the materials and timeline, what are the parts of a learning plan? 9. Is the sequencing
of the three last parts of the learning plan also the same in a lesson plan?

4. STAGE 1 DESIRED RESULTS CONTENT STANDARDS comes from professional

standards in your field. UNDERSTANDING GOALS
Student will understand that... • this is a goal not an objective. • List the big ideas or concepts
that you want them to come away with. Essential Goals o what are the leading questions can you
ask of students to get them to understand the
Big Ideas o Address to the heart of the discipline are framed to provoke and sustain students’
interest.

5. STAGE 1 DESIRED RESULTS Student Objectives (Outcomes)

Students will be able to... Observable, measurable outcomes that the students should be able to
demonstrate and you can assess. Your learning objectives in stage 3 and directly linked to having
students be able to achieve the understandings, answer the essential questions and demonstrate
the desired outcomes.

6. STAGE 2 ASSESSMENT EVIDENCE PERFORMANCE TASKS: •

Authentic, performance-based tasks that have students apply what they have learned and
demonstrate their understanding. • Designed at least at the application of Bloom’s Taxonomy. •
Rubrics can be used to self-assessment of their performance. „ Other Evidence • Pre-assessment,
formative, summative •

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Individual or group based • Informal methods (thumbs up, thumbs down, quiz, reflections,
essays, worksheet.)

7. STAGE 3 LEARNING PLAN

a) Materials and Resources
b) Timeline
c) Introductory Activities
d) Developmental Activities
e) Closing Activities

8. IMPORTANT POINTS TO REMEMBER IN PLANNING AND ORGANIZING

INSTRUCTION Supposed to contribute to the realization of the vision statement of the
department. “Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
Private institutions, vision mission statements of the school and of the DepEd.
9. Philippine Qualifications Framework, that describes the knowledge, skills and values of the
Philippine graduate. Grade level standards made more specific. Our instructional planning
supposed to begin with a study of the K to
12 curriculum guides.

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Q. 1 Specify the personal and professional characteristics of good teachers.

Ans. Teacher: The meaning of TEACHER is one that teaches;
especially: one whose occupation is to instruct.
Teaching: In education, teaching is the concerted sharing of knowledge and
experience, which is usually organized within a discipline and, more generally, the
provision of stimulus to the psychological and intellectual growth of a person by
another person or artifact.
Role of a teacher
The primary role of a teacher is to deliver classroom instruction that helps
students learn. To accomplish this, teachers must prepare effective lessons, grade
student work and offer feedback, manage classroom materials, productively
navigate the curriculum, and collaborate with other staff.
Qualities of a good teacher
Some qualities of a good teacher include skills in communication, listening,
collaboration, adaptability, empathy and patience. Other characteristics of
effective teaching include an engaging classroom presence, value in real
world learning, exchange of best practices and a lifelong love of learning.
A good teacher can make a world of difference in a student's life, impacting
everything from their classroom learning to their long-term success. If you're
considering a career in education it's important to explore the qualities of a good
teacher.
Research from the Economic Policy Institute shows that good teachers are the
single most important factor that contributes to student achievement in the
classroom, more important than facilities, school resources and even school
leadership.
Personal characteristics
1) Fairness
Fairness is one of the characteristics of the students’ favorite teachers. All
humans possess an inbuilt sense of fair play. Whenever a person violates, the
other person in this situation is prone to react negatively.
Any impression of favoritism or lack of fairness, leaves scars on the life of
persons that last forever. The students report in general detail, the unfair actions
of their teachers when they had negative experience of competition between
classmates, even after many years have passed.
2) Positive Attitude
another characteristic that students’ like most is the positive attitude and
approach of their teachers they use into the classroom. Scholars suggest that
effective teachers are those who use meaningful verbal prase to get and keep
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students actively participating in the learning process. The effective teachers are
generally ppositive minded individuals who believe in the success of their
students as well as their own ablity to helpp students achievements.
3) Sense of Belonging
teachers develop a sense of family in their classrooms. A variety of strategies,
such as random act of kindness awards, class picture albums and cooperative
class goals build a sense of unity and belongings and maintain an emotionally
safe classroom. Good eachers also too strong measures to prevent mean and
hurtful behavior like teasing and bullying. Effective teachers know well that
when children feel emotionally and physically safe they learn far better.
4) Personal Touch
Teavhers who are connected personally with their students; call them by name,
smile often, ask about students’ feelings and opinions, and accept students for
who they are. As well as the teachers who tell stories of their own life events
which relate to subject matter currently being taught, motivate student’s interest
and endorse bonding with the students. Teachers who show interest in their
students have interested students.
5) Creativity
Students always lke the unusual thingsthat their teachers do in creative ways.
Construction of models or things from wastage like plastic bottles provide a
field into which children could go and work by themselves quietly on academics
activities like puzzles and word- finds. Fun activities arranged by teachers into
the classroom encourage the students stowards learning.
Teachers can use unique ways tof motivating their class. Teachers can set a
rewardfor the class on reaching a particular academic goal. Fpr example a teacher
can give extra marks of work done by the students in a creative way.
6) Forgiving
The effective teachers reflect a willingness to forgive students for misbehavior.
For example if a student repeatedly asks irrelevant questions and detract others
from the lesson. The teacher can simly say the question is irrelevant and direct the
student for further study.
Professional characteristics
1. Patient and approachable.
They say that „patience is a virtue‟, and this couldn’t be more true for teachers.
Dealing with youngsters can be a tricky task so being approachable is a must.
Students should feel comfortable talking to their teacher openly and honestly –
especially if they are struggling with school work. It’s also vital that a teacher is
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patient enough to listen and understand what the student is going through, as often
is the case that a specific tactic is required for each issue.
Dealing with a large classroom will also require patience. A younger group of
students may be slightly more difficult to manage, and exercising patience and
friendliness will be the best way to tackle the situation.
2. Enthusiastic.

There’s no point in doing anything if you plan on doing it half-heartedly. A great

teacher loves their job and everything about it. This is especially important for
students, as feeling a sense of enthusiasm from their teacher will inspire them to
learn and apply themselves better. Positivity breeds positivity, so it’s crucial to
create a happy environment for young people to thrive in.

A teacher that emits enthusiasm will also be embraced by parents. Giving parents
the sense that their child is being taught by someone that loves what they do is a
huge bonus. It also instils trust and gives confidence that the school employs great
staff as well.
3. Strong communication skills.
The ability to articulate thoughts and ideas is an absolute must if you’re looking to
become an educator.
But this isn’t reserved just for teaching coursework.
Possessing this quality is also necessary when speaking to parents about their
children. Teachers will often be faced with the task of explaining to a parent that
their child needs extra support with their coursework. Or sometimes a child might
be misbehaving, and news of this must be broken to the parents. Being a good
communicator means delivering this information in a clear and constructive
manner.
4. Strong knowledge and a solid education.
If you’re thinking of becoming a teacher you really need to know your stuff. It
doesn’t matter if you’re a math’s teacher or a primary teacher, it’s essential that
you have a certain level of education. Possessing knowledge on a topic means
being equipped, at all times, to answer any questions that come your way – and as
a teacher there will be questions, you can be sure of that! Knowing the topic, you
teach also means gaining respect. Colleagues and parents will know that you’re
more than qualified to be an educator, and will rest assured that your students are
in safe hands.
5. Disciplined and professional.

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Believing in discipline is important in all professions. But for teaching, it’s vital.
As a teacher, your responsibilities are quite diverse – from curriculum and
teaching methods to managing classrooms and colleagues.
Professionalism must be at the forefront of everything a teacher does, inside and
outside of the classroom. Gaining respect and acknowledgement from students and
co- workers is crucial for a healthy work-life balance. Professionalism also means
being composed when having to make tough decisions and knowing when to draw
the line when it comes to the student – teacher relationship.
6) Collaboration
the teachers work with others to achieve a common goal.
• Interacts constructively with peers/ colleagues,administrators, supervisors,
staff, and parents.
• Shows consideration and respect for thoughts and feelings of others.
• Demonstrates effective verbal and non-verbal communicaton skills.
• Demonstrates flexibility with others.
• Shares ideas and materials.

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Q.5.What is an activity? Discuss the importance of activity method. Name the

different types of activities you would use in English.
Ans. Activity
Activity - the state of being active; "his sphere of activity"; "he is out of action" activeness,
action. State - the way something is with respect to its main attributes; "the current state of
knowledge"; "his state of health"; "in a weak financial state". The state of being active: behavior
or actions of a particular kind: something that is done as work or for a particular purpose:
something that is done for pleasure and that usually involves a group of people.
Classroom activities
The term “Classroom activities” applies to a wide range of skill-based games, strategies and
interactive activities that support student's educational development. The goal of all
activities is to enhance student's understanding, skill or effectiveness in a specific area by
engaging multiple styles of learning.

The activity method is a technique adopted by a teacher to emphasize his or her method of
teaching through activity in which the students participate rigorously and bring about efficient
learning experiences. • It is a child- centered approach.
It is a method in which child is actively involved in participating mentally and physically.
1. A teaching method comprises the principles and methods used by teachers to enable student
learning. For a particular teaching method to be appropriate & efficient it has to be in relation
with the characteristics of the leaner and type of learning it is supposed to bring about.
2. OBJECTIVE • Classroom transaction • Methods of classroom transaction •
What is activity method • Historical background • Importance & Characteristics •
Organization • Different types of activities
3. CLASSROOM TRANSACTION • Classroom transaction is the process of creating situations
whereby students are able to interact with the material to be learned in order to construct
knowledge. • Classroom transactional practice includes teacher, content, environment,
assessment, mode, style etc.
4. METHODS • Activity • Group work • Pair work • Collaborative •
Cooperative • Project
5. What is an activity method? • The activity method is a technique adopted by a teacher to
emphasize his or her method of teaching through activity in which the students participate
rigorously and bring about efficient learning experiences.
• It is a child-centered approach. It is a method in which child is actively involved in
participating mentally and physically. Learning by doing is the main focus of this method.
6. So, activity method means any learning that is carried out with a purpose in a social
environment, involving physical and mental action, stimulating for active action or expression.
7. Historical background • Activity based learning started sometime in 1944 around World War
II. • David Horsburgh is considered as the pioneer of ABL. •
He opened a school called Neel Bagh in Kolar. • School has diverse curriculum, which included
music, carpentry, sewing, gardening along with school subjects. •
TLMs were systematically planned with different learning activities.
8. Importance • It enhances creative aspect of experience. • It gives reality for learning. • Uses all
available resources. • Provides varied experiences to the students to facilitate the acquisition of
knowledge, experience, skills and values. •

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Builds the students self-confidence and develops understanding through work in his/her group. •
Develops interest, enriches vocabulary and provides stimulus for reading.
9. • Develops a healthy relationship among students and between students and teachers. • An
activity is said to be the language of the child. A child who lacks in verbal expression can
express his ideas through activities. • Most of the subjects can be taught through this method. •
This also provides an opportunity to develop good social relationships.
10. Characteristics of an effective activity • Active involvement • Confronting misconception •
Multiple representation • Iteration • Appropriate use of teaching.
11. How to organize an activity • Decide instructional goal. • Understand the learners‟ cognitive
level • Consider the nature of the subject. • Know the time available and availability of resources
for achieving the instructional goals. •
Design suitable activity and implement that in the class. • Provide link between previous
knowledge and activity. • Guide the students during activity work and follow up it to bring
required changes for better use.
12. Different types of activities • Dramatization • Quizzes • Role pay •
Educational games • Brainstorming • Debates etc.
13. An example Topic: Fraction Exploration • Objective: To understand various fractions and
their comparison. • Material Required A set of 8 circular sheets of equal size which is divided
into 1,2,3,4,6,8,12 and 16 equal parts respectively.
Identification of activities for ABC
Meaning of Activities: Activities comprise of units of work or tasks. For example, purchase of
materials is an activity consisting a series of tasks like purchase requisition, advertisement
inviting quotations, identification of suppliers, placement of purchase order, follow-up etc.

Types of Activities
Activities basically fall into four different categories, known as the manufacturing cost
hierarchy. These categories were first identified by Cooper in 1990 and help to determine the
type of activity cost driver required. The categories are:
Unit level activities: These are activities for which the consumption of resources can be
identified with the number of units produced. It is performed each time a unit is produced. Use of
indirect materials/consumables.
Unit level activities: These are activities for Use of indirect materials/consumables.
which the consumption of resources can be
identified with the number of units produced.
It is performed each time a unit is produced.
Batch level activities: The costs of some Material ordering, Inspection of Products.
activities are driven by the number of batches
of units produced. These are activities related
to setting up of a batch or a production run. It
is performed each time a batch is processed.
Product level activities: The cost of some Designing the product, producing parts
activities is driven by the creation of a new specifications and keeping technical drawings
product line and its maintenance. of products.
Facility Level Activities: It must be carried Plant Security, Production
out regardless of which products are Manager’s Salary and Maintenance of
produced. These are activities necessary for buildings.

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sustaining the manufacturing process and

cannot be directly attributed to individual
products
Illustration 1
Auto lite Private Ltd. an auto repair business, uses activity-based costing and accumulates
overhead costs in the following cost pools:
• Human Resources
• Parts management
• Purchasing
• Quality Control
• Equipment set-up
• Training employees
• Assembly department
• Receiving department
You are to find out for each cost pool whether the cost pool would be unit-level, batch- level, and
product-level or facility level.

ACTIVITY COST POOL HIERARCHY

Human Resources Facility-level
Parts management Product-level
Purchasing Batch-level
Quality Control Unit-level
Equipment set-up Unit-level
Training employees Facility-level
Assembly department Unit-level
Receiving department Batch-level

When teaching English, it’s important to keep your students (and yourself) engaged in the
subject and one of the best ways to do that is through little activities that you can complete,
whether it be solo, group, in-class, or as homework.
Most teachers will use the typical vocabulary and grammar exercises associated with English
lessons, but there are some more original and more effective ways to teach English and ensure
your students are having fun. (As a bonus, you’re also likely to have more fun.) These activities
will help to cement your student’s
English knowledge without them even realizing because they’ll be applying what they already
know to an exciting activity.

Why is that important?

Most people learn better through doing, which means practically applying the knowledge in the
real world. It’s similar to learning to drive. You have a workbook packed with important
information that you need to study before you get behind the wheel. However, this alone isn’t
enough to help you pass your test; you actually need some practical driving experience.
Plus, using English in non-classroom settings will force the brain to work in new ways, creating
new pathways, and increasing the brain capacity of the individual.
(For those of you interested in the specifics, here’s the scientific explanation.)
Basically, it’s a win all-round.

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Now, you still will often want to use your more traditional activities - so don’t throw out that
course book just yet – but some creative exercises can really help to complement them. Don’t
worry, if you’re unsure what activities to choose or how to get your students involved; we’ve
rounded up some of the best for you below and we’ve gone over how to use them in class.

1. Improve
This is actually a brilliant way to put your students‟ English skills into practice because it relies
on the student reacting to what someone else has said or done, just like in real life, and there’s a
huge emphasis on reacting n the moment.
Students will have fun acting out silly skits, particularly if you can find some funny premises and
props for them, and you’ll have fun watching. You could even make it harder by making certain
words off limits, so students will have to think up synonyms.
Top tip: You can also use this as a spoken English exam at the end of the term.
2. Cooking/Baking
This is perhaps the best activity on the list because you actually get to eat some delicious food at
the end of it and the promise of freshly baked chocolate chip cookies would inspire anyone.
You might wonder how this will help you teach English to your students, but it’s a really
fantastic way to get them used to saying the English names for utensils and ingredients,
encompasses reading in English by following the recipe, and students can practice speaking in
English when giving instructions to their fellow students about what needs doing next. You can
also test them by asking if the recipe calls for butter or margarine by holding up both from the
fridge and asking your student to pick which one you need.
Just as sugar, eggs, flour, and chocolate turn into cookies, the basic ingredients of the English
language turn into fluency.
3. Researching
Every student has a favorite subject that they cannot step away from. For some, this might be a
school lesson, like the Kings and Queens of France or Dinosaurs, but for others, it may be
something completely different, like Arianna Grande or your hometown football team.
Get them to do a research project on a topic of their choosing that they can present to the class.
Not only will they love the assignment because they get to learn more about their favorite subject
and call it homework, but it will also improve their reading, writing, and speaking English skills.
Depending on the subject, they may even learn English words that they’d never have heard in the
classroom, i.e., brontosaurus.
4. Reading
Reading is a naturally immersive experience because the reader will delve into the fictional
world. This makes it the perfect activity for helping to teach English as your students will be so
eager to find out what happens next that they’ll forget they’re supposed to be learning and it will
all sink in unknown.
A great idea for a homework assignment is to choose a book for your students and get them all to
read it (or a chapter) in their own time. Tell them to prepare to discuss their thoughts on what
they read and then, in the next lesson, you hold a sort of proto book club, where everybody can
discuss (in English!) their thoughts on the book. This will combine learning written and spoken
English.
5. Scrapbooking
This is a fun and unique way of practicing English that can also serve as a record of how far
students have come. Students will love it because they get to be creative, cut and stick images,

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and express themselves. Don’t get too caught up in getting the “right” supplies. All you need is a
notebook, pens, glue, and photos or magazines.
Don’t be afraid to make these personal. You can have your students write about their favorite
bands, their family, a typical day in their lives, and even their hopes for the future. This will also
make a great keepsake for the student or their parents.
Starting off
We know that it can be difficult to start teaching outside-of-the-box as it were.
So, if you’re interested, but don’t know where to begin, here are some tips.
Start small
Take five minutes during your lesson to have your students complete a short task,
i.e., read a magazine article and then discuss it.
Talk to your students
Ask what exercises they’d be interested in trying and for feedback on the exercises you’ve
completed. Starting a dialogue on this will only get your students more invested and could help
you find some awesome new exercises you didn’t even think about.
Hand out responsibility
This could be assigning a homework assignment (read the blog for more information on making
homework fun), i.e., going to an English shop and talking to the clerk while making a purchase,
or it could be giving them roles in the exercises. For instance, one student could be responsible
for picking out the reading assignment and another could pick discussion questions.
Incorporate the five senses
Most English teachers will only rely on sight and sound for their lessons, but incorporating
touch, taste, and smell can be a massive boost. This is because the majority of people learn
through doing rather than seeing or hearing. Here are some ideas about doing that:
• Use “touch and feel” books (or have the students make their own)
• Have a blindfolded taste test of popular snacks and get your students to describe the taste.
(Check for food allergies first!)
• Place different smelling objects (i.e., flowers, popcorn, mints) into paper bags and have the
students describe the smell
Hopefully, this has helped you figure out some new and exciting ways to teach
English to your students. Remember, the only limit is your imagination.

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