NAME: Zulfiqar Ahmad Student Id: 0000626472

COURSE: General Methods of Teaching Course code: 8601

SEMESTER: 1st Level: B.Ed. (1.5Year)

Assignment: 2

Q1: What are individual and group projects? Illustrate the function and importance of
both types of projects.

Individual Project means each parcel of Land, medical office buildings and other
improvements now or in the future located on such particular parcel of Land and all related
facilities, amenities, fixtures, and personal property owned by an applicable Borrower and
used in connection therewith.

The Individual Project is a learning experience that enables you to carry out research and
bring together many of the concepts that you have learnt over the first two years of the
course as well as the knowledge and skills learnt during part III. You will conduct your
project through careful planning, research and execution of the tasks whilst developing
critical judgement, communication skills and competence in your subject area. The work
from this project will provide you with the opportunity to produce information or results
which can be of immediate value. Further details are provided in the Individual Project
Student Guidance, which is available on Blackboard. This guidance may be updated from
ime to time, and includes information generally on how to plan the project, and on
milestones, important dates, and deliverables.

The main goal of the course is for student to define, develop and defend their own OE
project. Projects may be selected from a variety of different contexts, such as economic
development, human rights, teaching and learning, access to education. Project should have
an interdisciplinary character and should focus on a topic of concrete relevance for a
selected OE organization, NGO, company, government, or educational institution. This may
include OE strategy development, assessment or deployment, OE business and
organisational aspects, creation of a course.

Students will have the opportunity to participate in the existing project of the selected
mentors. Research work will be performed under the supervision of the selected mentor
(regular meetings) and a specialist from the company, if applicable for a given research
project. Project topic will be defined in such a way, that students can later upgrade and
broaden it in the frame of their master thesis.

Students will acquire the following competences:

Select projects based on viability for a given timeframe: short, medium, or long-term;

Develop specific expertise in OE areas relevant for concrete societal, organisational,

governmental or business needs;

Develop skills specific to selected OE area as a result of project participation, such as

publishing, economic development, technology, teaching and learning, Know the complete
process and procedures to implement and deploy OE and OL at chosen level, i.e.
international, national or organizational, Group project:

A group project is a cooperative learning assignment that requires students to work with
peer group members to plan, discuss, and complete a specific project, often over the course
of an entire semester.

The project can be a research paper, an in-class oral presentation, an out-of-class study
project, or research contributed as part of a larger class project involving multiple student
groups. The purpose is to prepare students to work collaboratively in order to develop the
intellectual and social skills needed to examine research problems from a variety of
perspectives, to communicate effectively with their peers, and to evaluate and resolve
issues on their own with support from other group members.

Benefits of group work

As stressful as it can be, group work can actually be beneficial in the long run because it
closely parallels the dynamics of serving on a committee, participating in a task force, or
working on a collaborative project found in most professional workplace settings. Whatever
form the group assignment takes in your course, the opportunity to work with others,
rather than on your own, can provide distinct benefits. These include:

Increased productivity and performance:

Goups that work well together can achieve much more than individuals working on their
own. A broader range of skills can be applied to practical activities and the process of
sharing and discussing ideas can play a pivotal role in deepening your understanding of the
research problem. This process also enhances opportunities for applying strategies of
critical inquiry and creative or radical problem-solving to an issue.

Skills development:

Being part of a team will help you develop your interpersonal skills. This can include
expressing your ideas clearly, listening carefully to others, participating effectively in group
deliberations, and clearly articulating to group members the results of your research. Group
work can also help develop collaborative skills, such as, team-based leadership and
effectively motivating others. These skills will be useful throughout your academic career
and all are highly sought after by employers.

Knowing more about yourself

working with others will help identify your own strengths and weaknesses in a collaborative
context. For example, you may be a better leader than listener, or, you might be good at
coming up with the ‘big idea’ but not so good at developing a specific plan of action.
Enhanced self-awareness about the challenges you may have in working with others will
enhance overall learning experiences. Here again, this sense about yourself will be
invaluable when you enter the workforce.

Q.2 How a teacher can successfully organize the classroom discussion?

Organizing a successful classroom discussion is a multifaceted task that requires

Careful planning, effective facilitation, and a conducive environment for open

Dialogue. Here are several key strategies that teachers can employ to ensure the

Success of classroom discussions:

Clear Objectives and Expectations:

Begin by establishing clear objectives for the discussion. Students what they are expected to
achieve through the dialogue Analyzing a text, solving a problem, or Should understand the
purpose of the discussion. Active listening, and respect for diverse opinions This clarity And
purposeful discussion environment.Connect with students’ World issues can captivate.

Establishing Ground Rules: Establishing ground rules is essential to maintain a Respectful

and inclusive I have discussion environment. Discuss and collaboratively create Students
that encourage active participation, respectful Acknowledgment of diverse viewpoints.
Ground rules and-taking, listening attentively, avoiding interruptions, and Environment
where everyone feels comfortable expressing their VIDEOS should address Fostering and
Thoughts.

Create a Safe and Inclusive Space: Foster a safe and inclusive space where Students feel
comfortable expressing their opinions without fear of judgment. Emphasize the importance
of respect for diverse perspectives, creating an Atmosphere that values contributions from
all students. Encourage an open-minded Approach that recognizes and appreciates the
richness of different viewpoints, Fostering a sense of belonging for every student in the
classroom.

Diversify Discussion Formats:

Variety in discussion formats helps cater to different. Learning styles and keeps students
engaged. While whole-class discussions are Valuable, consider incorporating small group
discussions, peer-to-peer discussions, Or even online platforms for asynchronous
discussions. These formats allow for More intimate conversations and provide opportunities
for quieter students.

Participate actively.

Preparing Students for Discussions: Before initiating a discussion, provide Students with the
necessary background information, context, or resources to ensure They are well-prepared.
This could include readings, vid Serve as a foundation for the discussion. Encourage
Thoughts in advance, promoting a more informed.

During the discussion.

Effective Questioning Techniques: Craft open-ended and Questions that stimulate critical
thinking and encourage deeper exploration of theTopic. Avoid questions with simple “yes”
And instead, pose queries Information. Effective That prompt analysis, reflection
Questioning is a cornerstone The subject matter and expire Act as a Facilitator: As the
teacher takes on role of facilitator rather than a lecturer. successful, discussions, guiding
students to deliver into positive ways.Facilitator rather than a Guiding the conversation,
Steering the discussion and allowing Thoughts. Intervene when necessary to Station or
clarify points, but aim to empower students .

Encourage Active Listening: Emphasize the importance of active listening Within the
classroom. Encourage students to attentively listen to their peers, ask Follow-up questions,
and build on each other’s ideas. Implement strategies such as

“think-pair-share” or reflection time after a student speaks, allowing others to Process the
information before responding. Active listening enhances the quality of The discussion and
promotes a culture of respect.

Provide Constructive Feedback: Offer constructive feedback on students ‘Contributions to

the discussion. Acknowledge insightful comments, commend Effective communication skills,
and gently guide students to improve their Contributions if needed. Providing feedback
reinforces positive behaviors, Of active listening skills.
Q 3: What is cooperative learning? Explain the benefits of cooperative learning.

Answer: In cooperative learning, students work together in small groups on a structured

activity. They are individually accountable for their work, and the work of the group as a
whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.

A collaborative (or cooperative) learning approach involves pupils working together on

activities or learning tasks in a group small enough to ensure that everyone participates.
Pupils in the group may work on separate tasks contributing to a common overall outcome,
or work together on a shared task.

The five basic elements that are required in any cooperative learning lesson are: positive
interdependence, individual accountability, promotive interaction, social skills, and group
processing.

Cooperative learning helps students develop the skills necessary to work on projects too
difficult and complex for any one person to do in a reasonable amount of time. Cooperative
learning processes prepare students to assess outcomes linked to accreditation.

Benefits of cooperative learning:

Improved Academics

This type of learning has been highly researched throughout the years and has shown
countless times that the concept improves student learning. That includes leading to better
grades. Studies have incorporated student groups from various ethnic, socioeconomic and
geographic demographics. Similar conclusions tell the tale of an overall enhanced learning
experience. Working together allows students who struggle academically to learn from
those who understand the material and exposes learners to diverse populations of students
they might not interact with under other circumstances.

Higher Level Thinking Skills

One of the key reasons this exposure to a broad array of classmates is important and leads
to improved learning is due to the achievement of a concept known as “higher level
thinking skills.” These skills develop through encountering different ways of approaching a
problem that vary from one’s own. As students work together, they are able to experience
the ways in which others think regarding the task at hand. Such exposure then leads to the
individual to develop a higher level of thinking than previously possessed.

Social Skills
Cooperative learning encourages a number of social benefits. By working together, students
learn more effective communication and interpersonal skills. They learn to listen to each
other and to resolve conflicts. Collaborating in this way brings them together as a class,
leading to overall better social relations and acceptance among the group.

Personal Responsibility

Collaborative learning activities greatly increase responsibility in individual students. They

know they must take part in some portion of the exercise in order for the entire team to
succeed. Accountability is also gained, as students are aware they will feel the backlash
from the group if they fail to pull their own weight and to do their part.

Self-Awareness

Working with others allows for individuals to learn about themselves. Through participation
in groups, students are able to discover such things as whether they are leaders, if they
listen to others’ ideas and if they struggle to share their ideas for fear of ridicule or
rejection. Without these types of interactions, such discoveries cannot occur. These
experiences also lead to improved self-esteem in students and feeling more confident in
their own abilities.

All of these benefits are characteristics that employers look for in workers and ones which
will help students in various aspects of daily living. Thus, cooperative learning is an
educational component that should be in every classroom in order to promote these
benefits and lead to student comfort in continuing to pursue these skills.

Q 4: (I) Elaborate different types of set induction.

Set induction refers to the process of using a thought-provoking statement, interesting fact,
or an audio-visual stimulus at the beginning of lecture to gain student’s attention and give
an overview about the lecture topic.

In the present study, students were introduced to three types of set induction namely
narratives, food-based analogies and humour-based images or activities at the beginning of
anatomy lecture and their response to it is collected and analyzed.

The objective of the study is to estimate the difference in a questionnaire-based perception

score between the three different types of set induction; estimate sex differences in the
questionnaire-based perception score.
Students rated the validated, 7-item perception questionnaire using a 5-point Likert scale.
Students felt that food-based analogies and humor-based images were more interesting,
motivated them to participate in lecture-discussion than the narrative set induction.

The familiarity of set induction varied between all the three different types of set induction.
There was no significant difference in the perception of different types of set induction
between male and female undergraduate students.

Based on the student’s feedback, it could also serve as a memory aid and ease the students
learning experience. Majority of students responded positively to the use of set induction
and recommended for its use in future classes.

The three methods of set induction included narratives, food-based analogies, and humor-
based images or activities at the beginning of anatomy lectures.

Q4: (ii) Critically analyze importance of set induction.

In the context of teaching, set induction is therefore used at the beginning of a class so as to
prepare students for optimum content assimilation. Set Induction has 5 main purposes: to
gain attention, to arouse motivation, to assess understanding of prior learning, to provide
an overview of content that will follow, and to determine the expectations of participants.
There are 4 key components of set induction: perceptual, cognitive, motivational and social.

Objective of the Study

The study aimed to identify the knowledge of set induction skill and its application by health
education teachers in classroom in the teachers training program of Tribhuvan University
(TU).

Research Methods and Processes

This study used a qualitative phenomenology method. It incorporated all the health
education teachers teaching at bachelor and master levels at different campuses affiliated
to TU in Bagamati Province of Nepal. Sample campuses and teachers from 4 districts of 3
geographical regions (Mountain-Dolakha, Hill-Kathmandu and Bhaktapur, and Terai-
Chitwan) were selected purposively and inclusive of geographic balance. Eighteen teachers
were interviewed in-depth and 19 teachers’ classroom instructions were observed, whereas
4 Focus Group Discussions (FGDs) were conducted. Twenty six teachers participated in the
FGDs. However, the teachers who were teaching in two or more campuses were included
only once as sample in the study.

Results and Discussion

Participants’ Characteristics

The details of the participants’ characteristics are presented in Table 1 and Table 2. Of total
18 IDIs, 1 was conducted in Dolakha district (Mountain), followed by 8 in Kathmandu and
Bhaktapur districts (Hill) and 9 in Chitwan district (Terai). Two FGDs each were conducted in
Hill and Terai regions. Due to very low number of teachers in Mountain district, FGD was
not possible there. Majority of the participants who participated in the IDIs were males. The
number was similar for those participated in the FGDs (16 males).

Conclusion and Implications

The health education curriculums of master and bachelor levels at TU are either more
content oriented than the pedagogy or the instructional techniques used there are more
content focused than the pedagogical implications. This is leading to produce aspiring
teachers with less skills of teaching such as the skill of set induction. A competent teacher
must be equipped with appropriate skills of starting a class. Curricular contents must be
focused in these regarding health education instructions. Moreover to it, the campuses
should create appropriate opportunities of practicing these skills during the course
teachings to the aspiring teachers. Teacher training program at TU needs to revise the
curriculum contents and methods such that the basic skills of teaching are grasped at
totality by the aspiring teachers.

Q 5: Describe the purpose of teaching tools. Write down the advantages and
disadvantages of multimedia.

Answer: A teacher tool is any tool that enhances or expedites the teaching process and
helps teachers to teach better. For instance, it can be a tool that allows the teachers to
conduct classes in a more organized and efficient way and communicate with parents
quickly and efficiently to improve classroom productivity.

Teacher tools have been gaining in popularity of late due to the digital revolution. As more
schools begin to embrace the latest digital infrastructure, teacher tools rose to popularity.
Interactive classroom technology tools such as smart boards were one of the first teacher
tools. They have evolved over time to include the various functionalities that help the
teachers and parents interact with each other from anywhere today.

These tools ensure that the needs of every student are met without overwhelming
teachers. It paves the way for an ecosystem that is conducive to learning and growth. For
instance, take the example of an exchange student. A teacher will naturally have difficulties
communicating with the parents of those students as both speak a different language.
Inherently, this could reflect on the children’s academics. But if a teacher tool can
seamlessly translate the exchanges between parents and teachers, these challenges can be
easily overcome.

Advantages of multimedia

Improved Learning and Retention

One of the main advantages of multimedia is its ability to improve learning and retention.
Research has shown that multimedia presentations are more effective at engaging students
and helping them to retain information than traditional methods such as lectures or
textbooks. Multimedia helps in learning because multimedia presentations use a
combination of different media, which can appeal to different learning styles and make the
material more interesting and engaging.

Enhanced Communication

When it comes to efficient communication in the work place, we need to consider a different
approach to the way we discuss with family, friends and acquaintances. In our personal
circle, outside of human connections and socialization there is rarely something else to gain.
As such, rules are loose, authenticity is welcomed and lack of agreement or alignment in
opinions is acceptable. In the workplace, while there might not be anything inherently wrong
with this approach, the process itself might not be efficient and may not lead to expected or
wanted results.

So, in order to optimize the communication and its expected outcome we can look at a set of
rules that help us be efficient when communicating with our colleagues, supervisors or
clients. Communication is defined as “the imparting or exchanging of information”, and it
assumes that presence of at least a sender and a receiver of messages. During
communication, the roles switch allowing for constant exchange of information.