ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Special Education)

Course: General Method of Teaching (8601)
Semester: Autumn, 2021
Level: B.Ed. (1.5 years)
Assignment No.1
Q.1 Give answer to the following short questions.
(i) The personal and professional qualities of teachers.
Ans:
Personal 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.
 Good Teachers Are Strong Communicators.
By communicating with students at the beginning of the year about how math
applies to their favourite hobbies, sports and future careers.
 Good Teachers Listen Well.
Great communication doesn't stop when the teacher is done talking. Listening
well is one of the most important skills needed to be a teacher.
 Good Teachers Focus on Collaboration.
Working in education means you’re never truly working alone. From
paraprofessionals and teaching assistants to other classroom teachers and school
leaders, working as a teacher often means working effectively in a group. It's also
important to keep an open mind and learn from other educators.
 Good Teachers Are Adaptable.
Effective teachers need to be able to work in a constantly evolving environment
and adjust their teaching methods based on the age of their students, the resources
available and changing curriculum, practices and requirements.
 Good Teachers Are Engaging.
Being able to engage students with humor, creative lessons and a strong
classroom presence is an important part of what makes someone a good teacher,
 Good Teachers Show Empathy.
Another key to engaging students and improving their learning is to treat each
student as an individual, by being empathetic and understanding to what may be
going on in their lives,
 Good Teachers Have Patience.
No matter what grade level you're teaching, your patience will be tested while
working as an educator.
Whether you’re managing classroom behavior, working with colleagues with
different views, or communicating student issues or progress with parents,
patience is one of the most important skills to practice as a teacher.
 Good Teachers Value Real-World Learning.
Teachers who bring their students’ learning into the real world are often some of
the most engaging. But it’s important for teachers to bring their own learning into
the real world, too.
 Good Teachers Share Best Practices.
A willingness to share knowledge and experiences with others is one of the most
important qualities of a good teacher,
 Good Teachers Are Lifelong Learners.
One of the key skills needed to be a good teacher is a dedication to continued
education and a love of learning.
QUALITIES OF A PROFESSIONAL TEACHER
1.MASTERY OF THE SUBJECT
If a teacher lacks knowledge in a subject, that dearth of understanding is passed
along to the students. And keep in mind that although formal education is one
way a teacher might gain the knowledge they need in order to teach well, there
are other ways.
2.UNDERSTANDING THE STUDENT
Learners are individuals and bring their own needs and experience to the
learning environment. To be an effective teacher, it is necessary to appreciate
the importance this knowledge plays in creating a successful learning
experience for the student.
3. MOTIVATIONAL
Enthusiastic with standards and expectations for students and self. Gives praise
and recognition. Have strategies to help students act positively towards one
another.
4. ORGANIZED.
A study (Harry Wong,1998) showed that classroom management depended
upon a teacher's early organization skills, which led to student cooperation,
engaged student activity, and a productive learning environment.
5. PUNCTUAL
Puntuality among the teachers is the reflection of self discipline and devotion to
work and give knowledge to the students. Students are impressed with the
teachers, they learn from them. The teachers should be puntual so that the
students learn the same from them, learning gets easier.
(ii) Wht is a case mehtod?
Ans:
THE CASE METHOD
Cases are narratives, situations, select data samplings, or statements that present
unresolved and provocative issues, situations, or questions (Indiana University
Teaching Handbook, 2005). The case method is a participatory, discussion-based
way of learning where students gain skills in critical thinking, communication,
and group dynamics. It is a type of problem-based learning. Often seen in the
professional schools of medicine, law, and business, the case method is now used
successfully in disciplines such as engineering, chemistry, education, and
journalism. Students can work through a case during class as a whole or in small
groups.
In addition to the definition above, the case method of teaching (or learning):
 Is a partnership between students and teacher as well as among students.
 Promotes more effective contextual learning and long-term retention.
 Involves trust that students will find the answers.
 Answers questions not only of “how” but “why.”
 Provides students the opportunity to “walk around the problem” and to see
varied perspectives.

(iii) Define and compare active learning and cooperative learning.

Ans:
The past decade has seen an explosion of interest among college faculty in the
teaching methods variously grouped under the terms 'active learning' and
'cooperative learning'. However, even with this interest, there remains much
misunderstanding of and mistrust of the pedagogical "movement" behind the
words. The majority of all college faculty still teach their classes in the
traditional lecture mode. Some of the criticism and hesitation seems to originate
in the idea that techniques of active and cooperative learning are
genuine alternatives to, rather than enhancements of, professors' lectures. We
provide below a survey of a wide variety of active learning techniques which
can be used to supplement rather than replace lectures. We are not advocating
complete abandonment of lecturing, as both of us still lecture about half of the
class period. The lecture is a very efficient way to present information but use
of the lecture as the only mode of instruction presents problems for both the
instructor and the students. There is a large amount of research attesting to the
benefits of active learning.
"Active Learning" is, in short, anything that students do in a classroom other
than merely passively listening to an instructor's lecture. This includes
everything from listening practices which help the students to absorb what they
hear, to short writing exercises in which students react to lecture material, to
complex group exercises in which students apply course material to "real life"
situations and/or to new problems. The term "cooperative learning" covers the
subset of active learning activities which students do as groups of three or more,
rather than alone or in pairs; generally, cooperative learning techniques employ
more formally structured groups of students assigned complex tasks, such as
multiple-step exercises, research projects, or presentations. Cooperative learning
is to be distinguished from another now well-defined term of art, "collaborative
learning", which refers to those classroom strategies which have the instructor
and the students placed on an equal footing working together in, for example,
designing assignments, choosing texts, and presenting material to the class.
Clearly, collaborative learning is a more radical departure from tradition than
merely utilizing techniques aimed at enhancing student retention of material
presented by the instructor; we will limit our examples to the "less radical"
active and cooperative learning techniques. "Techniques of active learning",
then, are those activities which an instructor incorporates into the classroom to
foster active learning.
(iv) What is lesson planning? Write down the five merits of lesson planning
for the
teachers.
Ans:
A lesson plan is the instructor’s road map of what students need to learn and how
it will be done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning.
Having a carefully constructed lesson plan for each 3-hour lesson allows you to
enter the classroom with more confidence and maximizes your chance of having
a meaningful learning experience with your students.
A successful lesson plan addresses and integrates three key components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding
DVANTAGES OF LESSON PLAN
1. Inspiration
A thorough lesson plan inspired the teacher to improve the lesson plan further.
You can make it better for the purpose of achieving the lesson plan in a better
way.
2. Evaluation
A lesson plan helps the teacher to evaluate his teaching and to compare it with set
objectives. This evaluation will help you in achieving the set targets in a better
way .
3. Self-confidence
These lesson plans develops self-confidence in the teacher and make them to
work towards definite goal.
4. Previous Knowledge of the Students
A teacher can take a proper care by considering the level and previous knowledge
of the students in your class.
5. Organized Matter
A teacher will be able to finish a particular lesson in a limited time frame. This
will help him or her to make the students learn a better and precise manner.
Q.2 Explain the factors of effective teaching.
Ans:
As the semester progresses, many professors, myself included, as the semester
progresses, are beginning to firmly nestle ourselves into the trappings of
college life — paper grading, lectures or discussions, conferences and
committees. Regardless of what activities academics immerse ourselves in,
teaching remains the most crucial aspect.
Earlier this year, at the end of this past spring semester, I received an email
from my dean informing me that I had been selected to receive one of the
faculty teaching awards that are given annually by the college. I was elated to
hear such splendid news. That news quickly spread throughout my department
and I quickly became the recipient of numerous email comments expressing
hearty congratulations from a number of my colleagues, including my former
department chair who had written a mesmerizing, eloquent and supportive
letter on my behalf.
As someone who has been told by a number of students, fellow colleagues and
even some senior-level administrators that I am an effective teacher, I found it
reassuring that such acknowledgment had been recognized in such a public
manner.
I have been a professor for almost two decades and have taught at every
academic level and various types of courses — freshmen, upperclassmen,
honours, graduate students, etc. I am well aware of the fact that teaching is a
skill that is complex. There is no one method that is the standard.
Indeed, good and effective teaching can manifest itself in a multitude of ways.
Both professor A and professor B could be outstanding professors and yet
employ diametrically diverse teaching methods in their courses. In essence,
there is no one pathway to effective and innovative teaching. That being said,
I would argue that there are a combination of qualities that distinguish good
professors from poor ones. A few of them are:
An engaging personality
It has been my experience as both an undergraduate student, graduate student
and even now as tenured full professor that the best professors are often the
ones who go beyond the basics. These are the professors who do not simply
resort to delivering basic lectures in their courses. They are often able to
effectively connect with their students, holding their undivided attention,
engaging in a give-and-take manner with their students, often involving them
in the subject matter.
·A passion for the subject matter
Effective professors clearly demonstrate a sincere and genuine interest in their
subject matter. It is often evident in their attitude toward the material, an
infectious enthusiasm for whatever they are attempting to convey to their
students. Moreover, they are often able to transmit such passion to others
around them.
·Demonstrated command of the subject matter
Great teachers exhibit expertise in the subjects that they are teaching and are
often looking for ways to further enhance their knowledge of the field. These
are the professors that are always incorporating new information or techniques
into their teaching and subject matter. They never allow themselves to become
stagnant. They subscribe to the belief that no course should be taught the same
way forever.
·Willingness to acknowledge your missteps
Good professors also realize that no one is perfect. Even the best professors
are inclined to make a misstep from time to time. When this happens, rather
than being in denial or becoming defensive, the effective professor
acknowledges his or her mistake(s) and makes an effort to rectify them. These
are the professors who are not afraid to go off script, or indeed, rewrite the
script, if need be.
·Receptive to other’s opinions
Every profession has its share of egotistical people. Given the years of toil, grit
(and sometimes tears along the journey) that it takes to earn a Ph.D., it is only
normal that a person would have or eventually cultivate some degree of ego.
Sometimes this is evident when a professor may become unnerved when a
student challenges their viewpoints. They tend to become defensive, irritated
and out right angry at being challenged. The sad reality is that there are some
professors (I would like to think that they are in the significant minority) who
have trouble accepting positions, arguments and ideas that are at odds with
their own. Nonetheless, effective professors are the ones who are able to
understand and accept the fact that is often more than one way at looking at an
issue. They do not expect all students to embrace their opinion(s) on
everything. In fact, good professors encourage healthy debate in their
classrooms as opposed to shutting down any form of dissent.
Being fair and transparent
The best professors are fair, open and transparent. They are authorities in the
discipline as well as in the classroom. They refrain from engaging in bully-like
or other humiliating tactics, treat students with decency and respect and do not
play favorites. They often have rigorous, yet reasonable, standards, and do not
live just to see how many low grades or students they can fail. They give
reasonable deadlines for assignments to be completed and are astute and
sensitive to the fact that many students are often enrolled in several classes at
any given academic quarter or semester and that their lives (students) do not
solely revolve around their specific course/courses.
While there other examples and no one path or size fits all when it comes to
excellent teaching, these are just a few characteristics I would argue are crucial
to one being a successful and effective in the college classroom.
Appropriate Training
Having the appropriate training to teach a specific subject is an important factor
in being able to teach that class effectively. For teaching in the public school
system, teachers should have taken courses in the subjects they wish to teach.
For teaching college level courses, a PhD in the discipline or a related field is
normally required, although many community colleges accept a master's degree
and some universities allow someone with a master's to teach while pursuing a
PhD. Effective teachers engage in continuing education to stay abreast of
developments and advances in their field. Keep track of your professional
development activities. Note any observable effects on student outcomes.
Clear and Concise
Good communication skills are a must in order to effectively teach, whether you
teach middle school or are a college instructor. You must be able to project in a
clear way. If students can't keep up with you or have a hard time hearing you,
they may also have a hard time understanding the ideas or concepts they need to
master to do well on exams and other assignments. You can improve your
communication skills by listening more closely, reflecting back what you heard,
simplifying instructions, providing more feedback, and restating important
points to remember.
Learning Environment
Schools that offer students a positive learning environment, including the use
technology in the classroom and a quality library, give students an edge in
mastering math, English, science and other subjects. Up-to-date textbooks and
other materials to use during lectures and other teacher presentations are also
important. Students learn best in a safe, caring, welcoming and inclusive
environment. Talk about the importance of valuing differences, celebrating
diversity and being accepting of students from different backgrounds.
Innovative Teachers
Teachers who are good at sparking the imagination of students through hands-
on learning activities or other creative approaches draw students into the joy of
learning. These students no longer see new ideas as something to dread.
Educators like Jaime Escalante, a math teacher portrayed in the movie "Stand
and Deliver," show that regardless of the economic disadvantages of many
students and school districts, a teacher who uses a creative approach can make a
difference. Note any achievement gaps between certain groups of students.
Research and implement strategies for closing the gap.
Student Behavior
Managing student behavior and maintaining discipline in your classroom is vital
to creating a learning environment where each student feels he can share his
thoughts and ideas with you and with his peers. It also helps you stay on track in
presenting materials on schedule. This enables you to fulfill the required
curriculum for that academic year, semester or quarter. Consider taking the lead
in implementing an evidenced based behavioral managment approach like
Positive Behavioral Interventions and Supports (PBIS) in your school.
Q.3 What is Gagne's frame work for instructional development?
Ans:
Gagne's model of instructional design is based on the information processing
model of the mental events that occur when adults are presented with various
stimuli and focuses on the learning outcomes and how to arrange specific
instructional events to achieve those outcomes. Applying Gagne's nine-step
model is an excellent way to ensure an effective and systematic learning program
as it gives structure to the lesson plans and a holistic view to the teaching. In this
paper, we have chosen a routine practical procedure that junior doctors need to
learn: insertion of a peritoneal (ascitic) drain and we use Gagne's “events of
instruction” to design a lesson plan for this subject.
Introduction
Instructional events refer to actions of both teacher and learners during the
teaching session. Selecting appropriate events and planning them in the right
format and the right sequence is crucial in a successful lesson design. A lesson
design is a plan showing the type of instructional events, their order and the kind
of activity taking place in each event. In designing a lesson plan, there are 2
important factors: the objectives and the learners.
In this paper, we have chosen a routine practical procedure that junior doctors
need to learn: insertion of a peritoneal (ascitic) drain. We use Gagne's “events of
instruction” to design a lesson plan for this subject.
Gagne's model of instructional design
Robert Gagne is considered to be one of the foremost contributors to the
systematic approach to instructional design and his theory has provided a great
number of valuable ideas for trainers and teachers. Gagne's model of instructional
design is based on the information processing model of the mental events that
occur when adults are presented with various stimuli and focuses on the learning
outcomes and how to arrange specific instructional events to achieve those
outcomes. Gagne's theories have been applied to the design of instruction in
several domains, such as the military, flying, leadership, engineering and
healthcare.
Essential to Gagne's ideas of instruction are what he calls “conditions of
learning”: internal conditions deal with what the learner knows prior to the
instruction, external conditions deal with the stimuli that are presented to the
learner, e.g. instructions provided by the teacher.
The first step in Gagne's theory is specifying the kind of outcomes to be achieved.
He categorised these outcomes into five types: verbal information, intellectual
skills, cognitive strategies, attitudes, and motor skills.
The second step is to organise appropriate instructional events. Gagne's “Events
of Instruction” consist of the following:
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting the stimulus material
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback
8. Assessing the performance
9. Enhancing retention and transfer
Inserting a peritoneal drain is a motor skill, which corresponds to affective and
psychomotor skill outcomes. The ideal number of learners for this kind of session
is 4 or 5. The following instructional events can be organised for a lesson to teach
insertion of a peritoneal drain:
(I) Gaining attention
When students arrive at class, their attention can be directed toward many other
things, so in order for any learning to take place, first their attention must be
captured and their interest should be aroused. Here are some examples:
1. An abrupt stimulus change, such as gesturing or speaking loudly
2. Starting the lesson with a thought-provoking question or interesting fact.
3. Providing an interesting visual or sound stimulus. Depending on the
audience, multimedia (like PowerPoint slides) can be used to combine
photographs, pictures, and sound.
In our session, combining items 2 and 3 is a good starting point: a case scenario
of a patient with ascites can be presented together with relevant
investigations/images, asking the learners about the case. There is no doubt that
curiosity motivates students to learn.
(II) Informing the learner of the objective
Early in each lesson students should encounter a list of learning objectives. This
initiates the internal process of expectancy and helps motivate the learner to
complete the lesson.
A direct statement can be used in our session: “upon completing this lesson you
will be able to”:
 Consent the patient for insertion of a peritoneal drain
 Identify the correct anatomical point
 Identify the equipment required
  Prepare, position and monitor the patient
 Understand and perform the correct technique for insertion of a peritoneal
drain under fully aseptic condition
 Understand the principles of securing, dressing and connecting the drain
 Understand the importance of appropriate analgesia post procedure
 Complete the appropriate documentation in patient's medical notes
(III) Stimulating recall of prerequisite learning
Associating new information with prior knowledge and personal experience and
getting the learners to think about what they already know can facilitate the
learning process.
In our session, 20-30 minutes should be allocated for interactive discussion of the
following:
Asking questions about previous observations and experiences, indications of
inserting a peritoneal drain, relevant anatomy, findings on examination and
relevant tests before the procedure to confirm the diagnosis (e.g. abdominal
ultrasound)
(IV) Presenting the stimulus material
This event is where the new content is actually presented to the learner. Content
should be organised meaningfully, and explained and demonstrated using a
variety of media.
In our session, different steps of the procedure should be explained:
How to consent the patient, monitoring, equipment needed, positioning the
patient, the technique of peritoneal drain insertion and how to secure the drain.
Finally, tests needed after the procedure (biochemistry, cytology and
microbiology tests on the fluid sample), and appropriate analgesia should be
explained.
(V) Providing learning guidance
This event means showing what appropriate actions constitute correct
performance, plus additional suggestions, including use of examples, case
studies, graphical representations, and mnemonics to help learners encode
information for long-term storage, or in simple terms, “make the stimulus as
meaningful as possible”.
As this is a practical procedure, if learners first observe the procedure they are in
a better position to perform it themselves. The teacher shows the equipment and
performs the procedure on a dummy, including the sterile technique, explaining
it step by step. While performing the procedure, useful tips and hints can be
provided.
(VI) Eliciting the performance (practice)
The action now turns to learners. In this event, the learner is required to practice
the new skill or behaviour. Eliciting performance provides an opportunity for
learners to confirm their correct understanding, and the repetition further
increases the likelihood of retention.
In our session, each one of the learners should get familiar with the equipment,
demonstrate the sterile technique and perform the procedure on the dummy under
direct supervision.
(VII) Providing feedback
While observing each learner performing the procedure, individual and
immediate feedback and guidance can be provided and any questions can be
answered. In addition, feedback from other learners observing the performance is
very helpful.
(VIII) Assessing the performance
At this point, the students demonstrate what they have learned without receiving
additional coaching or hints. However, a single performance does not ensure that
the new capability has been reliably stored and additional practice is needed.
In our session, this will constitute demonstration of the whole procedure by the
learner without prompt or guidance. The main issue here is time and resources. If
there is enough time, or if an additional session is organised, they can practice the
procedure a few times and at the end demonstrate their performance. It is not
possible to assess the desired outcome, insertion of a peritoneal drain on “a real
patient” in the same session but during on-calls and on the wards, the learners get
a chance of performing the procedure. Due to invasive nature of the procedure,
they “must” be supervised and assisted initially and after practicing a few times,
they will be able to perform it independently.
(IX) Enhancing retention and transfer
Once we are reasonably sure that the new capabilities are reliably stored, we can
increase the likelihood that they will be retained over a long time period by
providing practice and spaced reviews. The repetition of learned concepts is an
effective mean of enhancing retention, although often disliked by students.
Additionally, transfer of knowledge and skills to new problems and situations is
a goal of most instruction, but classroom time constraint makes it more difficult
to achieve.
To enhance retention, the learners should practice the procedure on a dummy a
few times. More frequent practice broken by rest periods is more effective. The
transfer of knowledge constitutes applying their skills in a clinical setting, while
initially being supervised. The session can be closed by reviewing the key points,
answering the questions and asking for learners’ feedback.
In designing a session like this, several factors need to be considered, including
the nature of objectives, setting, time, available resources, institutional
constraints, content, number of learners, their characteristics and their
preferences. The most effective way to achieve psychomotor objectives is to get
the learners to perform and practice the activity after preparing them with some
lectures or demonstrations. The session should cover the 3 areas that are
necessary for teaching psychomotor skills:
1) Before practice: objectives, performance criteria and how it should be
performed by an expert.
2) During practice: critical cues and how to use the information.
3) After practice: feedback, enhancing retention and transfer
Q.4 How are objectives stated in behavioural terms?
Answer
Definitions/Characteristics of Behavioral Objectives
"Intended change brought about in a learner." (Popham, et. al. 1969)
"A statement of what students ought to be able to do as a consequence of
instruction." (Goodlad, in Popham et al., 1969)
"Explicit formulations of ways in which students are expected to be changed by
the educative process." (Bloom, 1956)
"What the students should be able to do at the end of a learning period that they
could not do beforehand." (Mager, 1962)
"An objective is a description of a performance you want learners to be able to
exhibit before you consider them competent. An objective describes an intended
result of instruction, rather than the process of instruction itself." (Mager, 1975)
"Properly constructed education objectives represent relatively specific
statements about what students should be able to do following
instruction." (Gallagher and Smith, 1989)
Purpose and Function of Behavioral Objectives
 Guide for the teacher relative to the design of instruction
 Guide for the teacher for evaluation/test design (e.g. written tests, OSCEs,
etc)
 Guide for the learner relative to learning focus
 Guide for the learner relative to self assessment
 Statements of objectives tell others what we value.
  Causes careful thinking about what is to be accomplished through
instruction.
 Helps relationship between teacher and learner because with explicit
objectives the instructor is viewed less in an adversarial role because
students are not forced to guess what is to be learned.
 Enhances possibility to create focused independent learning materials.
 Makes teaching more directed and organized.
 Communicates to colleagues what you are teaching thus enhancing
collaboration and teamwork with colleagues.
 Helps facilitate those situations in which we want students to demonstrate
competency (The objectives can be specified in such as way as to specify
competency.)
 Aids in program evaluation
 Forces teacher to think carefully about what is important
 Helps avoid unnecessary repetitions in teaching
 Helps bridge the gap between vague, but relevant, and important,
institutional goals and actual instruction
 Provides visibility and accountability of decisions made by teachers and
learners.
 Provides models for the creation of objectives by students
 Helps students make decisions regarding prioritizing
 Provides feedback to learners as objectives are accomplished.
WHY USE BEHAVIOURAL OBJECTIVES?
The main advantage of BEHAVIOURAL OBJECTIVES is their exactness in
giving direction to a training program. By knowing exactly where you want to
go, it is easier to determine how to get there. Clearness of goals also mke it easier
for trainers to communicate among themselves and cooperate on a training
program. Thus each trainer can support the achievement of another trainer's
objective, even while teaching his/her own.
 BEHAVIOURAL OBJECTIVES are action oriented and thus ideal for
Peace Corps training, in-service job training and informal counterpart
training.
 BEHAVIOURAL OBJECTIVES are people-oriented since they focus the
trainer on constantly trying to improve the course as it goes along and to
improve the training inputs from one session to the next.
  BEHAVIOURAL OBJECTIVES are responsibility-oriented, since they
encourage both the trainer and the trainee to take the responsibility for
achieving the objectives of the training.
CHARACTERISTICS OF BEHAVIOURAL OBJECTIVES
A BEHAVIOURAL OBJECTIVE MUST FOCUS ON THE GOAL OF THE
TRAINING
This means that BEHAVIOURAL OBJECTIVES are concerned with what the
trainee will be able to do at the end of training. BEHAVIOURAL OBJECTIVES
only describe the results desired from a given training program. They do not
describe how to go about achieving these results. Different trainers may have
different ways of achieving the same results, but the objective is concerned only
with stating what the results will be.
A statement which describes the action to take place during a training session is
not a BEHAVIOURAL OBJECTIVE.
It is merely a description of the learning activities by which the trainer intends to
achieve that objective.
(Example of a NON-BEHAVIOURAL OBJECTIVE)
Trainee will be given the opportunity to have actual practice in doing field work
related to theories taught in class.
Practice is not an objective: it is a learning activity, a way to achieve an objective.
Thus the above statement is unsuitable as a behavioural objective.
(Example of a BEHAVIOURAL OBJECTIVE)
Trainee will be able to do community development field work, using extension
education techniques as described in the manual on extension education.
This is only one possible way of converting the first example given above into a
Behavioural Objective. Since non-behavioural objectives tend to be very vague,
there are a number of different ways of interpreting them. However, notice that
in this example, the END result of training is emphasized "trainee will be able to
do ..." at the end of the training program.
Objectives are the driving force of a lesson. They are sentences that clearly state
what students will learn in a lesson. Writing precise instructional objectives
drives teacher planning and student learning. A strong objective format keeps
objectives clear and manageable. One popular format for writing effective
classroom objectives is the ABCD method. This method includes four key
elements -- Audience, Behavior, Condition and Degree -- written in that order.
Audience
This piece of the objective specifies for whom the objective is written. In other
words, the audience is whoever will be performing the behavior. Most
objectives begin with "The student will" or "The learner will." There is no need
to specify age or grade level. Keep it simple. However, if this objective is part
of an intervention and will be delivered to only one child, the audience may
include the child's name. For example, an individualized objective may include
"Jessica will."
Behavior
This describes what the students will be doing during the lesson. It's important
to use specific and rigorous verbs. Empty verbs such as "learn," "understand" or
"appreciate" do not effectively drive instruction. Use strong measurable verbs
such as "describe," "analyze," "explain," "summarize," "classify" or "apply."
For example, "The student will create" or "The learner will classify." Whenever
possible, involve high-level thinking skills that require students to analyze,
evaluate and synthesize material. If finding the correct verb is difficult,
reference a verb list. Bloom's Taxonomy is an especially helpful list of powerful
verbs organized by level of mastery.
Condition
The condition of an objective specifies the circumstances of the behavior. It
further explains how the student will perform the action. Include information
about tools or materials students will utilize to complete the behavior. Adding
conditions to the above examples might result in objectives such as "The student
will create sentences using a variety of subjects and predicates" or "The learner
will classify animals by species." The conditions should directly follow the verb
and be clear and easily understandable.
Degree
The degree sets forth the standard for student success during the lesson. In some
circumstances, it may be acceptable or appropriate to omit this portion of the
objective. However, the degree should be included whenever possible to
provide better guidance for student assessment. Depending on the type of
lesson, this figure can designate a percentage of accuracy, a time limit or a
number of correct responses expected. When using percentages or number of
correct responses, 80 percent or eight out of 10 are commonly used expectations
for accuracy. For example, "The learner will classify animals by species with 80
percent accuracy." Time limits are often used for math facts or sight-word
assessment. For example, "The student will compute 20 addition facts within
one minute." For behaviors that can and should be performed without error, the
degree can indicate this as well. For example, "The student will create sentences
using a variety of subjects and predicates without error." Using degrees within
objectives helps teachers better gauge student understanding of the lesson
content.
Q.5 What are the different factors that influence student motivation.
Motivation in education can have a dramatic impact on students’ performance
and results. Therefore, parents and teachers who are willing to help their children
do better in school should be aware of the factors that affect student motivation.
Student motivation can be affected by several factors. These elements include
parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment,
personal experiences, personal interests of the student, and self-esteem and self-
image.
Components such as these weigh heavily on the understanding and importance of
learning to the student. These aspects aid in creating lifelong learners.
Parent involvement is one of the most influential aspects of student motivation.
The parents are the initial teachers of the child before the child goes to school and
encounters education through a teacher. If a parent is completely engaged in the
learning process with a child, there can be…show more content…
According to Patrick, Hisley, and Kempler, the “… results clearly demonstrate that
a lesson that is given in a high-energy, dynamic fashion suggestive of enthusiasm
leads students to experience greater interest in and enjoyment of the material and
higher levels of energy and vigor” (p.226). The authors also acknowledge that
motivation is reciprocal. The teacher’s enthusiasm may lead to more highly
motivated students, but the energy presented by a group of inspired students also
encourages the teacher. Although the pool of participants only consisted of college
students, the results are universal. The attitude of the teacher has direct effects on
the way of thinking and learning of the students.
The extrinsically motivated child feeds off rewards. They are a true incentive to
succeed under sometimes less than favorable circumstances. The rewards reinforce
the good work that they have accomplished and stir the learner to continue those
efforts. However, the reward system becomes a problem when the child only
performs well to receive a reward or when the reward is a material object. Another
pitfall of the reward system is that it does not afford the student with a chance to
see their work pay off, or a chance to develop an inner sense of pride. For example,
Logan (1970) reports, “Although larger rewards lead to better performance, they
do not lead to better learning” (p.193).
Why Is Motivation in Education Important?
Motivation is the state that can maintain students’ attention and behaviour as well
as provides with more energy to needed to lead tasks to completion. Thus, it can
help sustain activities over a period of time. In education, motivation can have a
variety of effects on students’ behaviour, preferences, and results. For instance,
motivation can:
 help us direct our attention toward tasks that need to be done,
 allow us to do these tasks in shorter periods of time as well as maintain
attention during a longer time,
 minimize distractions and resist them better,
 affect how much information we retain and store,
 influence the perception of how easy or difficult tasks can appear.
Most importantly, motivation urges to us perform an action. Without it,
completing the action can be hard or even impossible.
Factors that Influence Students’ Motivation in Education
1. Class and Curriculum Structure
Children thrive when there is structure and struggle when there is chaos. When
students sense or see that classes follow a structure, and the curriculum and class
materials have been prepared beforehand, it provides them with a greater sense
of security.
The feeling of security is one of our basic needs. When that’s provided in a
learning environment, it allows students to fully focus on the learning material.
To help students feel more secure, educators need to plan classes and curriculums.
All materials that will be used in class should be prepared in advance. Educators
can also state the objectives of a course or class at the beginning of a semester or
a class.
2. Teacher Behaviour and Personality
If a student has a negative emotion such as fear or disliking towards their teacher,
that can negatively affect their attitude toward the subject as a whole. If a teacher
shows a preference towards certain students or uses derogatory and humiliating
language, that can lower their motivation in education.
On the other hand, kindness, optimism, positive feedback, and encouragement
can positively affect students’ motivation to learn.
3. Teaching Methods
Students are more likely to retain their motivation in education if educators use
different teaching methods. That creates diversity and prevents students from
getting bored. Giving room for certain choices such as which partner they’d like
to work with can be beneficial too.
Students in a single class are likely to have different styles of learning. Thus, a
teacher is more likely to meet these needs by applying different teaching methods.
Another important aspect, especially when it comes to girls in STEM subjects, is
ensuring that the knowledge or skills learned can be practically applied in real
life.
In some cases, enrolment in extracurricular activities or support from a tutor can
help address students’ needs that are not met at school.
4. Parental Habits and Involvement
Quite a few parental habits can indirectly affect the motivation of children,
intrinsic motivation in particular. These include:
 showing interest in the child’s learning material,
 inquiring about their day,
 actively listening,
 helping with specific tasks or skills taught at school,
 attending parent meetings,
 encouraging children t complete homework or study for a test.
Another habit that’s been proven to improve motivation, is reading. Reading to
and with small children helps them develop literacy faster than talking does.
However, reading comprehension level can determine students’ success in later
school years.
5. Family Issues and Instability
Same as the lack of security in the classroom, the lack of security at home can
negatively impact motivation in education.
Children who live with both parents, on average get better grades than children
who don’t. Family conflicts and disruption can result in poorer academic
performance. Some examples include:
 divorce,
 loss of one or both parents,
 not living with the biological father or mother,
 not having contact with the biological father or mother,
 frequently moving from one home to another,
 being or having been involved with Child Protective Services.
As a result, in certain instances, additional support may be needed from schools
to help students with their issues.
6. Peer Relationships
As children grow older, the influence peers have upon them increases as well.
Therefore, problems and conflicts with peers can make students feel less secure
about their social status among peers, increase their stress levels, and lower
motivation in education.
Keeping an eye on any conflicts, bullying, and other peer issues can prevent
serious problems.
7. Learning Environment
School environment or school climate is another factor that affects motivation in
education. School environment refers to different norms and regulations that
determine the overall climate in the school.
Positive school environment makes students feel safe and secure, meets their
basic needs such as daily meals, and provides an optimal environment for them
to build healthy social relationships.
Too many classes and learning environment that’s too serious can also lower
motivation in education. Adding a fun element to classes can help to ease the
atmosphere and improve motivation and results. Allowing enough time for
play and rest can also have a positive effect.
8. Assessment
While standardized assessment increases the standards of attainment, it
can negatively influence students’ motivation in education, especially at a
younger age. The opposite can be seen in countries like Finland where primary
school children do not get any tests. Despite the lack of assessment, Finnish
children display higher academic achievements.
It is also common for students to lose motivation if tests are continuously too
challenging. This does not provide a sense of achievement and lowers motivation
in education over time. Thus, it’s important for educators to experiment with and
apply different testing methods which would be able to address the different
learning needs of students.