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Stimulus Variation Skil L: MN Nhiu Ifjorzu Dks'Ky

Stimulus variation refers to techniques teachers use to change stimuli in the classroom environment to maintain student attention. This includes varying teacher behaviors, activities, interaction styles, and teaching methods. Some key components of stimulus variation are movement, gestures, focusing, pausing, changing speech patterns, switching between oral and visual modes, and varying interaction between teacher-class, teacher-pupil, and pupil-pupil. When used correctly, stimulus variation can make teaching more engaging and interesting for students, enhance their focus and participation, and create a positive learning environment.

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117 views17 pages

Stimulus Variation Skil L: MN Nhiu Ifjorzu Dks'Ky

Stimulus variation refers to techniques teachers use to change stimuli in the classroom environment to maintain student attention. This includes varying teacher behaviors, activities, interaction styles, and teaching methods. Some key components of stimulus variation are movement, gestures, focusing, pausing, changing speech patterns, switching between oral and visual modes, and varying interaction between teacher-class, teacher-pupil, and pupil-pupil. When used correctly, stimulus variation can make teaching more engaging and interesting for students, enhance their focus and participation, and create a positive learning environment.

Uploaded by

aliaazman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Stimulus Variation Skil

mn~nhiu ifjorZu dkS’ky


Meaning of Stimulus
Any thing to which a sense organ is sensitive and which
is capable of causing excitation of the sense organ.

Types of Stimulus

Internal Stimulus

External Stimulus
Stimulus Variation
INTRODUCTION

Stimulus variation is a various method and technique in


order to attract student’s attention and interest towards
teaching and learning process. Students usually get
bored easily if the teacher always use the same
method.
Stimulus variations includes skills to change teacher’s
behavior, verify activities that affects students’ sensory
organ, change the pattern of interaction between
teacher and student and verify the teaching and
learning techniques.
Definition of Stimulus Variation
Skill
Skill of Stimulus variation implies attracting and
focusing pupils attention by changing stimuli in the
environment for securing and sustaining pupils
attention.

Nk=ksa dk /;ku vkdf"kZr djus ,oa ikB ij dsfUnzr djus


gsrq f’k{kd O;ogkj esa tkucw>dj tks ifjorZu ykrk gS
mls mn~nhiu ifjorZu dkS’ky dgrs gSaA
Components of stimulus variation
Movement (M) ’kjhj lapkyu

Gestures (G) Hkko eqnzk ‘

Focusing (F)Hkko dsfUnzdj.k

Pausing (P)fojke
Change in Speech Pattern (CSP)
Loj ifjorZu
Change in Interaction Style (CIS)
var%fdz;k ’kSyh eas ifjorZu
Oral visual swiching (OVS)
JO; n`’; dze ifjorZu
Pupil Participation (PP)
Movement
During teaching in order to maintain high level of attention
of students, the teacher should not move aimlessly here
and there nor he should stand still like a statue near the
table in the classroom. His/her movements are meaningful
in following situation-

1. To write something on the blackboard,


2. To keep an eye on the activities of the backbenchers,
3. To examine pupils work ,
4. To make use of the teaching aids like models, charts,and
specimans
5. During question-answer session moving towards pupil.
Gestures
Gestures are movements of the parts of body to direct
attention, to express emotions, toemphasize importance or to
indicate shape ,size and movements etc.Such a behavior helps
in securing and maintaing the attention of students. Gestures
of the hand ,body and face all convey meaning e.g.nodding
very quickly means ‘yes’, if you raise your eyebrows, it means ‘I
am surprised’.
The oral presentation becomes effective when it is
combined with gestures. The gestures which can be
categorized under mannerism and are meaningless should be
avoided e.g., playing with chalk, playing with the wrist watch,
unnecessary movement of the pointer or scale.One should be
very careful while using gestures. One should keep in mind the
level of class and content during presentation.
GESTURES
Focusing
Sometimes a teacher wants the pupils to pay attention to a
particular object or idea. To achive this he can use a combination
of verbal and gestural focusing. This can be done by using certain
words or perforing certain actions. Focusing are three types :
FOCUSING

VERBAL
VERBAL GESTURAL
GESTURAL
FOCUSING FOCUSING FOCUSING
1. Verbal Focusing – The teacher draws the attention of the
pupils by saying look at this picture/map etc. These are the
examples of verbal focusing.

2. Gestural Focusing – The teacher draws the attention of the


pupils towards specific objects, picture or important words or
lines on the blackboard, e.g. Teacher indicates with pointer or
underlines something important on the blackboard or map or
chart.

3. Verbal-Gestural Focusing- This is the Combination of


verbal and gestural focusing both e.g. While explaining the origin
of river Ganga the teacher may say:
Teacher- Look here at the map (showing Himalayan region )
and point at the place form where the river Ganga originates.
Pause
Pausing refers to a brief period of deliberate silence.
It is said that silence has a language. Excessive pausing or no pause may
lead to ineffective teaching. The pause should not be too short or too
long. The functions served by pausing are (1) gaining attention of the
pupils,(2) giving time for answering teacher’s question, (3)for
assimilating ideas and concepts presented in the class. An example of
pause is given below:

While teaching a topic entitled ‘Deficiency Diseases’


Teacher-In anemia less blood is formed in body & this is because of
deficiency of---------iron in food (P)
Fast a moving
a_air is called
a__wind.
Oral-Visual Switching
It is also known as switching Sensory Channels. The teacher can make her teaching
interesting by switching over from an oral presentation to a visual mode. Here the
pupils are switched from listening mode to seeing mode.
The oral- visual switching can be of three types:

(a) Oral-visual- In the oral- visual switching the attention is shifted from verbal stimulus
to visual stimulus. While explaining solar eclipse verbally, the teacher points out on
the chart depicting solar eclipse. This Switching is From oral to visual.
Now if a teacher again explains effects of solar eclipse on human beings, then the
switching is from visual to oral.

(b) Oral/Oral- visual- In this type of change in sensory focus the teacher shifts from
verbal stimulus to verbal and visual stimuli and vice versa.
A teacher while explaining the digestive system in human being shows different
parts of digestive system on the chart and explains each part one by one, this type
of switching may be referred to as oral/oral-visual switching.

(c ) Visual/ Oral- Visual- In this type of change, the shift is from visual stimulus to
verbal stimulus and the visual stimuli and vice- versa.
Change in Interaction Style
Earlier the classroom teaching was dominated by the teacher and the
interaction was limited. With the advent of student centered teaching,
various styles of interaction are possible & makes teaching effective.
These are:
(a)Teacher-class,(b)Teacher-pupil, and (c)Pupil-pupil
(a) Teacher-Class- When a teacher asks a question to the whole class
and expects answer to the same question from the whole class.

(b) Teacher- Pupil- When the teacher directs the question to a


particular pupil and expects answer from it.

(c) Pupil – Pupil – When a teacher asks a question in the class, pupils
may discuss the answer or interact among themselves, this is known
as pupil to pupil interaction.
The effect of stimulus variation to
teaching and learning process.

If the stimulus variation is used correctly, the positive


effects that can be seen are:

• The teaching and learning process will become fun


and interesting.

• Students will become enthusiastic and they will give


their fully attention to the teacher.
• Students’ curiosity becomes aroused and this will
motivate them to take part actively in the teaching
and learning process.

• Students will get opportunities to use variety of


senses to learn something.

• Positive learning environment can be created by using


stimulus variation.

• When all students give their fully attention to the


teacher, discipline problem can be controlled
effectively.
Thank You

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