ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

Course: Teaching Strategies at Elementary

Level (623)
ASSIGNMENT NO:1

CORSE CODE: 623

NAME:
ROLL NO:
REG.NO:
LEVEL:
SEMESTER: Spring 2022
Q.1 Explain different phases of teaching. Which activities can be arranged for evaluation
of students at elementary classroom at the last phase of teaching?
ANS
The teaching can be divided into three phases: PRE – ACTIVE PHASE OF TEACHING In
the pre-active phase of teaching, the planning of teaching is carried over. This phase
includes all those activities which a teacher performs before class-room teaching or before
entering the class- room.
Teaching is an integral  part of the process of education. It is a system of actions intended to
induce learning. Its special function is to impart knowledge, develop understanding and skill. In
teaching an interaction occurs between the teacher and the students., by which the students are
diverted towards the goal. Thus the sole element  of teaching is the mutual relationship or
the interaction between the teacher and the students which advances the students towards the
goal.

Teaching can be considered as the art of assisting another to learn  by providing the information
and  appropriate situations, conditions or activities .It is an intimate contact between a more
mature personality and a less mature one which is designed to further the education of later. The
process by which one person helps other in the achievement of knowledge, skill and aptitudes.

ANATOMY /STRUCTURE OF TEACHING:

Teaching consists of three variables , which operate in the phases of teaching and determines the
nature and format of learning conditions or situations.
 These are classified as under:

1.      Teacher as an independent variable.

The teacher plans the role of independent variables. Students are dependent on him in the
teaching process. The teacher does the planning, organizing, leading and controlling of teaching
for bringing about behavioural changes in the students. He is free to perform various activities
for providing learning experiences to students.

2.      Students as dependent variable.The student is required to act according to the planning and
organization of the teacher. Teaching activities of the teacher influence the learning of the
students.

3.      Content and methodology of presentation as intervening variables:The intervening

variables lead to interaction between the teachers and the students. The content determines the
mode of presentation-telling, showing and doing etc.

PHASES OF TEACHING

Teaching is a complex task. For performing this task, a systematic planning is

needed.                      Teaching is to be considered in terms of various steps and the different
steps constituting the process are called the phases of teaching.

The teaching can be divided into three phases:

 

PRE – ACTIVE PHASE OF TEACHING

In the pre-active phase of teaching, the planning of teaching is carried over. This phase includes
all those activities which a teacher performs before class-room teaching or before entering the
class- room.

Pre-teaching consists essentially of the planning of a lesson. The planning of lesson needs to be 
seen  in  broader  terms,  not merely  the designing  of  a  lesson  plan. Planning  includes
identifying the  objectives to be  achieved in terms  of  students  learning,  the  strategies and
methods  to  be  adopted,  use  of  teaching aids  and  so  on.
It is the planning phase of instructional act. The foundation of this phase is set  through the
establishment of some kind of goals or objectives, and discovering ways and means to achieve
those objectives.

Planning is done for taking decision about the following aspects-

1) Selection of the content to be taught

2) organization of the content

3) Justification of the principles and maxims of teaching to be used

4) Selection  of the appropriate of methods of teaching

5) Decision about the preparation and usage of  evaluation tools.

Suggested activities  in the Pre-active phase of teaching-

1.      Determining  goals / objectives:  First of all, the teacher determines the teaching objectives
which are then defined in terms of expected behavioral changes. Thus, he ascertains the teaching
objectives and what changes he expects in the students  by achieving those objectives. These
objectives are  determined according to the psychology of the pupils and needs of the school and
society , In the form of entering behaviours of the pupils and  in the form of terminal behaviours
of the students.

2.      Selection of the content  to be taught: After fixing the teaching objectives, the teacher
makes decisions about that content which is to be presented before the pupils and as a result he
wants to bring the changes in their behaviours. This decision is taken by the teacher by
considering o the following points-

•          Level need and importance  of the curriculum proposed by the teacher for the students.

•          The expected  terminal behaviour of the students

•          Level and mode of motivation  be used for the students

•         Selection of appropriate instrument and methods the teacher should use to evaluate the
knowledge related to the contant.

3.       Sequencing the elements of content for presentation:  After making selections regarding
the contents to be presented to the students, the teacher arranges the elements of content in a
logical and psychological manner, so that this arrangement of content may assist in transfer of
learning.

4.        Selection about the instructional methodology  : After sequencing the contents, the teacher
makes decisions regarding the proper methods and strategies by keeping in view the contents ,
entering behaviour  and the level of the students.

5.      How and when of teaching strategies: Decision-making regarding the teaching methods and
strategies for presenting the sequenced contents to the students is not sufficient. So the teacher 
should also  decide how and when he will make use of the previously selected method and
strategy during the class-room teaching.

INTERACTIVE PHASE OF TEACHING

The second  phase includes  the execution  of  the plan,  where  learning experiences are
provided to  students through suitable modes.

As instruction is the complex process by which learners are provided with a deliberately
designed environment to interact with, keeping in focus pre-specified objective of bringing about
specific desirable changes. Whether instruction  goes  in  a  classroom,  laboratory,  outdoors or 
library, this environment is specifically designed by  a  teacher so that students interact with 
certain specific environmental stimuli, like  natural  components (outdoor),  information from 
books, certain equipment (laboratory) etc. Learning is directed in pre-determined directions to
achieie certain pre-specific goals. This does not, however, mean that, in the pre-determined
environment no learning other than what a teacher has decided  upon  as instructiohal objectives
does not take place. The variety  of  experiences that students go through with  a teacher, among
them- selves provide learning opportunities.

All those activities which are performed by a teacher after entering in a class are clubbed (to
combine together) under inter-active phase of teaching. Generally these activities are concerned
with the presentation and delivery of the content in a class. The teacher provides pupil verbal
stimulation of various kinds, makes explanations, ask questions, listen to the student’s response
and provide guidance.

The following activities are suggested for the  inclusion in the inter-active phase of teaching-

1. Sizing up of the class: As the teacher enters the classroom, first of all he perceives the size of
the class. He throws his eyes on all the pupils of the class in a few moments. He comes to know
the pupils who can help him in his teaching and the pupils who can create a problem for him as a
result of this perception.

In the same way, the studrnts can feel the personality of the teacher . Hence, at this stage, the
teacher should look like a teacher. He should exhibit of course in a veiled manner all those
characteristic which are supposed to be present in a good teacher. In nut-shell the teacher should
appears as an   efficient and impressive personality.

2.      Knowing the learners: After having a feeling of class-size, the teacher makes efforts to
know how much the new comers or pupils have previous knowledge. He tries to know the
abilities , Interests and attitudes  and academic background of learners.

The teacher starts teaching activities after diagnosing, by questioning regarding action and
reaction: two types of activities are involved here in the teaching-

a.       Initiation,

b.      Response.
Both these activities are known as verbal interaction. Both these activities occur between the
teacher and the students. In other words, when a teacher performs some activities, the student 
reacts  or when students perform some activities, the teacher reacts  .This way the inter-action in
the teaching take place.

The teachers performs the following activities in order to analyze the nature of verbal and non-
verbal inter-action of teaching activities-

a.       Selection and presentation of stimuli.

b.      Feedback and reinforcement.

c.       Deployment of strategies.

a.       Selection and presentation of stimuli: The motive or new knowledge is a process of

teaching. It can be verbal or non-verbal. The teacher should be aware of the motive which would
prove effective and which would not be so for a particular teaching situation.

The teacher should select the appropriate stimulus as soon as the situation arises and an effort
should be made to control the undesired activities to create the situation and for desired
activities.

After selecting the stimuli, the teacher should present them before the students. The teacher
should present that form of the stimulus which can motivate the students for learning. During
such presentation of stimuli, the teacher should keep in mind the form context and order of the
stimuli.

b.      Feedback and reinforcement: Feedback or reinforcement is that condition which increases
the possibility for accepting a particular response in future. In other words those conditions
which increase the possibility of occurrence of a particular response are termed as feedback or
reinforcement. These conditions may be of two types which are as follows-
•         Positive reinforcement:  These are the conditions which increase the possibility of
recurrence of desired behavior or response.

•         Negative response: These are the conditions in which the possibility of recurrence of the
undesired behavior or response is decreased, such as punishment or reprimanding etc.

Reinforcement is used for three purposes. These are –

•         For strengthening the response.

•         For changing the response, and

•         Modifying or correcting the response.

c.       Deployment of strategies: The teaching activities are directly related to the learning
conditions. Therefore, at the time of interaction the teacher produces such activities and
conditions by the reinforcement strategies which effect the activities of the pupils.

The development of the teaching strategies turns the pupil-teacher interaction impressive. From
the very moment, the teacher starts the teaching task and till the movement, the teacher starts the
teaching task and till the movement that task goes on, the verbal and non-verbal behaviours of
the pupils are controlled by the reinforcement strategies and cooperates in presenting the
contents in an impressive way.

In the deployment of the teaching strategies, three areas should be considered. These are –

•         Presentation of subject-matter,

•         Levels of learning.

•         Level or context of learners, their background, needs, motivation, attitudes, cooperation
and opposition.
  Place a variety of different colored dry erase markers on the front board(or different
colored chalk if you have a chalkboard).
 Then give students a review topic, and randomly call about three to five students at a time
to the board.
 The students' goal is to think of any word that associates with the given topic.
 Students can write the word any way they like (sideways, up and down, backward, etc.)
 One rule you must enforce is that students cannot repeat any word that is on the board.
 Once all the students have had a turn, pair them up and have each student tell their
partner about five of the words on the board.
 View pictures and learn more about this great graffiti wall review activity here.

3 Activities for Teaching Magnets

3-2-1 Strategy

The 3-2-1 review strategy is a great way for students to review just about anything in an easy and
simple format. There are a few ways you can use this strategy, but often, the preferred way is to
draw a pyramid.

Here's how it works:

 Students are given a review topic and told to draw a pyramid in their notebook.
 Their goal is to write down three things they learned, two things they thought was
interesting, and one question they still have. You can adapt this activity any way you
want. Instead of asking a question on the top of the pyramid, students can write a
summary sentence. Or, instead of writing two things they found interesting, they can
write two vocabulary words. It is very easily adaptable.
  View a picture of the 3-2-1 review pyramid.

Post-It Practice

If your students love the game "Headbands," then they will love playing this review game.

Here's what you have to do to get started.

  Provide each student with a Post-it note, and have them write down one review term on
it.
 Then without the other students seeing the note, have each student choose one person to
stick their note to their forehead.
 The goal of this activity is for students to go around the room and try to explain the term
without using the actual term.
 Make sure that each student has the opportunity to go around the room and explain each
term.

Move Ahead of the Class

This review game is the perfect way to incorporate teamwork while reviewing important skills.

Here is how you play:

 Divide students into teams of two, then have students stand in a row where one student is
behind one other.
 Use the squares of the floor as the game board and tape off a finish line.
 To play the game, have one person from each team face-off by answering a review
question. The first person to answer it correctly moves ahead to the next square.
 After the first question, the next person in line takes the place of the student who got the
answer correct.
 The game goes on until one team crosses the finish line.

Sink or Swim

Sink or Swim is a fun review game that will have your students working together as a team in
order to win the game. Here's what you need to know to play the game:

 Divide students into two teams and have them form a line and face one another.
 Then ask team 1 a question, and if they get it right, they can choose one person from the
other team to sink.
  Then ask team 2 a question, and if they get the answer right, they may either sink their
opponents' team member or save their sunken team member.
 The winning team is the one with the most people at the end. 

Q.2 Discuss in detail different teaching styles. Which style of teaching do you think
the most suitable to elementary students? Provide arguments to support your
statement.
ANS
These teaching styles highlight the five main strategies teachers use in the classroom, as well as
the benefits and potential pitfalls of each. The Authority, or lecture style The authority
model is teacher-centered and frequently entails lengthy lecture sessions or one-way
presentations. Students are expected to take notes or absorb information.
Every teacher has her or his own style of teaching. And as traditional teaching styles evolve with
the advent of differentiated instruction, more and more teachers are adjusting their approach
depending on their students’ learning needs.

But there are a few fundamental teaching styles most educators tend to use. Which one is yours?

These teaching styles highlight the five main strategies teachers use in the classroom, as well as
the benefits and potential pitfalls of each.
The Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-
way presentations. Students are expected to take notes or absorb information.

 Pros: This style is acceptable for certain higher-education disciplines and auditorium
settings with large groups of students. The pure lecture style is most suitable for subjects
like history, which necessitate memorization of key facts, dates, names, etc.
 Cons: It’s a questionable model for teaching children because there is little or no
interaction with the teacher. Plus it can get a little snooze-y. That’s why it’s a better
approach for older, more mature students.

The Demonstrator, or coach style

The demonstrator retains the formal authority role by showing students what they need to know.
The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations,
activities, and demonstrations. (Think: Math. Science. Music.)

 Pros: This style gives teachers opportunities to incorporate a variety of formats including
lectures and multimedia presentations.
 Cons: Although it’s well-suited for teaching mathematics, music, physical education, or
arts and crafts, it is difficult to accommodate students’ individual needs in larger
classrooms.

The Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain
knowledge that leads to self-actualization.

 Pros: This style trains students to ask questions and helps develop skills to find answers
and solutions through exploration; it is ideal for teaching science and similar subjects.
 Cons: Challenges teacher to interact with students and prompt them toward discovery
rather than lecturing facts and testing knowledge through memorization. So it’s a bit
harder to measure success in tangible terms.

The Delegator, or group style

The delegator style is best suited for curricula that require lab activities, such as chemistry and
biology, or subjects that warrant peer feedback, like debate and creative writing.

 Pros: Guided discovery and inquiry-based learning place the teacher in an observer role
that inspires students by working in tandem toward common goals.
 Cons: Considered a modern style of teaching, it is sometimes criticized as eroding
teacher authority. As a delegator, the teacher acts more as a consultant rather than the
traditional authority figure.

The Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teacher’s
personality and interests with students’ needs and curriculum-appropriate methods.

 Pros: Inclusive! And it enables teachers to tailor their styles to student needs and
appropriate subject matter.
 Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting
teachers to spread themselves too thin and dilute learning.

Because teachers have styles that reflect their distinct personalities and curriculum—from math
and science to English and history—it’s crucial that they remain focused on their teaching
objectives and avoid trying to be all things to all students.

What you need to know about your teaching style

Although it is not the teacher’s job to entertain students, it is vital to engage them in the learning
process. Selecting a style that addresses the needs of diverse students at different learning levels
begins with a personal inventory—a self-evaluation—of the teacher’s strengths and weaknesses.
As they develop their teaching styles and integrate them with effective classroom management
skills, teachers will learn what works best for their personalities and curriculum.

Our guide encapsulates today’s different teaching styles and helps teachers identify the style
that’s right for them and their students. Browse through the article or use these links to jump to
your desired destination.

 What is a teaching style inventory, and how have teaching styles evolved?
 What teaching method is best for today’s students?
 How does classroom diversity influence teachers?

Emergence of the teaching style inventory

How have teaching styles evolved? This is a question teachers are asked, and frequently ask
themselves, as they embark on their careers, and occasionally pause along the way to reflect on
job performance. To understand the differences in teaching styles, it’s helpful to know where the
modern concept of classifying teaching methods originated.
The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati, is
credited with developing the classic five teaching styles. A follower of psychiatrist Carl Jung,
Grasha began studying the dynamics of the relationship between teachers and learning in college
classrooms. His groundbreaking book, Teaching with Style, was written both as a guide for
teachers and as a tool to help colleagues, administrators and students systematically evaluate an
instructor’s effectiveness in the classroom.

Grasha understood that schools must use a consistent, formal approach in evaluating a teacher’s
classroom performance. He recognized that any system designed to help teachers improve their
instructional skills requires a simple classification system. He developed a teaching style
inventory that has since been adopted and modified by followers.

 Expert: Similar to a coach, experts share knowledge, demonstrate their expertise, advise
students, and provide feedback to improve understanding and promote learning.
 Formal authority: Authoritative teachers incorporate the traditional lecture format and
share many of the same characteristics as experts, but with less student interaction.
 Personal model: Incorporates blended teaching styles that match the best techniques
with the appropriate learning scenarios and students in an adaptive format.
 Facilitator: Designs participatory learning activities and manages classroom projects
while providing information and offering feedback to facilitate critical thinking.
 Delegator: Organizes group learning, observes students, provides consultation, and
promotes interaction between groups and among individuals to achieve learning
objectives.

Although he developed specific teaching styles, Grasha warned against boxing teachers into a
single category. Instead, he advocated that teachers play multiple roles in the classroom. He
believed most teachers possess some combination of all or most of the classic teaching styles.

How does differentiated instruction affect teaching styles?

Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of

differentiated instruction and a pioneer in the development of learning-based teaching styles. If
Grasha laid the groundwork for 20th-century teachers to adopt styles tailored to match their
personalities and strengths, Tomlinson has advanced this theme into the 21st century by focusing
on differentiated instruction.

In the simplest terms, differentiated instruction means keeping all students in mind when
developing lesson plans and workbook exercises, lectures, and interactive learning. These
student-focused differences necessitate instructional styles that embrace diverse classrooms for
students at all learning levels and from various backgrounds without compromising the teacher’s
strengths.

teaching style is best for today’s students

Whether you’re a first-year teacher eager to put into practice all of the pedagogical techniques
you learned in college, or a classroom veteran examining differentiated instruction and new
learning methodologies, consider that not all students respond well to one particular style.
Although teaching styles have been categorized into five groups, today’s ideal teaching style is
not an either/or proposition but more of a hybrid approach that blends the best of everything a
teacher has to offer.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching
styles might seem to conflict with today’s emphasis on student-centered classrooms.
Theoretically, the more teachers emphasize student-centric learning, the harder it is to develop a
well-focused style based on their personal attributes, strengths, and goals.

In short, modern methods of teaching require different types of teachers—from the

analyst/organizer to the negotiator/consultant. Here are some other factors to consider as teachers
determine the best teaching method for their students.

Empty vessel: Critics of the “sage on the stage” lecture style point to the “empty vessel” theory,
which assumes a student’s mind is essentially empty and needs to be filled by the “expert”
teacher. Critics of this traditional approach to teaching insist this teaching style is outmoded and
needs to be updated for the diverse 21st-century classroom.
Active vs. passive: Proponents of the traditional lecture approach believe that an overemphasis
on group-oriented participatory teaching styles, like facilitator and delegator, favor gifted and
competitive students over passive children with varied learning abilities, thereby exacerbating
the challenges of meeting the needs of all learners.

Knowledge vs. information: Knowledge implies a complete understanding, or full

comprehension, of a particular subject. A blend of teaching styles that incorporate facilitator,
delegator, demonstrator, and lecturer techniques helps the broadest range of students acquire in-
depth knowledge and mastery of a given subject. This stands in contrast to passive learning,
which typically entails memorizing facts, or information, with the short-term objective of scoring
well on tests.

Interactive classrooms: Laptops and tablets, video conferencing, and podcasts in classrooms
play a vital role in today’s teaching styles. With technology in mind, it is imperative that teachers
assess their students’ knowledge while they are learning. The alternative is to wait for test
results, only to discover knowledge gaps that should have been detected during the active
learning phase.

Constructivist teaching methods: Contemporary teaching styles tend to be group-focused and

inquiry-driven. Constructivist teaching methods embrace subsets of alternative teaching styles,
including modeling, coaching, and test preparation through rubrics scaffolding. All of these are
designed to promote student participation and necessitate a hybrid approach to teaching. One
criticism of the constructivist approach is that it caters to extroverted, group-oriented students,
who tend to dominate and benefit from these teaching methods more than introverts; however,
this assumes introverts aren’t learning by observing.

Student-centric learning does not have to come at the expense of an instructor’s preferred
teaching method. However, differentiated instruction demands that teachers finesse their style to
accommodate the diverse needs of 21st-century classrooms.
The ‘sage on the stage’ meets the ‘tiger mom’
The objective of blending teaching styles to leverage the teacher’s strengths while meeting the
demands of diverse students has become increasingly difficult, as parents take a decidedly
proactive role in child-learning techniques.

The traditional authoritative/expert, or “sage on the stage” lecture style, has come under attack
by some parents—and contemporary educational leaders—who emphasize that a more diverse
approach to teaching is necessary to engage students. This is compounded by the rise of “tiger
moms,” a term made popular by parents devoted to improving the quality of education with
laser-precision focus on A-list schools and a highly competitive job market.

Age of the proactive parent

Regardless of what style a teacher adopts, it’s important for teachers to develop positive
attitudes, set goals, and establish high expectations for students.

“Assume students can excel!” education authors Harry and Rosemary Wong declare. As former
teachers with a combined 80-plus years of educational experience, the Wongs emphasize in their
best-selling book, The First Days of School: How to Be an Effective Teacher and their more
recent, The Classroom Management Book that successful teachers share three common
characteristics:

 effective classroom management skills

 lesson mastery
 positive expectations

All instructors, when developing their teaching styles, should keep in mind these three goals, as
well as the primary objective of education: student learning.

classroom diversity influence teachers

It is abundantly clear that today’s teachers are responsible for students with a diverse range of
learning abilities. The 21st-century teacher does not have the luxury of “picking the low-hanging
fruit” and then leaving the rest of the tree for experts who specialize in children with behavioral
issues or learning disorders.
Today’s teachers must develop instructional styles that work well in diverse classrooms.
Effective teaching methods engage gifted students, as well as slow-learning children and those
with attention deficit tendencies. This is where differentiated instruction and a balanced mix of
teaching styles can help reach all students in a given classroom—not just the few who respond
well to one particular style of teaching.

The wonderment of teaching, what author/educator Dr. Harry Wong refers to as “that a-ha
moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits of
becoming a teacher. This transfer of knowledge from expert to student is an art form and a skill.
Fortunately, both can be learned and perfected.

Knowing how to engage students begins with selecting the teaching style that’s right for you.
And remember, even though you may prefer one teaching style over another, you must find the
style that works best for your students! Try different styles to meet different objectives, and
always challenge yourself to find ways to reach each student.

Q.3 Define the concept of demonstration method of teaching. Discuss the types and steps
of demonstration method of teaching.

ANS

Meaning of Demonstration Method of Teaching

Demonstration method of teaching is a traditional classroom strategy used in technical and
training colleges and in teacher education.
Focus, Structure and Principles
Demonstration Strategy focus to achieve psychomotor and cognitive objectives. If we talk about
its structure, it is given in three successive steps:

1. Introduction: In this step objectives of the lesson are stated. The teacher may be called
demonstrator. He demonstrates the activity before the student that is to be developed.
 2. Development. Students try to initiate the demonstrated activity. If there is any query the
teacher tries to satisfy them by further demonstration and illustrations.
3. Integration. At this step, the teacher integrates all the activities and then these activities
are rehearsed revised and evaluated.
Principles
This teaching strategy is based on the following principles
1. Learning by doing maxim is followed
2. Skills can be developed by limitation
3. The perception helps in imitation
Application
This strategy is applied mainly in technical or training institutes. In teacher education programs it
is used to develop skills in the student teacher. At school level, a teacher applies it in teaching
science, biology, nature study arts and crafts.

Advantages and Disadvantages of Demonstration Method of Teaching

Advantages of Demonstration Method
1. It helps in involving various sense to make learning permanent
2. Though, teacher behavior is autocratic, he invites the cooperation of pupils in teaching
learning process
3. It develops interest in the learners and motivates them for their active participation
4. It helps in achieving psychomotor objectives
5. Any simple or complex sill becomes easy to understand
Disadvantages of Demonstration Method
1. It can be used only for skills subjects
2. Only the attention of the learners is invited towards the activity demonstrated. They are not
free to discuss about it
3. Due to poor economic conditions of the government schools, there is scarcity of audio-
visual aids and equipment and the teachers are not so creative to produce handmade
models for demonstration
4. There is a general lack of sincerity and diligence among teachers who wish to complete the
syllabus or syllabi at the earliest without putting sincere efforts
 Suggestions
1. The teacher should be a sincere, diligent and skilled person
2. Teacher should himself prepare the models for demonstrations and encourage the learners
too
3. Demonstration should be followed by discussion
4. A teacher must have the ability to use audio-visual aids with expertise
The demonstration method in teaching can be defined as giving a demo or performing a
specific activity or concept. In other words, the demonstration method is a teaching-learning
process carried out in a very systematic manner. Demonstration often occurs when students
have a difficult time connecting theories to actual practice or when students are unable to
understand the application of theories. In order to ensure, the demonstration method is a
success, three things needed to be followed-

(a) The object being displayed during the demonstration method should not be very small.

(b) During the demonstration method, clear and simple language should be used so that pupils
may understand concepts easily.

(c) The pupils should be able to question teachers in order to remove their difficulties.

The demonstration method is a great way to call for active participation from the students. A
lot of time teachers can ask the students to participate while presenting to the class. This keeps
them interested throughout rather than getting bored as compared to lectures where they have
to sit quietly for hours and listen. It is a practical way of teaching where a complex or difficult
topic can be easily explained with the help of charts, and many other props.

Characteristics of Demonstration Method

Some of the basic characteristic features of the demonstration method are-

(1) The demonstration should be carried out in a simple and easy manner. way.
 (2) In this strategy, full attention should be paid to all the students in the class.

(3) Goals and objectives of the demonstration should be very clear.

(4) It should be carried out with a well-planned strategy.

(5) A set Time should be dedicated to the rehearsal before the demonstration.

Steps of Demonstration method

There are six steps of the demonstration method of the teaching process.

(1) Planning and preparation

Proper detailed planning is a prerequisite for a good demonstration. For this, the following
points should be kept in mind.

 Thorough detailed preparation of the subject matter.

 Well-structured lesson planning.

 Complete collection of material for demonstration.

 Rehearsal of demonstration.

In order to ensure the success of the demonstration method of teaching, the teacher should
prepare the lesson minutely and very seriously.

(2) Introduction of the lesson

The teacher should always try to motivate students and prepare them mentally for the
demonstration method.

The teacher should introduce the lesson to students keeping in mind the following things.
 Individual differences

 Environmental setup

 Differentiated Experiences

The lesson can also be started with some simple and interesting experiments, some fascinating
stories, or a common event that everyone can relate to.

(3) Presentation of the subject

In the demonstration method of teaching, the presentation of subject matter is very important.
The principle of reflecting thinking should be kept in mind. The teacher should attempt to
teach the student in such a way that their previous knowledge can be attached to their new
knowledge, thereby further enhancing it.

(4) Demonstration method

The performance in the demonstration table should be ideal for the student. The demonstration
should be neat and clean.

(5) Teaching Aids

The teacher can use various teaching aids like models, blackboard, graphs, etc. during the
demonstration.

(6) Evaluation

In this last step, evaluation of the whole demonstration should be done, so that it can be made
more effective and efficient for the future.

Why should teachers use the demonstration method?

Teachers should use demonstrate method because-

 It develops an interest in the learners and fosters active engagement from them.

 It helps in involving various senses to make learning permanent.

 Any complex topic can be easily explained with this method.

 It also involves active participation from the students.

 These demonstration methods should often be followed by a group discussion so students get a
chance to revise what they have learned during the class.

Advantages of demonstration method of teaching

The demonstration method of teaching is quite advantageous for students. Given below are
some benefits of this learning method.

 It improves the understanding of complex topics and principles.

 Students can pay attention easily and follow the learning process.

 Knowledge gained during the demonstration method becomes permanent because it requires
different senses.

 It leads to permanent learning.

 It also accounts for the principles of reflective thinking.

 Students are motivated to study and gain the necessary skills.

 It is beneficial in achieving a psychomotor objective.

 There is no wastage of time because the student sees the process live and understands how to
apply theoretical knowledge practically.

 It helps the students in having a deeper understanding of the subject.

 It keeps students engaged and active throughout the teaching-learning process.

 It helps in the creation of interest among students and imparts maximum learning.

 It also helps in arousing the spirit of discovery among students.

Q.4 Questioning is teaching technique. What are the reasons of asking questions in
classroom? What steps are used in questioning technique of teaching?
ANS

One of the key components to creating effective teaching and learning processes is the method of
questioning or questioning techniques used by teachers. Questioning by teachers in the
teaching and learning process is one of the many interactions that occur in the classroom.
Questioning techniques are one of the tools for achieving goals and stimulating students’
mental activity. Questioning techniques is important because it can stimulate learning,
develop the potential of students to think, drive to clear ideas, stir the imagination, and
incentive to act. It is also one of the ways teachers help students develop their knowledge
more effectively.
As an educator, teachers are constantly engaged with students in teaching and learning activities
while teaching a subject in the classroom. One of the most important sessions conducted by
a teacher in the teaching and learning process is the question-and-answer session.
Questioning is an important activity in teaching. Questioning can be used to test the
knowledge of the past, with questions requiring factual answers by asking who, what,
where, and when. Designing is also aimed at stimulating student thinking. These kinds of
questions need to be carefully considered as they relate to more serious matters such as
consequences and to use questions of how and reason. (J.S.Farrant, 1985: 310) In the
question-and-answer session, teachers can practice a variety of questioning techniques and
reinforce to motivate students and encourage their thinking in the classroom. Questioning is
one of the most effective ways to get students involved in the delivery of the lesson. By
asking questions, teachers can engage students to think about the content of a lesson and
simultaneously get feedback from students to demonstrate the effect of teaching. “ (Atan
Long, 1980: 135) Questioning skills are very important for a teacher, and its very complex.
If these skills are used effectively, the performance level of students will increase, and the
teaching and learning environment will become more active and more encouraging. (Eee
Ah Meng, 1989: 332).
Questioning Techniques One of the key components to creating effective teaching and learning
processes is the method of questioning or questioning techniques used by teachers.
Questioning by teachers in the teaching and learning process is one of the many
interactions that occur in the classroom. Questioning techniques are one of the tools for
achieving goals and stimulating students’ mental activity. Questioning techniques is
important because it can stimulate learning, develop the potential of students to think, drive
to clear ideas, stir the imagination, and incentive to act. It is also one of the ways teachers
help students develop their knowledge more effectively. Teachers need to be aware that the
quality of questions and the quality of the questioning when conducting teaching and
learning sessions in the classroom are one of the key elements in determining the
effectiveness and quality of their teaching sessions. To help students stimulate a high level
of thinking, teachers must play a key role in applying the right techniques and skills to
question students. Teachers should be aware of any changes that occur in the classroom,
and those changes should be aligned with the objectives they want to achieve in the
teaching and learning process. Teachers, therefore, need to plan carefully and take into
account some of the following factors: (i) Attention Questioning is one of the most
effective ways to make the students pay attention in the classroom. About this, the question
must be addressed to the whole classroom before a student is asked to answer. “ (Atan
Long, 1980: 142). Teachers should also ask a question first before mentioning the name of
a student to answer the question posed. This is to ensure that all students are focused on the
questions that are posted. If the name of the student is mentioned first, only that particular
student will pay attention in the class. Teachers should always ask questions to all students
in the classroom and not just to the students who raise their hands. In this case, the Teacher
should not be influenced by the behavior of the students who raise their hands when asking
a question. Often, teachers only ask questions to the students who raise their hands and do
not focus on students who did not raise their hands. This is not good in the teaching and
learning process. Attention and care should be given to all the students in the classroom.
(Atan Long, 1980: 142) In the meantime, some students who are not paying attention will
ask the teacher to repeat the question. In this case, the teacher should not repeat the
question posed when asked by the student to repeat it. If the teacher repeats the question,
then, of course, the student will not pay attention, so to attract the students, the teacher
should mention the question only once. (ii) Voice One of the most important
communication tools for a teacher is voice. When asking questions, teachers should make
sure their voices are clear and that their tone is well-heard. The questions should be
presented well and clear to the students and look forward to receiving answers. This is
 important to attract students to answer a question. (Atan Long, 1980: 143) (iii) Pause After
submitting a question, the teacher should be the one to pause talking for a moment and look
at the whole class. Note the verbal cues that indicate that the student is ready to respond.
(Sharifah Alwiah Alsaqoff, 1983: 214) After asking questions, students should be given
time to think about the answers. The time given should not be too long because if it is too
long, the interest in it will fade. (iv) Content of Questions In asking a question, a teacher
should plan the types of questions that will be asked in the classroom. In this case, it may
not be necessary for these questions to be prepared in advance, but the ‘axis question’
needs to be designed. The axis questions should be arranged in a logical order to obtain
continuity in the lesson. In a given lesson, the teacher should provide some questions like
this to determine the desired direction. These questions should not be too long. (Atan Long,
1980: 144) At the same time, teachers should also ask questions that are relevant to the age
and ability of the students in the class. Teachers are already aware of a student’s ability in a
classroom.
The purposes of questioning Teachers ask questions for a number of reasons, the most
common of which are to interest, engage and challenge students to check on prior
knowledge and understanding to stimulate recall, mobilizing existing knowledge and
experience in order to create new understanding and meaning

The interaction between teacher and learners is the most important feature of the classroom.
Whether helping learners to acquire basic skills or a better understanding to solve problems, or to
engage in higher-order thinking such as evaluation, questions are crucial. Of course, questions
may be asked by students as well as teachers: they are essential tools for both teaching and
learning.

For teachers, questioning is a key skill that anyone can learn to use well. Similarly, ways of
helping students develop their own ability to raise and formulate questions can also be learned.
Raising questions and knowing the right question to ask is an important learning skill that
students need to be taught.

Research into questioning has given some clear pointers as to what works. These can provide the
basis of improving classroom practice. A very common problem identified by the research is that
 students are frequently not provided with enough ‘wait time’ to consider an answer; another is
that teachers tend to ask too many of the same type of questions. (Adapted from Types Of
Question, section Intro).   (ORBIT)

Questioning Techniques

In 1940, Stephen Corey analyzed verbatim transcripts of classroom talk for one week across six
different classes. His intent was to interrogate what the talk revealed about the learners’ increase
in understanding. He wrote, however, that “the study was not successful for the simple reason
that during the five class days involved the pupils did not talk enough to give any evidence of
mental development; the teachers talked two-thirds of the time” (p. 746). The research focus thus
shifted to patterns of questioning.

Findings included:

 For every student query, teachers asked approximately 11 questions

 Students averaged less than one question each, while teachers averaged more than 200 questions
each
 Teachers often answered their own questions
 Fewer teacher questions requires deep thinking by the learner

Much has changed since 1940 – except, it seems, these patterns. Classroom discourse continues
to be dominated by the ‘recitation script’: teachers asking known-answer questions (Howe &
Abedin, 2013) that limit opportunities for learners to experience cognitive challenge, thereby
inhibiting effective learning (Alexander, 2008).

Effective questioning techniques are critical to learner engagement and are a key strategy for
supporting students to engage thoughtfully and critically with more complex concepts and ideas
Q.5 Discuss in detail the role of investigation in teaching. Also discuss the 5Es
instructional model.

ANS

Students will learn more effectively by active learning method. The method involves the student
participation on a high basis. It is one of the approaches in which students with the help of
listening, writing, talking, reading and reflecting the material they study.

In the method, it stands in contrast to the mode of learning where the teacher does most of the
talking and students just listen. Students and their needs are the main focus of this method. There
are methods as well that engages the students in Group discussions, role plays, case studies etc.
these methods are somehow involved in active learning. Rich environment active learnings
(REALs) provide learning activities that engage in a continuous collaborative process of building
and reshaping understanding. In short, we can say that active learning promotes the inert
knowledge of a student (Grabinger & Dunlap, 1995).

A study was conducted on the use of active learning method in school. The study revealed that
using active learning methods increased the overall examination rate by 6% than average
methods used by the teachers. The study also revealed that student performance in the subjects of
science, engineering and mathematics also increased by the use of active learning method
(Freeman et al., 2014).  It has been found evident that active learning method is now been used
in most parts of the world to engage the students and to make them aware about the knowledge
that they have to use in outside world (Seery, 2015). Another study revealed that by the use of
active learning method, it’s not only beneficial for the student but for the teacher as well as it
increases the professional development capabilities of the teacher (Van Der Bergh et al., 2014).
It has been found evident that teaching with the help of active learning is more effective than just
lecturing or delivering the content of the lecture. The research identified four ways by which an
instructor can apply active learning, by posing them messy problems, expecting students to talk
in form of groups, expecting them to collaborate and backward instruction design (Dollan &
Collins, 2015). Social constructivism and Humanism theories of learning are connected with my
life. Social constructivism explains that learning is a process of constructing meaning.
The main emphasis of this theory is the use of cultural tools like language as a major influence of
constructing meaning. Students engage more in the classroom if the challenge provided to them
is in balance with their own skills and with group discussions and participation they engage more
(Shernoff et al., 2014). The competitions where I competed in my childhood made me a rational
thinker. I started asking questions about whatever I learn in the school. There has been a time
when I lose my grades in my graduation period but with continuous support and motivation, I
achieved what I wanted to achieve. A study conducted that revealed that the use of IPad in the
classroom increases the student engagement in the classroom (Mango, 2015). The active learning
method is linked with the theory of constructivism and social constructivism. Social
constructivism theory says student will learn from social interactions with people. In a classroom
interacting with your teacher or classmates can increase the learning of a student. Constructivism
says that getting a clear picture by constructing means of a problem can increase the learning of a
student. However my educational philosophy is based on social constructivism, with the help of
interactions and with the help of the material I study, write helps me learn more and more.

Students learn most effectively through active learning method. Studies have also shown that
students involved in active learning method have increased performance and effectiveness of in
the class.

Knowledge is considered as the most important part of life. It is a powerful acquisition, if given
to another being it doesn’t decrease. Someone once remarked that while ignorance was the curse
of GOD but knowledge is the playing a role of a wing that carries one to the heaven. The study
revealed that sharing of knowledge helps one to face the future challenges (Devi & Jain, 2016).
In order to compete in this modern era, one must acquire knowledge, now the era is more
compete tent, possessing just one set of skills will not be able to cope one in this competitive era.
However, aces with different skills and possessing a vast amount of knowledge can lead one to
the position where he or she wants to be. With the power of knowledge, one can accomplish
anything. 50 years back nobody though the fastest car would come, android systems will come
that will change the face of the earth, all of this happened because of the knowledge.

The main purpose of knowledge is to make someone capable enough to survive in this modern
era on his own. Knowledge gives you the power to achieve anything. Those who have the power
of knowledge, have the command to rule the world. Knowledge gives the power to live. There
are many ways by which I can include all the students in my class to stay focused. First of all,
within delivering a lecture, I’ll provide student 10 to 15 min off so that they could get relaxed
and do not get feel sleepy in class. Secondly building scenarios and problems and providing to
the students will also engage more and more students. They will solve the problem on theirs. I
will give participation grades to the students this will help students to stay focused in the class
and ask questions so that they could good grades. While providing them with an example I will
use student’s interests and fascinations that will remain in their minds.

Those students who will not participate or disengage in the class. I will surely go and talk to
them to know about the problem. There may be certain problem or issue they might have which
is causing them to not to engage in the classroom. Most of the times there are certain factors
involved with the student’s motivation towards study. Not everyone’s motivated by the grades
some of them motivated by the recognition, some of them motivated by given authority in class,
so there may be certain factors.  Giving punishments is not the solution to every problem.
Listening plays an important role in solving a problem. So I will listen to their problems and
solve them so that they could actively engage in the classroom. It has been found evidence that
giving out leadership authorities to the students, it will increase their productivity and
performance in the class (Anderson & Lu, 2016).

Environment possesses importance in developing interests of students. I will make sure that the
environment of my class is so appealing that everyone in my class including me stays motivated.
It is important to give some minutes during a lecture to the students so that they could absorb the
content that has been delivered. To enhance the student’s learning experience in the class, four
factors play an important role, Motivation, group learning, skill development and transfer of
knowledge (Leow et al, 2016). I will have normal conversations with the students. I will not let
them feel like they are talking to their teacher rather a friend. This will enable them to share their
problems with me more comfortably than to share with me as a teacher.  To understand more
about students and to have a proper look at them I will have a separate interaction with every
student. Every student has its own capabilities and mental abilities. Everyone is not same. It has
been found evident that teacher’s competence increases the performance of the student (Sultan &
Shafi, 2014). With the help of understanding and incorporation of different learning styles, a
teacher can create an environment which would enhance the creativity and performance of the
students (Sowle et al., 2016).  Intelligent students pick things easily while dull students take
time. My focus would be more on these students who are dull, I will let them be part of
intelligent students, by giving them chance to prove their capabilities. Giving a chance to prove
themselves increases their confidence. I am sure this will help them to get motivated and work
hard.

Example
My educational philosophy is based on active learning method, which is a part of social
constructivism theory. The purpose of developing an educational philosophy is to improve
effectiveness and my classroom interaction. Four different areas are identified that will increase
the classroom effectiveness.

Learning Environment
As a teacher or facilitator, I am responsible for establishing an environment that will enable and
values the learning of both the teacher and the students. I believe that students will learn when
they take responsibility for determining what they want to learn and learn what is personally
beneficial to them. The environment of a classroom must be collaborative, safe and professional.
This will allow students to express their views freely and they can discuss their opinions freely.

Flexibility
I will be able to adopt multiple roles. Roles like Facilitator, coach, mentor, teacher, counsellor or
instructor. Every role has its own function. The teacher provides an information, the instructor
gives instructions, and a mentor gives guidance on professional grounds, a consultant who helps
students in problem-solving. I will be able to adopt such roles, this will help students to ask any
question that comes to their mind.

Authenticity
Authenticity would be more important for me as a teacher. If I don’t know something I will
admit that I don’t. Although I will make sure that for next time I know the answer for sure by
looking for the answer to the question. In my lectures, I will smile often and laugh with the
students to increase their engagement in the class. While encountering a problem I will offer
options but I will make them solve the problem on their own rather than focusing on the offers I
will make.

In the 5 E model of instruction, students construct knowledge and meaning from their
experiences. This model was developed as part of a BSCS (Biological Sciences Curriculum
Study) to improve the science and health curriculum for elementary schools. The 5 E method is
an example of inquiry-based learning, in which students ask questions, decide what information
enhances their understanding, and then self-assess.

Fast Facts: 5 E Instructional Model

 The 5 E method is a constructivist model of learning. It includes five stages: engage,

explore, explain, extend, and evaluate.
 Each stage of instruction details the ideas, concepts, and skills needed for student inquiry.
In addition, there are expected behaviors for teachers and students, as well as
opportunities to demonstrate learning through application.
 The strength of the 5 E model is that it provides multiple opportunities for assessment
and opportunity for differentiation.

The research showed positive results when the 5 E model was adopted by schools. Standardized
tests scores showed that those students in classrooms using the BSCS science program for two
years were four months ahead of students in other classrooms. According to the published report,
"the sustained use of an effective, research-based instructional model can help students learn
fundamental concepts in science and other domains."

Learn What These 5 US Presidents Did After Holding Office

In this constructivist model of learning, there are five stages in learning, and each stage begins
with the letter E: engage, explore, explain, extend, and evaluate.
Engage Stage

To engage students, teachers should connect the topic or concept at hand with prior
understanding. Students are encouraged to ask questions or draw on experiences. The teacher
does not correct any misconceptions about the topic or concept but does make notes about
revisiting these misconceptions. The purpose of the engagement stage is to get students excited
and ready to explore the topic or concept.

Explore Stage

Once students are interested, they can begin to investigate the problems associated with the topic
or concept. Students pose real questions and develop hypotheses. The key concepts in the topic
are identified while teachers provide hands-on activities. Students develop the skills that are
needed to test their ideas. The teacher does not provide direct instruction at this time. Instead, the
teacher leads students through inquiry-based questions as students work cooperatively in groups.
During this stage, time is given to students to refine their hypotheses as they begin to reflect on
the results of their investigations.

Explain Stage

Students develop explanations for what they have already observed. They define the necessary
vocabulary and connect their findings to prior knowledge. The teacher should support student
discussion and answer student questions. While this stage is a direct instruction phase, the
discussions mean that this new information is shared collaboratively.

During this stage, students understand this information through a single example. For example,
they may understand the life cycle of one species or a particular form of government. They will
need the time, which is provided in the next stage, to internalize their understanding before
comparing and contrasting.

Extend Stage

Research shows that students need to solidify their understanding by connecting what they have
learned to something real. They need to move from a single example in the Explain stage to a
generalization that can be applied in other examples. In applying this information, students may
formulate new hypotheses. The new hypotheses can be tested in new investigations. In practicing
new skills, students may take data and make new conclusions. In the investigations during the
extend phase, students use the vocabulary and concepts in their discussions and their writing.

Evaluate Stage

In the final stage, students return to the engage phase to compare their earlier understanding of
what they know now. They address any misconceptions they held, and the teacher makes sure
these misconceptions are corrected. They reflect on what they know, and how they are now able
to prove what they know in writing, discussion, and demonstration.

Research shows that the evaluate stage should not be skipped. A unit test is not a part of this
stage since the teacher can complete a formal evaluation after the evaluation stage. Instead,
teachers can evaluate the learning that has taken place through a problem scenario where
students should apply their new knowledge. Other evidence of understanding can be done
through formative, informal performance, or summative assessments.

Planning the 5E Model

Teachers who plan to use the 5 E model should be aware that they should use this design for
units of two to three weeks. Each stage should be planned to include one or more lessons.

The co-creator of the 5 E model, Rodger W. Bybee, explained,

“Using the 5Es model as the basis for a single lesson decreases the effectiveness of the individual
phases due to shortening the time and opportunities for challenging and restructuring of concepts
and abilities—for learning,”

The 5E Model helps students to use inquiry to connect new information with prior knowledge
through practice and reflection. The teacher becomes a facilitator or guide who builds inquiry,
exploration, and assessment into daily instruction approach.
5E Example: Math

In a 5 E model for math, for example, a unit on rational numbers coming from mathematical and
real-world situations could include converting between standard decimal notation and scientific
notation.

Engage: Students are given cards with rational numbers and asked:

 Where do you think that number should go on a number line?

 Do you think it could be placed in more than one place?

Explore: Students use cards to order, match, and compare the rational numbers.
Explain: The teacher provides examples of times people may use Scientific Notation; students
practice organizing cards using what they know about Scientific Notation.
Extend: Students try out their new understanding of rational numbers.
Evaluate: Students create a visual representation to organize and display the relationship
between sets and subsets of numbers.

Teachers can use the evaluate stage to determine how well students can use scientific notation
and convert numbers in scientific notation to standard decimal notation.

5 E Model for Social Studies

In social studies, the 5E method can be used in a unit that addresses forms of representative
government.

Engage: Students take a poll that asks what criteria they would like in a representative
government
Explore: Students explore different forms of representative governments including direct
democracy, representative democracy, presidential democracy, parliamentary democracy,
authoritarian democracy, participatory democracy, Islamic democracy, and social democracy.
Explain: Students define terms and determine which representative government best fits the
criteria from the poll.
Extend: Students apply what they have learned about representative government to real-world
examples.
Evaluate: Students return to the information from the poll, adjust their criteria and then fashion a
new form of representative government.
5 E English Example

In ELA, the 5 E model can be used in a unit designed to help students better understand
transition words through visual and kinesthetic activities.

Engage: Students are handed transition words cards that they can act out (first, second, after,
later).
Explore: Students organize lists of transition words (by time, to compare, to contrast, to
contradict) and discuss how transition words change understanding when applied to different
passages.
Explain: The teacher corrects any misconceptions while students define terms, determine what
would be an excellent visual representation of a transition word and what body action best
represents that transition word.
Extend: In groups, students visually represent the transition word through visual or kinesthetic
means in new passages provided by the teacher.
Evaluate: Students share their representations and act them out.