ASSIGNMENT No.

2
COURSE CODE - 8601

CODE NAME - GENERAL METHODS OF

TEACHING

NAME - MUHAMMAD AFZAL

STUDENT ID - 0000758015

ADMISSION - SPRING 2024

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QUESTION NO. 1
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Discuss rationale and different types of questions in classroom discussion. Evaluate the tips
for asking and answering questions during classroom discussion.
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ANSWER
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QUESTIONS IN CLASSROOM DISCUSSION

Questions are the starting point for class discussion. A question is any sentence that has an
interrogative form or function. In the classroom, teacher questions are defined as instructional cues
or prompts that communicate to students what content elements to learn and what to do and how
to do. Discussion combined with probing and open-ended questions requires students to organize
available information to arrive at their own defensible answers. The type of questions depends on
the objectives of the discussion. A teacher might use some authors' ideas to generate ideas for
student writing, or extract key concepts from a text and organize them into an academic summary.
A teacher may want to determine whether the author's choices are useful or not. All of these choices
will depend on planning the goals of the discussion. If the teacher wants to teach students
summative skills, then discussion questions should be planned to achieve this goal. The teacher
can formulate questions that motivate students to describe the author's intent and identify main
ideas. Most of the time, discussions will be dynamic and focus on multiple reasons and goals. A
classroom discussion is different from what is usually considered a discussion. The purpose of
classroom discussion is to allow the teacher to draw curriculum-dictated content out of the
classroom by introducing a limited discussion format. For effective discussions, the teacher should
use questions as a guide. The teacher should also practice creating his own questions. If the aim of
the discussion is to teach pupils how to write an essay, a list of questions related to the essay should
be prepared. Flexible questions that are scheduled in a logical order work better. Before starting
the discussion, preparing a list of things to discuss helps to focus on the hierarchy of questions.
Care must be taken not to insist on a specific order. Rather, related questions help the teacher adapt
during discussions. The teacher can ask different questions to stimulate students' thinking and lead
a discussion. There may be definitional questions like "what does that mean?" there may be
evidentiary questions such as “what reasons can you give to support your view?” or there may be
policy questions such as “what is to be done?” (Larson and Keiper, 2010). The type of questions
should depend on the learning objectives and the students. Kinne (2000) suggested that teachers
should develop questioning skills by keeping the goal of the discussion clearly in mind to
encourage active participation and analysis. There are several typical types of open-ended
questions:
• Hypothetical: "What will you do if...?"
• Speculating: "How can we solve this problem?"
• Definition: "Can anyone provide further explanation of the feasibility of this idea?"
• Probing: "Why do you feel this way?"
• Explanation/Summary: "Am I saying exactly what you think I'm saying...?"
Bloom's Taxonomy Questions
Cooper and Simonds (1995) elaborated that questions based on Bloom's taxonomy are more
effective for getting the best results from the discussion. They stated the following thoughts:
• Knowledge: In this area, questions require students to simply recall previously learned material.
If the teacher's goal is to stimulate this area, the questions should be structured accordingly.
• Comprehension: In this area, questions require students to restructure or rephrase the material
to show that they understand the important meaning.
• Application: This area asks questions that require students to apply previously learned material
to solve problems in new situations.
• Analysis: Questions that require students to break a concept into parts for logical analysis.
• Synthesis: Questions that require students to combine their ideas into a statement, plan, product,
etc. that is new to them.
• Assessment: Questions that require students to judge something based on certain criteria
1. Discovery questions
The teacher should ask probing questions to stimulate the students' mental processes. These
questions also help start a discussion, modify the topic, or change direction. There are different
types of inquiry questions:
• Research questions:
These questions are designed to explore facts and probe students' background knowledge.
• Challenge questions
These questions are necessary to check assumptions, conclusions and analyses.
• Problems in relationships
These questions test the pupils' ability to compare different topics, ideas, or
problems.
• Diagnostic questions
These questions explore students' motives or causes.
• Action questions
These questions require a conclusion or action.
• Questions of cause and effect
Students must ask these questions to develop causal relationships
between events, thoughts or actions.
• Expanding questions
These questions are asked to broaden the discussion.
Hypothetical questions
These questions were asked to examine the ability of students to induce a change in facts or
problems.
• Priority questions
Through these questions, the teacher tries to identify the most important problem.
• Summary questions
Mostly these questions prompt a synthesis.
2. Tips for effective questioning
One of the main tasks of the teacher is to facilitate the discussion. In order to lead vigorous and
meaningful discussions, a teacher must be familiar with the ability to ask effective questions. Here
are some helpful tips for teachers on how to ask questions:
• Discuss the elements of a successful discussion
Students usually have the impression from television discussion shows that the discussion is a
heated debate. In fact, successful discussion is not inherently adversarial. Students can certainly
challenge the concept being discussed, but they could also explore the concept or discuss questions
or present examples from another student's notes.
• Brainstorm
Brainstorming on a topic helps the teacher gain student engagement and participation. The
teacher's job is to record their opinions, ideas and concepts on the board.
• Reorganize your classroom
Students sitting in a square or horseshoe gives them confidence that they can talk to each other and
not just focus their attention on the teacher.
• Pause
A significant amount of breaks are needed to give students time to think and create answers. The
teacher should not feel compelled to challenge students who raise their hands first. If students are
not given a break or time to think, the class will resemble a game show where the first person to
raise their hand wins.
• Avoid unproductive questions
Some types of questions are unproductive.
• Recall the questions
The teacher should not ask questions for which there is a clear answer.
• Speaking questions

The teacher should avoid asking questions just for dramatic effect.

• Yes or no questions

Yes or No questions should not be asked as they slow down the discussion.

• Introductory questions

Open questions are preferred.

• Guess what I think questions

Do not ask questions where the teacher has already thought out the answer to the students' wishes.

• Ask the kinds of questions that stimulate discussion

Issues of appeal or simple assent or dissent are ineffective. In contrast, open-ended questions are effective
because they engage higher-order thinking skills, i.e., analysis, interpretation, application, prediction,
generalization, and evaluation.
• Questions for student input: What steps will you take if you consider remedial action to stop the
pollution?

• “How” and “why” questions: How could this argument be made more persuasive? Why do you think
____ argued?

• Assessment Questions: How persuasive is Iqbal's poetry?

• Prediction questions: If the ozone layer is destroyed, what will happen next?

• Reasoning questions: What confirmation made you pack...?

• Rational questions: Can you justify your opinion?

• Generalizing questions: How do you generalize your opinions?

• Facilitate, don't organize:

Resist the temptation to respond to student comments yourself. Use several strategies to spark discussions:

• Ask other students if they agree or disagree with the previous student's comments.

• Collect multiple answers to the same question.

• Ask students to comment on the previous student's comments.

• Redirect the student's question to other students.

• Encourage students to answer each other:

Create an atmosphere where students are encouraged to respond to a previous student's comments before
adding their own insights. For example, students can challenge or elaborate on a student's comment.

• Give students opportunities to lead the discussion.

The teacher's role may be to summarize the discussion before introducing his own ideas.

• Build in Reflection.

Students should be asked to reflect on the discussion. They may be asked to comment on the discussion
themselves.
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QUESTION NO. 2
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Critically evaluate the discussion method techniques highlighted by Green (2000) ?
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ANSWER
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What is Discussion?
Discussion is an expression and exchange of verbal or written ideas based to achieve certain
objectives and goals.
Classroom Discussion
The Dictionary of Education as cited in Jones et al (1994, p. 1) describes the discussion as: "An
activity in which people talk to each other to exchange information about a topic or problem, or to
search for possible available evidence or solutions. It is increasingly used in learner-centered
learning environments as a means of engaging students in 'active' co-creation of learning and
exchange perspectives'. The above definition emphasizes that the discussion method promotes
student-centered learning by creating an environment for active learning. Nystrand, Gamoran,
Kachur, and Prendergast (1996, p. 16) state that high-quality discussion occurs when each student
is an active participant.
DISCUSSION METHOD TECHNIQUES HIGHLIGHTED BY GREEN (2000)
Green (2000) has also suggested following types of discussion.
Turn to Your Neighbor
This is used when there are easy answers to questions and the teacher wants a quick answer. It
contains a simple structure in which the question is asked; students turn to the classmate sitting
next to them to discuss their answer. Students usually have 30 seconds to discuss the answer.
Round Robin
This technique is useful when students are divided into groups (3-5 students per group). The
teacher asks a question and the students quickly go around the circle and share their answers. This
technique is also useful to elicit quick responses from pupils. Students can offer answers until the
teacher tells them to stop. Students also have one opportunity to submit responses. At the end,
group members share their ideas with the class. The teacher can randomly invite individuals to
share and allow others in the group to clarify what was said.
Line-Ups
In this technique, students are ranked according to some standard, such as height, weight, date of
birth, or alphabetical order. The teacher asks a question. At this point the line is folded so that the
member at the ends move together to form two lines facing each other. Students then discuss with
the person in front of them. The teacher can then have volunteers share with the whole class, or
students can be randomly called. This technique encourages great discussions by allowing students
to get up from their seats and talk to different students.
Value Lines
This technique requires the longest execution. It is used when the teacher wants the students to get
an attitude about the problem. When the teacher poses a question or problem, students stand on
one side or the other of an imaginary line. One side of the line is for those who agree with the
statement and the other side is for those who disagree with it. Then students on either side of the
line turn to each other and discuss why they agree or disagree with the statement. Then each pair
turns to another pair across the line to discuss their agreement and disagreement. Students may be
randomly prompted to share what they have heard from individuals with different opinions than
their own. This technique also allows students to get up from their seats and reveal a range of
different opinions. In this technique, monitoring students is a challenging task for teachers.Jigsaw
In this technique, material or work is divided among each member of the group. Every individual
has a portion of the required task and no one has everything that is needed to complete the task.
Teacher usually uses this method to divide an assignment so that each group member takes a part.
Students share their information within the group members. Group members need each other to
obtain the full experience.
Sharing Limited Resources
Sharing scarce resources is another way to create positive interdependence. By giving one
paper/book/quiz/poster/marks/assignment/ to the group, you help the group members to compile
and complete the task. Limiting resources is important not only with regard to budget constraints,
but is also the best way to increase the chances of cooperation within the group.
Question and Answer Pairs
The teacher sits the class in a circle and divides the students into question and answer pairs. These
pairs ask and answer questions as part of the assigned reading or as a great pre-test review activity.
These pairs are assigned the numbers 1 and 2. "1" is said not to move. "2" is said that they will
move during the activity. The teacher then asks the questions and the students pair up for 1s and
2s and line up the best answer to the question. The teacher must check the amount of time before
the "2" moves to the left and meets another 1. They then answer the next question on the check
sheet. This continues as the 2 circle the room until they are back in their original spot. Students
should be encouraged to check/star any questions they are confident about. Those who do not feel
confident can return to their own studies. Students have the advantage of being able to talk to each
other.
Advanced Preparation Pairs
Students will produce a short analytical paper that summarizes the claim/ relevance/ opinion of the
assigned reading for the class. Students will bring copies of the paper to class. Members of their
core group or discussion pair listen as a team member reads the paper, then edits and evaluates it.
The criteria for review may be predetermined by the teacher, class or peer group. Each group can
choose what they think is an 'outstanding' piece of work and then have a large group discussion
about why it stands out from the rest. The above different types of classroom discussion not only
provide the teacher with an opportunity to improve the learning process, but also motivate students
to develop critical thinking skills and develop an interest in learning.

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QUESTION NO. 3
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Provide an explanation of what cooperative learning is, what the benefits of cooperative
learning are and why you will be using it. Enlist some critical thinking objective(s) for the
cooperative learning activity?
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ANSWER
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Cooperative Learning
Cooperative learning is the instructional use of small groups so that students work together to
maximize their own learning and the learning of others (Johnson and Johnson, 1993, p. 9).
Furthermore, these are principles and techniques that help students work together more
effectively (Jacobs, Power, & Loh, 2002, p. 1). According to UNESCO 2003: Cooperative
learning is a process in which two or more students work together to learn. Students often work
in small groups of participants of varying ability levels and use a variety of learning activities to
master material originally created by the instructor or to gain knowledge of substantive issues.
Each team member is responsible for learning what they are learning and for helping their
teammates learn.
Benefit of Cooperative Learning
Some of the advantages enlisted by Cooper (1994) are:
1. Cooperative learning increases student retention by increasing student involvement
2. It can increase tolerance of diversity
3. It can increase learning in televised and interactive video classes
4. It increases critical thinking skills
5. It is an effective means to various liberal education goals
6. It prepares students for work groups in later employment
7. It builds a sense of community on campus
8. It offers a method to improve instruction
9. It responds to diversity of learning preferences and styles
10.Increased retention.
11.More positive relationships and a wider circle of friends.
12.Greater intrinsic motivation.
13.Higher self-esteem.
14.Greater social support.
15.More on-task behavior.
16.Better attitudes toward teachers.
17.Better attitudes toward school.
Why We Will be Using It
Cooperative learning helps: Increase student achievement. Build positive relationships between
students – essential to creating a learning community that values diversity. Provide experiences
that develop both good learning abilities and social skills.Objective(s) For The Cooperative
Learning Activity.
There are many cooperative learning objectives/techniques available for almost any learning
situation. Kagan (1989/1990) provides an excellent overview of the various goals of cooperative
learning, including their academic and social functions.
1. Roundtable
Roundtable structures can be used to brainstorm ideas and generate a large number of responses
to a single question or set of questions.
• The teacher asks a question.
• One piece of paper and pencil per group.
• The first student writes one answer and says it out loud.
• The first student passes the paper to the left, the second student writes the answer, etc. • Continues
around the group until time runs out.
• Students can say "passed" at any time.
• The group stops when time is called.
The key here is the question or problem you asked students to consider. It must be one that has the
potential for a number of different "correct" answers. Link the question to a course unit, but keep
it simple so that each student can have some input. When time calls, decide what you want students
to do with the lists...they may want to discuss multiple answers or solutions, or they may want to
share the lists with the whole class.
2. Focused Listing
A focused list can be used as a brainstorming technique or as a technique for creating descriptions
and definitions of concepts. A targeted list asks students to create words that define or describe
something. Once students have completed this activity, you can use these lists to facilitate group
and class discussion.
Example: Ask students to list 5-7 words or phrases that describe or define what a motivated student
does. From there, you can ask students to get into small groups and discuss the lists, or choose one
that everyone agrees on. Combine this technique with a variety of other techniques and you can
have a powerful cooperative learning structure.
3. Structured Problem-solving
Structured problem solving can be used in conjunction with several other cooperative learning
structures.
• Ask participants to brainstorm or choose an issue to consider.
• Assign numbers to members of each group (or use playing cards). Have each group member have
a different number or a different color.
• Discuss the task as a group.
• Each participant should be ready to respond. Each group member must understand the answer
well enough to answer without the help of other group members.
• Ask an individual from each group to respond. Call individuals by number (or suit).
4. One Minute Papers
Ask students to comment on the following questions. Give them a minute and time them. This
activity focuses on content and can also provide feedback to you as a teacher. • What is the most
important or useful thing you learned today? • What two important questions do you still have?
what remains unclear? • What would you like to learn more about? You can use these one-minute
papers to start the next day's discussion, to facilitate a group discussion, or to provide feedback on
where the student is understanding the material.
5. Paired Annotations
Students pair up to review/learn the same article, chapter, or content and exchange two-item
journals (see below) for reading and reflection. Students discuss key points and look for divergent
and convergent thinking and ideas. Students will work together to prepare a composite annotation
that summarizes an article, chapter, or concept.6. Structured Learning Team Group Roles
When putting together groups, you may want to consider assigning (or having students select) their
roles for the group. Students may also rotate group roles depending on the activity.
Potential group roles and their functions include:
• Leader - The leader is responsible for keeping the group on the assigned task at hand. S/he also
makes sure that all members of the group have an opportunity to participate, learn and have the
respect of their team members. The leader may also want to check to make sure that all of the
group members have mastered the learning points of a group exercise.
• Recorder - The recorder picks and maintains the group files and folders on a daily basis and
keeps records of all group activities including the material contributed by each group member. The
recorder writes out the solutions to problems for the group to use as notes or to submit to the
instructor. The recorder may also prepare presentation materials when the group makes oral
presentations to the class.
• Reporter - The reporter gives oral responses to the class about the group’s activities or
conclusions.
• Monitor - The monitor is responsible for making sure that the group’s work area is left the way
it was found and acts as a timekeeper for timed activities.
• Wildcard (in groups of five) - The wildcard acts as an assistant to the group leader and assumes
the role of any member that may be missing.
7. Send-A-Problem
Send-A-Problem can be used as a way to get groups to discuss and review materials or potential
solutions to problems related to content information.
(1) Each group member generates a problem and writes it on a card. Each member of the group
then asks a question to the other members.
(2) If the question can be answered and all group members agree on the answer, this answer is
written on the back of the card. If there is no consensus on an answer, the question is revised so
that the answers can be agreed upon.
(3) The group places Q on the question card side and A on the answer card side.
(4) Each group sends its question cards to another group.
(5) Each group member chooses one question from the set of questions and reads the group one
question at a time. After reading the first question, the group discusses it. If a group agrees on an
answer, they flip the card over to see if they agree with the first group's answer. If there is a
consensus again, they proceed to the next question. If they disagree with the first group's answer,
the second group writes their answer on the back of the card as an alternative answer.
(6) The other group checks and answers each question in the deck of cards, by repeating the
procedure described above.
(7) Question cards can be sent to the third, fourth or fifth group if necessary.
(8) The piles of cards are then sent back to the original pool. The broadcasting group can then
discuss and clarify any question
Variation: A variation on problem posting is to use this process to have groups discuss a real
problem that may not have a single answer.
1. Groups decide on one problem to consider. It is best if each group considers a different issue.
2. The same procedure follows, with the first group brainstorming solutions to one problem. The
problem is written on a piece of paper and attached to the outside of the folder. The solutions are
listed and enclosed in a folder.
3. The folder is then passed to the next group. Each group brainstorms for 3-5 minutes about the
problems they have received without reading the work of the previous group and then places their
solutions in folders.
4. This process can continue into one or more groups. The last group reviews all the solutions
submitted by all previous groups and compiles a list of possible solutions in order of priority. This
list is then presented to the group.
8. Value Line
One way to create heterogeneous groups is to use a value line.
(i) Present an issue or topic to the group and ask each member to state what they think about the
issue (you can use a scale of 1 to 10; 1 strongly agree, 10 strongly disagree).
(ii) Create an ordered series and number the participants from 1 up (for example, strongly agree to
strongly disagree).
(iii) Make groups of four by drawing one person from each end of the value line and two people
from the middle of the group (for example, if you had 20 people, one group could consist of people
1, 10, 11, 20).
9. Team Expectations
Some of the common concerns about working with groups include students' concerns that each
member will not pull their weight as part of the group. Students fear that their grade will be lower
as a result of group learning versus learning they do individually. One way to solve this problem
is to use a group activity that allows the group to outline acceptable group behavior. Create a form
and ask the groups to first write down the behaviors (expectations) they expect from each
individual, each pair, and as a group as a whole. Groups can then use this as a way to track
individual contributions to the group and as a way of evaluating group participation.
10. Double Entry Journal
The Double Entry Journal can be used as a way for students to take notes on articles and other
resources they have read in preparation for class discussion.
• Students read and think about the assigned reading.
• Students will prepare a double diary listing the critical points of the measured values (as they see
them) and any reactions to the measured values, in general or specific critical points.
• Students bring journal notes to class
• Once in class, students can use their two-item journal to start a discussion, make paired
annotations, or for other class and group activities.
11. Guided Reciprocal Peer Questioning
The goal of this activity is to generate discussion among student groups about a specific topic or
content area.
• Faculty conducts a brief (10-15 minutes) lecture on a topic or content area. Faculty may assign a
reading or written assignment as well.
• Instructor then gives the students a set of generic question stems.
• Students work individually to write their own questions based on the material being covered.
• Students do not have to be able to answer the questions they pose. This activity is designed to
force students to think about ideas relevant to the content area.
• Students should use as many question stems as possible.
• Grouped into learning teams, each student offers a question for discussion,
using the different stems.
Sample question stems:
• What is the main idea of...?
• What if...?
• How does...affect...?
• What is a new example of...?
• Explain why...?
• Explain how...?
• How does this relate to what I’ve learned before?
• What conclusions can I draw about...?
12. The Make-up of a Cooperative Learning Session
Members of effective cooperative learning groups have specific roles. Each member may assume
several roles at a given session; in fact, for smaller groups it will be necessary for each member to
have more than one duty.
• Chair or Leader
 o This person is the agenda-setting facilitator.
• In other words, the chair or leader sets the agenda of the session, with
o input from the rest of the group.
• Time Keeper
o This person is the agenda facilitator.
o The time keeper keeps track of the amount of time spent on each
o activity in the session and makes sure pre-arranged time allocations in
o the agenda are followed.
• Room Scheduler
o This person arranges the date, time and place of the study session with school administrators,
if necessary.
o The room scheduler may also be responsible for contacting study group members to remind
them about sessions.
• Resource Arranger
o This person arranges for supplies and resources for the session.
o Resources may include reference books from the library, peer tutors, or overhead projectors.
• Group Process Evaluator
o This person evaluates the effectiveness and efficiency of the session.
• Producer or Participant
o This person takes part in the scheduled activities of the session.
o In most cases, all members of the study group are participants.
• Resource Person
o This person is not necessarily a constant member of the group.
o The resource person is present when needed to provide additional resources to the group
members.
o The resource person may be a faculty member, a tutor, or another knowledgeable person.
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QUESTION NO. 4
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What is cooperative learning and what is different strategies use for it? Describe principles
of cooperative learning?
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ANSWER
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COOPERATIVE LEARNING
Cooperative learning is the instructional use of small groups so that students work together to
maximize their own learning and the learning of others (Johnson and Johnson, 1993, p. 9).
Furthermore, these are principles and techniques that help students work together more effectively
(Jacobs, Power, & Loh, 2002, p. 1). According to UNESCO 2003: Cooperative learning is a
process in which two or more students work together to learn. Students often work in small groups
of participants of varying ability levels and use a variety of learning activities to master material
originally created by the instructor or gain knowledge of substantive issues. Each team member is
responsible for learning what they are learning and for helping their teammates learn.

STRATEGIES OF COOPERATIVE LEARNING

Cooperative learning strategies could be used in the planning, translating and reviewing. The
teachers should encourage the students to participate in good discussions. Different cooperative
strategies included:
1. Jigsaw: Groups of five students will be formed. A faculty member divides an assignment or
topic into a group. Each student is assigned some material to learn and teach to their group
members. Representatives of students working on the same topic come together to discuss
important concepts and ways to teach them to the whole class. After practice in these "expert"
groups, the original groups come together and learn from each other. Tests and evaluations follow.

2. Think-Pair-Share: This is a simple and quick technique; the instructor develops and poses
questions, preferably one challenging analysis, gives students a few minutes to think about the
answer, and then asks them to share their ideas with a partner. This "thinking time" can also be
spent writing. Students then turn to a partner and share their answers. This task gives them an
opportunity to collect and organize their thoughts. The "pairing" and "sharing" components
encourage students to compare and contrast their understanding with that of another and to first
practice their response in a low-risk situation before speaking publicly to the whole class. And
then the answers can be shared within a learning team of four, within a larger group, or with the
whole class during a follow-up discussion. All students have the opportunity to learn through
reflection and verbalization.

3. Three-Step Interview: This structure is common as an ice-breaking or team-building exercise,

and can also be used to share information such as hypotheses or reactions to a film or article. In it,
each team member chooses another member as a partner. In the first step, students form dyads
(pairs of individuals); one student interviews another. Then the students switch roles. And in the
third step, the dyad is paired with another dyad. This learning team of four then discusses the
information or insights gained from the initial pair interviews.

4. Numbered Heads Together: Members of learning teams, usually consisting of four

individuals, count down: 1, 2, 3, or 4, the instructor asks a question, usually factual in nature but
requiring some higher-order thinking skills. Students discuss the question and make sure that each
member of the group knows the agreed answer. The instructor will call a specific number and the
team members originally assigned that number will answer as group speakers during the
countdown. Because no one knows which number the teacher will call, all team members have a
vested interest in understanding the appropriate response. Again, students benefit from
verbalization and peer coaching helps both high and low achievers. Class time is usually better
spent because less is wasted on inappropriate answers and because all students are actively engaged
in the material.

5. Round Robin: It is primarily a brainstorming technique in which students generate ideas but
do not elaborate, explain, evaluate, or challenge the ideas. Group members take turns answering
the question with words, phrases or short answers. The order of responses is arranged so that it
progresses from one student to the next until all ideas are available because all students participate,
as this discourages comments that interrupt or hinder the flow of ideas. The ideas could be used to
create a good paragraph on the topic.

6. Three-minute review: At any point during a lecture or discussion about different formats for
letter writing, report writing, etc., the teacher stops and gives team members three minutes to repeat
what was said, ask clarifying questions, or answer questions.
7. Numbered Heads: A team of four is established. Each member is assigned a number 1, 2, 3
and four. Questions are asked of the group. The groups work together to answer the questions so
that everyone can answer the questions verbally. The teacher calls a number (three) and number
three in each group is asked to respond. This could be used for comprehension exercises.

8. Buzz Groups: Buzz groups are teams of four to six students that form quickly and on time.
They discuss a certain topic or various topics assigned to them. The discussion is informal and
they exchange opinions. Buzz Groups serve as a warm-up for whole-class discussion. They are
effective for generating information and ideas in a short period of time. This technique could be
used to write essays on current issues.

9. Talking Chips: In speaking tokens, students participate in a group discussion and turn in a
token each time they speak. This technique ensures fair participation by regulating how often each
group member is allowed to participate. This technique encourages quiet students to engage and
solve communication or process problems such as dominance or conflicts between group
members.

10. Critical Debate: This activity can be used in the creation of argumentative essays. In this case,
individual students choose their side of the issue against their own opinion. They form teams and
discuss, present and argue the issue against the opposing team. It exposes the class to targeted, in-
depth and multi-perspective problem analysis. It can move students beyond simple dualistic
thinking, deepen their understanding of an issue, and help them recognize the multiple perspectives
inherent in complex topics. This technique is suitable for university students.

11. Write round: For creative writing or summarizing, teachers could give the beginning of a
sentence (eg. If there were no plants on earth. A man met an alien on the coast), then all students
in each team must complete the sentence. They then pass the paper to the right, read the one they
are given and complete one sentence. After a few rounds, four summaries or stories appear.
Students should have time to add a conclusion and/or edit their favorite conclusion to share with
the class.
12. Praise-Question-Polish: In this technique, group members take turns reading their documents
while other group members follow the copies. First, respondents are asked to respond to the text
by asking them to identify what they liked about the work (Praise), then to identify what parts of
the text they did not understand (Question), and finally to offer specific suggestions for
improvement. font (Polish). Students would be able to improve their own writing by critically
evaluating the writing of their peers.

COOPERATIVE LEARNING PRINCIPLES

Many principles have been proposed for cooperative learning. Below is one list of eight
such principles.
1. Heterogeneous Grouping. 1. Heterogeneous grouping. This principle means that groups in
which students Cooperative learning tasks are mixed on one or more of many variables including
gender, ethnicity, social class, religion, personality, age, language expertise and diligence.
2. Skills for collaboration. Collaborative skills such as reasoning are needed work with others.
Students may lack these skills, the language involved in using skills or propensity to apply skills.
Most books and websites on cooperative learning insists that cooperative skills are explicitly taught
one at a time.
3. Group autonomy. This principle encourages students to look for resources within themselves
rather than relying solely on the teacher. When student groups are in trouble, it is very it is tempting
for teachers to intervene either in a particular group or in the whole class. We can sometimes they
want to resist this temptation because, as Roger Johnson writes, “Teachers must believe
communicate with peers and do many things for which they felt responsible.
4. Simultaneous interaction (Kagan, 1994). In classrooms in which group activities are not used,
the normal pattern of interaction is a sequential interaction in which one person always speaks -
usually the teacher. In contrast, with groups activities are used, one student per group speaks. In a
class of 40 divided into groups of four, ten students speak at the same time, i.e. 40 students divided
up to 4 students per group = 10 students (1 per group) speaking at the same time.
5. Equal participation (Kagan, 1994). A common problem in groups is that one or two members
of the group control the group and defend it for any reason participation of others. Cooperative
learning offers many ways to promote more equal participation among group members.
6. Individual responsibility. Because we are trying to promote individual responsibility in groups,
we hope that everyone will try to learn and share their knowledge and ideas with others.
7. Positive interdependence. This principle is at the heart of CL. When positive there is
interdependence among group members, they feel that what helps one a group member helps other
members and what hurts one group member, the group members want to help each other to see
that they share a common goal.
8. Cooperation as a value. This principle means more than cooperation only the path to learning,
i.e. how to learn, cooperation becomes a part the content to be learned, i.e. what to learn. This
naturally follows from the most basic principle of cooperative learning, positive interdependence.
Cooperation as a value means taking the "all for one, one for all" feeling and extending it beyond
the small class group to include the whole class, the whole school, on and on, bringing more and
more people and other beings range of students to work with.
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QUESTION NO. 5
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Offer a working definition teaching skills. Elaborate different types of set induction?
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ANSWER
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TEACHING SKILLS
Teaching is an indispensable part of education. Its unique function is to deliver knowledge, expand
understanding and talents. It is generally associated with transmission 3 R (reading, writing,
arithmetic). The teacher plays a vital role in the transmission knowledge to students. Therefore,
teaching does not primarily mean telling. It is rather helps students learn. This means that the focus
is on the students instead of the teachers. And the teacher must put himself in the role of the
students to know what they need and where they are understands a specific subject. This requires
certain pedagogical skills to get an overview of the students' level of understanding from the
teacher. The teaching skills are defined as a group of teaching operations or behaviors or actions
that they aim to directly or indirectly assist students in learning. Knowing how to teach is the great
art of teaching (Brookfield, 1995). Here are some teaching skills that are necessary for effective
teaching. These include set induction, content presentation in a in a meaningful way, identify
students' learning problems, prepare lessons according to the individual needs and assessment of
students. Read on for details on each one skills and understanding their importance on the
following pages.

SET INDUCTION
Cheek (2006) says that sometimes students do not understand the lesson and become disruptive
their classes. The beginning of each lesson is necessary because this opportunity is a foundation
for understanding to set up the rest of the lesson. Effective proactive the teacher gets the students'
attention before the lesson begins. When all the students attention is collectively acquired, it is
called set induction. It is also called anticipatory set up and sometimes labeled as a "hook" to grab
the student's attention. Basic purpose using set induction is to put students in a receptive frame of
mind and create an organizing framework for ideas, principles, or information to follow. Teacher
can technically use this skill in several ways, e.g. a teacher can use alerts, logins a set of instructions
and ask a provocative question. The teacher can also start the lesson by telling exciting stories
about the lesson and motivating students using examples or analogies to extend understanding and
application of abstract ideas. The induction set is about preparing for the lesson. When students
are ready, they are ready learn. So induction is about preparing them, getting them into the right
mindset. Kits are used before any new activity, from introducing a new concept to giving a gift
homework. In each set, it is important to create clarity about what is expected to happen (both what
you will do and what they should do) and create motivation for what to do students are fully
engaged in learning. A set is the mental state of readiness in which induction produces it. Set
Induction gets students are thinking and ready for the lesson. Anticipation set is another name
used. File induction should include a learning statement that provides a reference point between
what the student knows and new material, creating a link from one lesson or class to the next.
Moreover, it must be related to the objectives of the lesson; and engage the student in learning.
Connecting the goal with some experience from the past, present and future helps keep and transfer
later. The teacher can use certain techniques for engagement student in the lesson, i.e. hidden,
overt, questions, activities, pictures, objects, Cartoons, stories, anecdotes, outlines, transparencies,
summaries, etc. Set induction is a useful strategy for explaining potential benefits to the learner
clear instructions and description of what will happen. The abbreviation STEP can be used to help
you remember what to do:
• Start: Welcome the students and settle them down and gain attention.
• Transact: Understand their expectations and explain yours. Link with previous
learning.
• Evaluate: Assess the gap between their expectations and current reality. Clarify any
discrepancies for them.
• Progress: Move on to the main body of learning.
There are several reasons for using induction to keep students focused and focused learn.
1. Focus on what is to be learned.
2. Create a frame of reference before or during the lesson.
3. Give meaning to a new concept or principle.
4. Stimulate students' interest and engagement. The question arises as to "how" the set induction
is used. Set induction is used for preliminary attention and orientation purposes. For the
preliminary purpose of gaining attention the teacher can pause/look at the students and wait for
their response. For orientation the teacher can select an event, process, object or device that
matches the objectives. The teacher also needs to know "when" to invoke the set.
The sets are suitable for almost any educational activity. For example, a set is suitable:
• At the beginning of the unit
• Before the discussion.
• Before the question and answer period.
• When assigning homework.
• Before hearing the panel discussion.
• Before the student reports,
• When entering student reports.
• Before a movie or other media event.
• Before homework based on the discussion that followed the filmstrip.

Types of induction sets

A teacher can use set induction in a variety of ways. Something from the induction kit types include
facilitation sets, motivational sets, and summaries.
• Facilitation kits The facilitation set is used to summarize the information presented in the
previous lessons. It is it is also used to summarize the information that occurs. In short, the teacher
can use facilitation set to emphasize the cognitive aspects of a new lesson by repeating or
summarizing.
• Incentive kits Using this type of set, the teacher can attract the attention of the students and
arouse them curiosity. In the motivational set, the teacher asks interesting questions and uses drama
appeal. It also creates a need or interest among students and induces affective or emotional
response.
• Summary It is best to provide motivational and facilitation files. The teacher can monitor
behavior by engaging students in overt behavior. Example of induction setting: Here is one
example of set induction. If the teacher teaches the topic of hypertension up to 10 In biology
classes, the induction set can be used as follows: “How many of you have a friend or family
member who has heart or blood problems. state? (After asking the question, the teacher waits for
the students' answers and continues on topic). Today we will learn about hypertension and its
causes. Choosing a healthy lifestyle and starting these habits can help you in prevention this disease
in your future”.