learningkidunya.blogspot.

com search learning ki dunya

Q.1 How strategies serve as guidelines for teaching science? Explain some thoughts of
scientists on inquiry.

ANS: esearch on effective learning reveals that an awful lot of what goes on in the classroom
simply doesn’t matter. There are many pointless activities that take up valuable time in the name
of engagement, merely demonstrating progress as opposed to actually making progress. Often,
these approaches not only have limited impact on student learning but can have a hugely
detrimental impact on teacher workload and wellbeing.
There is significant evidence to suggest that teachers should prune back what they do and focus
on a more streamlined approach in the classroom. So it’s less about spending hours cutting

om
things up and putting them in envelopes, and more about creating conditions in which students
can gain long-lasting knowledge that can be applied in a range of situations. The following six
principles are a distillation of key research on what really matters in the classroom. Revisit
previous learning

t.c
A core element of effective learning is that a class is exposed to new information a number of
times. For education researcher Graham Nuthall, students should encounter a new concept on
at least three separate occasions in order to learn it properly.

o
The most effective teachers in the studies of classroom instruction understood the importance

sp
of practice, and they began their lessons with a five- to eight-minute review of previously covered
material. Some teachers reviewed vocabulary, formulae, events, or previously learned
concepts. These teachers provided additional practice on facts and skills that were needed for
recall to become automatic. Check for understanding
og
This is a deft skill that needs both a strong knowledge of your students and an understanding of
common misconceptions. Various techniques can achieve this, but probably the most useful tool
bl
in the box will be judicious questioning that is both open and closed in nature and, crucially,
informs what you will do next. Firstly, it should take no longer than two minutes, and ideally less
a.

than one minute, for all students to respond to the questions; the idea is that the hinge-point
question is a quick check on understanding, rather than a new piece of work in itself. Second, it
must be possible for the teacher to view and interpret the responses from the class in 30
ny

seconds.
Marking student work is another good way of checking understanding – but doesn’t need to be
an onerous task. Some marking should simply function as a quick signpost to the teacher of
du

how they could adapt their teaching in response to what students have or have not learned.
Give feedback on students, not work
Once a teacher gets into the habit of regularly checking for understanding, they are in a position
ki

to provide meaningful feedback. But marking and feedback are not the same thing. A key aspect
of a successful classroom is that feedback is given to improve the student rather than the work,
ng

as Wiliam points out:

Too many teachers focus on the purpose of feedback as changing or improving the work,
whereas the major purpose of feedback should be to improve the student. If the feedback isn’t
ni

helping the student to do a better task and a better job the next time they are doing a similar
task, then it is probably going to be ineffective.
ar

Affording students the opportunity to consider their own progress against their peers through
the evaluation of exemplar work is another way to conceptualise improvement: it’s very hard to
le

be excellent if you don’t know what excellent looks like. For students, feedback should be more
of a mirror than a painted picture.
Create a positive classroom climate
Designing and communicating clear, concrete routines to the class long in advance of any
misbehaviour will minimise misbehaviour, because students will be aware of the classroom
cultural norms. Driven home often enough, it can create tramlines for behaviour to default to.
Instead of leaving behavioural choices to chance, the best strategy is for teachers to draw up
exactly what is expected of their students from the beginning of the relationship.
AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

Forging strong relationships where students have respect for not just the sanctity of the
classroom but the privilege of learning is possibly the most important thing a teacher can do for
better teaching.
Offer plenty of guidance
The limitations of working memory can be particularly problematic for novice learners.
In one study, the more successful teachers of mathematics spent more time presenting new
material and guiding practice. The more successful teachers used this extra time to provide
additional explanations, give many examples, check for student understanding, and provide
sufficient instruction so that the students could learn to work independently without difficulty. In
contrast, the least successful teachers gave much shorter presentations and explanations, and

om
then they passed out worksheets and told the students to work on the problems. Under these
conditions the students made too many errors and had to be retaught the lesson.

What every teacher should know about ... memory

t.c
Getting students to a place where they can work independently is a hugely desired outcome, but perhaps

o
not the best vehicle to get there. Providing worked examples and scaffolding in the short-term
is a vital part of enabling students to succeed in the long-term.

sp
Reduce cognitive load
Cognitive load theory has been described by Wiliam as“the single most important thing for
teachers to know”.Reducing the level of information to an optimal amount, which avoids
og
overloading or boring students, is crucial to effective learning. Once learners have built up
schemas of knowledge that allow them to work on problems without exceeding their cognitive
bandwidth, then they can work independently.
bl
Part b: Imagine science classrooms in which:
a.

• The teacher pushes a steel needle through a balloon and the balloon does not burst. The
teacher asks the students to find out why the balloon didn't burst.
ny

• Students are dropping objects into jars containing liquids with different densities and recording
the time it takes each object to reach the bottom of the jar. They are trying to find out about
viscosity.
du

• Students are using probes connected to a microcomputer to measure the heart rates of students
before and after doing five minutes of exercise. They are investigating the effect of exercise on
pulse rate.
ki

• Students are reading newspaper articles on the topic "toxic waste dumps" in order to form
opinions about a proposed dump being established in their community.
ng

In each case students are actively involved in measuring, recording data, and proposing
alternative ideas in order to solve problems, find meaning, and acquire information. In these
situations students were involved in the process of inquiry. The greatest challenge to those who
ni

advocate inquiry teaching is the threat to the traditional and dominant role of the teacher in
secondary education. I am going to discuss inquiry teaching first because of its relationship to
ar

the essence of science, but also because of the philosophical implications siding with an inquiry
approach implies. By taking a stand in favor of inquiry teaching, the teacher is saying, "I believe
le

students are capable of learning how to learn; they have within their repotoire the abilities as
well as the motivation to question, to find out about and seek knowledge; they are persons, and
therefore learners in their own right, not incomplete adults." The philosophy of inquiry implies
that the teacher views the learner as a thinking, acting, responsible person.
Characteristics of Inquiry
Inquiry is a term used in science teaching that refers to a way of questioning, seeking knowledge
or information, or finding out about phenomena. Many science educators have advocated that
science teaching should emphasize inquiry. Wayne Welch, a science educator at the University
of Minnesota argues the techniques needed for effective science teaching are the same as
those used for effective scientific investigation. Thus the methods used by scientists should be

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

an integral part of the methods used in science classrooms. We might think of the method of
scientific investigation as the inquiry process. Welch identifies five characteristics of the inquiry
process as follows:
• Observation: Science begins with the observation of matter or phenomena. It is is the starting
place for inquiry. However, as Welch points out, asking the right questions that will guide the
observer is a crucial aspect of the process of observation.
• Measurement: Quantitative description of objects and phenomena is an accepted practice of
science, and desirable because of the value in science on precision and accurate description.
• Experimentation: Experiments are designed to test questions and ideas, and as such are the
cornerstone of science. Experiments involve questions, observations and measurements.

om
• Communication: Communicating results to the scientific community and the public is an
obligation of the scientist, and is an essential part of the inquiry process. The values of
independent thinking and truthfulness in reporting the results of observations and
measurements are essential in this regard. As pointed out earlier in the section on the nature of

t.c
science, the "republic of science" is dependent on the communication of all its members.
Generally is this done by articles published in journals, and discussions at professional meetings
and seminars.

o
• Mental Processes: Welch describes several thinking processes that are integral to scientific

sp
inquiry: inductive reasoning, formulating hypotheses and theories, deductive reasoning, as well
as analogy, extrapolation, synthesis and evaluation. The mental processes of scientific inquiry
may also include other processes such as the use of imagination and intuition.
og
Inquiry teaching is a method of instruction, yet not the only method that secondary science
teachers employ. However, because of the philosophical orientation of this book towards an
inquiry approach to teaching, I will explore it first, but also highlight three other methods
bl
(direct/interactive teaching, cooperative learning, and conceptual change teaching) that
contemporary science teachers use in their classrooms.
a.

Inquiry in the Science Classroom.

Secondary science classrooms should involve students in a wide range of inquiry activities. The
ny

description of "scientific inquiry" is a general description of the inquiry model of teaching. The
inquiry model of teaching presented in this book includes guided and unguided inductive inquiry,
deductive inquiry and problem solving. Students engaged in a variety of inquiry activities will be
du

able to apply the general model of inquiry to a wide range of problems. Thus the biology teacher
who takes the students outside and asks them to determine where the greatest number of wild
flowers grow in a field is engaging the students in guided inquiry. The students would be
encouraged to make observations, and measurements of the flowers and the field, perhaps
ki

create a map of the field, and then draw conclusions based on these observations. In an earth
science class, a teacher has been using inductive inquiry to help students learn about how rocks
ng

are formed, and now wants the students to devise their own projects and phenomena to study
about rocks. Inductive inqiry is a teacher centered form of instruction.
On the other hand, unguided inductive inquiry is student centered inquiry, in that the student will
ni

select the phenomena and the method of investigation, not the teacher. However, this does not
mean that the teacher is not involved. The teacher may gather the class together for a
ar

brainstorming session to discuss potential phenomena to explore and study, based on the
class's work to date. Small teams of students are then organized. The teams discuss the list of
le

topics and phenomena generated in the brainstorming session, and then proceed to devise a
project of their own.
In both forms of inductive inquiry, students are engaged in learning about concepts and
phenomena by using observations, measurements and data to develop conclusions. We might
say the student is moving from specific cases to the general concept. In deductive inquiry the
student starts with the big idea, conclusion, or general concept and moves to specific cases
Environments That Foster Inquiry

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

The classroom environment has psychological, sociological, philosophical and physical

dimensions affected by the curriculum, students, teachers, school, community and the nation.
Yet in much of the research investigating classroom environments, the teacher's role is often
seen as a powerful determinant of the classroom climate. In his book Teaching Science As
Inquiry, Steven Rakow points out that behaviors and attitudes of the teacher play an essential
role in inquiry teaching, and he identifies the following as characteristic of successful inquiry
teachers:
1. They model scientific attitudes.
2. They are creative.
3. They are flexible.

om
4. They use effective questioning strategies.
5. They are concerned both with thinking skills and with science content.
Inquiry and the National Science Education Standards.

t.c
The National Science Education Standards place science inquiry at the top of the list of
standards. In this view, science inquiry goes beyond the teaching of science process skills (e.g.
observing, classifying, inferring, etc.) and requires students to integrate process and science

o
content to develop an understanding of science.

sp
Q.2 What are different laboratory activities? Discuss internet as a source of science skills
and processes.

ANS: Assessing Laboratory Activities

og
bl
Laboratory settings can provide students with the opportunity to apply their content
a.

understandings in new situations and apply the skills that geoscientists use when working with
Earth materials, images and data sets. Laboratory work usually entails an element of group
work, so let's begin with some of the differences between individual and group assessment.
ny

Usually laboratory settings are favorable for small group, collaborative work. This work
increases communication and application of content knowledge to the task at hand. Before
planning an assessment strategy decide if roles in the group are going to be interchangable,
du

that is, will each student be expected to know every role, or will you ask students to become
"experts" in one facet of the group effort. Assessment of the content element can either be
performed individually for each group member and the group process grade factored in or
ki

alternately, the instructor may assess both content and process for each group as a whole. For
more insight into the assessment process for group projects, view "Assessment of Cooperative
ng

Learning".
Assessing a Group Activity Using Global Carbon Dioxide Data
ni

The activity Carbon Dioxide Exercise introduces students to the process of plotting and
ar

interpreting g raphs. The exercise has several learning objectives. These are:
• Estimate changes in global carbon dioxide concentrations over a 5-year span
• Learn about variation in the carbon cycle driven by photosynthesis
le

• Understand how important sampling interval can be when studying changes over time
• Practice basic quantitative skills
Individual Assessment of the Short Report
The instructions given to the students need not be complicated or time consuming, but should
be detail ed
enough to provide everyone with the ground rules for good writing. Here is an example: The
summary report you are preparing this evening should be at least a paragraph in length and
include the stimated changes in global carbon dioxide concentrations over a 5-year span; the
reason for the variation we see in

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

the annual carbon cycle driven by photosynthesis; and the how important sampling interval can
be when studying changes over time. Each assertion you make must be explained by supporting
evidence. Cite the source of all supporting evidence (your group graph, your lecture notes or any
additional sources). In this way assessment serves as a model for scientific writing as well at the
vehicle through which student attainment of the activities learning objectives is measured. For
additional ways of assessing laboratory activities see the resources below.
• A Hands-On Approach to Understanding Topographic Maps and Their Construction.
Students are taught the basic principles of topographic map construction and are then required
to make a map of a section of campus. The author claims that this approach has improved
student test performance and resulted in a better understanding of topographic maps.

om
• The Laboratory in Science Education: Foundations for the Twenty-First Century. [Hofstein
and Lunetta, 2004] This article from Science Education is an analysis of previous scholarship
on contemporary goals for science learning, current models of how students construct
knowledge, and information about how teachers and students engage in science laboratory

t.c
activities.Map and Compass Lab. [Koons, 1997] This article in Science Scope presents an
activity that is part of a unit on topography and land masses. It helps students learn about
scientific inquiry by comparing model representations with actual topographic features. Students

o
also practice making and interpreting scale drawings and learning about computation,
estimation and new instrumentation. =

sp
• Development of an Assessment of Student Conception of the Nature of Science. . Results
from 991 students permitted a statistical analysis of this instrument's validity and reliability.
og
Examples from two courses, one laboratory-based and the other grounded in collaborative
learning, are provided to demonstrate the utility of these types of scales in assessing both prior
knowledge and course outcomes.(citation and description)
•
bl
An Earthquake Lab for Physical Geology. [Lumsden, 1990] This article from the Journal of
Geological Education describes an activity in which students locate the epicenter of several
earthquakes, plot the trends of the two faults involved, and determine the sense of motion along
a.

the plane of the two faults. The article provides objectives, background information, procedures,
and data necessary for the activity.
ny

• Active Learning in Secondary and College Science Classrooms: A Working Model for
Helping the Learner to Learn. [Michael and Modell, 2003] This book by Joel Michael and
Harold Modell is designed for professionals interested an active learning approach to teaching
du

students. The main topics covered in this book are how to build the foundation for active
learning, roles for the teacher in creating an active learning environment and creating active
learning environments. =
ki

• Design and Assessment of an Interactive Digital Tutorial for Undergraduate-Level

Sandstone
ng
ni
ar

include: the internet, newspapers, journals, transcripts from radio or TV programmes, leaflets,
le

photographs and other artefacts (man-made objects).

Within the category of books there are many different types and genres, for example: fiction and
non-fiction, including dictionaries, encyclopaedias, biographies, almanacs, archives, yearbooks
and atlases, to name just a few. There are even more categories of websites and other internet
resources. All sources of information can be of relevance depending on the subject matter of
the research or project you’re working on.

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 Internet : Being able to research and use materials which back up your study or offer different interpretations
oflearningkidunya.blogspot.com search learning ki dunya
your study area is an essential aspect of studying and learning.
Primarily you need to be aware of where to look for information, how to access it and how to use it.
You must also be able to scrutinise your sources to check that they are relevant and of a suitable
nature to be included within your work. Finding Information
You may assume, automatically, that academic text books are the primary source of information
when you are engaged in a formal study programme. This may be true, to a degree, usually there is
little need to question the credibility of such texts – they have probably been recommended by a tutor There
are, however, many other sources of information which should not be overlooked. Such sources
It is important to understand that all information will have a certain degree of validity or otherwise.
A document can be easily forged or altered, especially on the internet where anybody can
publish anything. It is therefore necessary to use judgement when deciding which documents
to use in the context of your study.

om
Internet Sources
There is a phenomenal amount of information available online, via web-pages, blogs,
forums, social media, catalogues and so on. As there is so much information available
and because such information can be published quickly and easily by anybody and at

t.c
any time, it is important that you are vigilant in choosing reliable sources.

o
For many subjects the internet can be a very important place to research. In some disciplines

sp
the internet may be the most appropriate - or only - way of gathering information. This can be
particularly true of subjects related to technology or current affairs. Whenever you use the
internet for research, remember that the authorship, credibility and authenticity of internet
og
documents is often difficult to establish. For this reason you need to be vigilant and take care
when using the internet for academic research. If you are studying formally, in a school, college
or university, you should check what your institution’s guidelines are for using internet sources
bl
in your work. Some institutions may penalise you, by marking down your work, if your references
are mainly from online sources – especially sources that have not been specifically
a.

‘approved’ by your tutor.

Use good judgement and common sense when researching online. Whether or not a
ny

source is appropriate or useful will largely depend on your area of study. Some quick
tips for general internet research:
• Check the domain name of the site. Generally domain names that include .ac. or .edu. are
du

educational establishments. Domain names ending in .gov are reserved for government
purposes. In the UK the .gov.uk and .ac.uk domain names are subject to strict eligibility rules
set by UKERNA (United Kingdom Education and Research Networking Association). This
ki

means that they can only be used by educational or government institutions. There are usually
no such rules for registering .com, .org, .net or many of the other common and regional domain
name types. You don’t have to be in the UK or meet any specific criteria to register a .co.uk
ng

domain name, for example. This is not to say that .com (or others) are not good, reliable sources
of information, just be wary of quality and bias. Of course SkillsYouNeed.com is fine. :)
ni

• How did you arrive at the source? If you followed a link from your college or university then
the chances are you are being encouraged to read the online article. If you found the resource
via a search engine or a link on another website then you may need to scrutinise it more
ar

carefully.
le

Social networking, funny videos and instant messaging may be tempting distractions
from schoolwork, but the Internet still offers a variety of benefits in the educational
sphere. As classroom technology and online courses become more prevalent and
advanced, teachers and students alike have new ways to study, plan class activities, and
present information. Online classes, interactive teaching, and streamlined research
methods are just a few advantages of the Internet's educational growth.
Going the Distance
Hectic work schedules, family responsibilities, and commuting challenges no longer have to
keep people from seeking a college degree. In 2012, a US News and World Report survey

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

showed that roughly 62 percent of colleges offer online degree programs. Participants in a 2012
Ball State University study stated that flexible scheduling, affordability, and the ability to work at
their own pace were key to their decision to take online courses. Internet classes don't just
benefit college students, though. Many colleges, such as Liberty University, offer online
programs to prepare high schoolers for advanced university work.
Energizing Education
Using the Internet in the classroom actually gets students more excited about learning, states
the National Math and Science Initiative. Because Internet activities are often hands-on and
interactive, students get the chance to directly engage with information rather than passively
listen to lectures. The National Math and Science Initiative states that this is especially true for

om
subjects like math and science, as many students find them challenging to learn and relate to.
Internet activities can make these subjects easier to understand, and can present them in unique
ways that fit students' affinity for technology.
Research and Reasoning

t.c
Once upon a time, students used library card catalogs, encyclopedias and magazines to find
information for projects. Today, the Internet streamlines academic research through online
databases and search engines, allowing students to view the full text of scholarly publications,

o
of research studies, and even of books right from their computers. Doing this online research

sp
also lets them sharpen their critical thinking skills by evaluating Internet sources for credibility,
bias and usefulness. Knowing how to determine a source's trustworthiness can help students
evaluate online sources they come across both in and out of the classroom, making them
smarter consumers of information.
Bridging Communication Gaps og
Classroom Internet use can also help teachers say goodbye to communication mishaps such
bl
as lost assignment sheets and misplaced memos home to parents. Internet communication can
make distribution of information easier, as well as increase class community and motivation,
states University of Baltimore professor Hossein Arsham. For example, having a class blog or
a.

website can open up dialogue between teachers and students outside of school rather than
confining their interactions to the classroom. Students can download course materials and
ny

readings, chat with other students, and share their work, while parents can receive reminders
about upcoming due dates and events.
du

-----------------------

Q.3 Write techniques and methods of development of assessment in science education.

ki
ng

ANS: Assessment
Techniques for Assessing Course-Related Knowledge and Skills
Assessing Prior Knowledge, Recall, and Understanding
ni

Background Knowledge Probe - Short, simple questionnaires prepared by instructors for use at
the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important
ar

new topic. Used to help teachers determine the most effective starting point for a given lesson
and the most appropriate level at which to begin new instruction.
Focused Listing - Focuses students' attention on a single important term, name , or concept
le

from a particular lesson or class session and directs them to list several ideas that are closely
related to that "focus point." Used to determine what learners recall as the most important points
related to a particular topic. Misconception/Preconception Check - Technique used for
gathering information on prior knowledge or beliefs that may hinder or block further learning.
Empty Outlines - The instructor provides students with an empty or partially completed outline
of an inclass presentation or homework assignment and gives them a limited amount of time to

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

fill in the blank spaces. Used to help faculty find out how well students have "caught" the
important points of a lecture, reading, or audiovisual presentation.
Memory Matrix - A simple two-dimensional diagram, a rectangle divided into rows and columns
used to organize information and illustrate relationships. Assesses students' recall of important
course content and their skill at quickly organizing that information into categories provided by
the instructor.
Minute Paper - Instructor asks students to respond in two or three minutes to either of the
following questions: "What was the most important thing you learned during this class? or "What
important questions remains unanswered?" Used to provide a quick and extremely simple way
to collect written feedback on student learning.

om
Muddiest Point - Technique consists of asking students to jot down a quick response to one
question: "What was the muddiest point in ?" with the focus on the lecture, a discussion, a
homework assignment, a play, or a film. Used to provide information on what students find least
clear or most confusing about a particular lesson or topic.

t.c
Assessing Skill in Analysis and Critical Thinking
Categorizing Grid - Students sort information into appropriate conceptual categories. This
provides faculty with feedback to determine quickly whether, how, and how well students

o
understand "what goes with what." Defining Features Matrix - Students are required to

sp
categorize concepts according to the presence (+) or absence (-) of important defining features.
This provides data on their analytic reading and thinking skills. Pro and Con Grid - Students
list pros and cons of an issue. This provides information on the depth and breadth of a student's
og
ability to analyze and on their capacity for objectivity.
Content, Form, and Function Outlines - Students analyze the "what" (content), "how" (form), and
"why" (function) of a particular message. This technique elicits information on the students' skills
bl
at separating and analyzing the informational content, the form, and the communicative function
of a lesson or message. Analytic Memos - Students write a one- or two-page analysis of a specific
a.

problem or issue. Used to assess students' skill at communicating their analyses in a clear and
concise manner.
Assessing Skill in Syntheses and Critical Thinking
ny

One-Sentence Summary - Students answer the questions "Who does what to whom, when,
where, how , and why?" about a given topic, and then synthesize those answers into a single
du

informative, grammatical, and long summary sentence.

Word Journal - Students first summarize a short text in a single word, and second, the student
writes a paragraph or two explaining why he chose that particular word to summarize the text.
ki

This technique helps faculty assess and improve the students' ability to read carefully and deeply
and the students' skill at explaining and defending, in just a few more words, their choice for a
ng

single summary word.

Approximate Analogies - Students complete the second half of an analogy for which the
instructor has supplied the first half. This allows teachers to find out whether their students
ni

understand the relationship between the two concepts or terms given as the first part of the
analogy.
Concept Maps - Drawings or diagrams showing the mental connections that students make
ar

between a major concept the instructor focuses on and other concepts they have learned. This
provides an observable and assessable record of the students' conceptual schema-the patterns
le

of associations they make in relation to a given focal concept.

Invented Dialogues - Students synthesize their knowledge of issues, personalities, and historical
periods into the form of a carefully structured, illustrative conversation. This provides information
on students' ability to capture the essence of other people's personalities and styles of expression
- as well as on their understanding of theories, controversies, and the opinions of others.
Annotated Portfolios - Contain a very limited number of selected examples of a student's
creative work, supplemented by the student's own commentary on the significance of those
examples.
Assessing Skill in Problem Solving

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

Problem Recognition Tasks - Students are provided with a few examples of common problem
types and are asked to recognize and identify the particular type of problem each example
represents. Faculty are able to assess how well students can recognize various problem types,
the first step in matching problem type to solution method.
What's the Principle? - Students are provided with a few problems and are asked to state the
principle that best applies to each problem. Instructors assess students' ability to associate
specific problems with the general principles used to solve them.
Documented Problem Solutions - Prompts students to keep track of the steps they take in
solving a problem. This assesses how students solve problems and how well students understand
and can describe their problem-solving methods.

om
Audio- and Videotaped Protocols - Students are recorded talking and working through the
process of solving a problem. Faculty assess in detail how and how well students solve problems.
Assessing Skill in Application and Performance
Directed Paraphrasing - Students paraphrase part of a lesson for a specific audience and

t.c
purpose, using their own words. Feedback is provided on students' ability to summarize and
restate important information or concepts in their own words; it allows faculty to assess how well
students have understood and internalized that learning.

o
Applications Cards - Students write down at least one possible, real-world application for an

sp
important principle, generalization, theory, or procedure that they just learned. This lets faculty
know how well students understand the possible applications of what students have learned.
Student-Generated Test Questions - Students are asked to develop test questions from material
og
they have been taught. Teachers see what their students consider the most important or
memorable content, what they understand as fair and useful test questions, and how well they
can answer the questions they have posed.
bl
Techniques for Assessing Learner Attitudes, Values, and Self-Awareness
a.

Assessing Students' Awareness of Their Attitudes and Values

Classroom Opinion Polls - Students are asked to raise their hands to indicate agreement or
ny

disagreement with a particular statement. Faculty discover student opinions about course-related
issues. Double-Entry Journals - Students begin by noting the ideas, assertions, and arguments
in their assigned course readings they find most meaningful and/or controversial. The second
du

entry explains the personal significance of the passage selected and responds to that passage.
Detailed feedback is provided on how students read, analyze, and respond to assigned texts.
Profiles of Admirable Individuals - Students are required to write a brief, focused profile of an
ki

individual - in a field related to the course - whose values, skills, or actions they greatly admire.
This technique helps faculty understand the images and values students associate with the best
ng

practice and practitioners in the discipline under study.

Everyday Ethical Dilemmas - Students are presented with an abbreviated case study that poses
an ethical problem related to the discipline or profession they are studying and must respond
ni

briefly and anonymously to these cases. Students identify, clarify, and connect their values by
responding to courserelated issues and problems that they are likely to encounter.
ar

Assessing Students' Self-Awareness as Learners

Focused Autobiographical Sketches - Students are directed to write a one- or two- page
le

autobiographical sketch focused on a single successful learning experience in their past - an

experience relevant to learning in the particular course in which the assessment technique is used.
This provides information the the students' self-concept and self- awareness as learners within a
specific field.
Interest/Knowledge/Skills Checklist - Students rate their interest in various topics, and assess
their levels of skill or knowledge in those topics, by indicating the appropriate responses on a
checklist which has been created by the teacher. These checklists inform teachers of their

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

students' level of interest in course topics and their assessment of the skills and knowledge
needed for and/or developed through the course.
Goal Ranking and Matching - Students list a few learning goals they hope to achieve through
the course and rank the relative importance of those goals.. This assesses the "degree of fit"
between the students' personal learning goals and teachers' course-specific instructionals goals,
and between the teachers' and students' ranking of the relative importance and difficulty of the
goals.
Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors
Productive Study-Time Logs - Students keep a record of how much time they spend studying
for a particular class, when they study, and how productively they study at various times of the

om
day or night. This allows faculty to assess the amount and quality of out-of-class time all their
students are spending preparing for class, and to share that information with students.
Punctuated Lectures - Students and teachers go through five steps: listen, stop, reflect, write,
and give feedback. Students listen to lecture. The teacher stops the action and students reflect

t.c
on what they were doing during the presentation and how their behavior while listening may have
helped or hindered their understanding of that information. They then write down any insights they
have gained and they give feedback to the teacher in the form of short, anonymous notes. This

o
technique provides immediate, on-thespot feedback on how students are learning from a lecture

sp
or demonstration and lets teachers and students know what may be distracting. And students are
encouraged to become self-monitoring listeners, and in the process, more aware and more
effective learners.
og
Process Analysis - Students keep records of the actual steps they take in carrying out a
representative assignment and comment on the conclusions they draw about their approaches to
that assignment. This technique gives students and teachers explicit, detailed information on the
bl
ways in which students carry out assignments and shows faculty which elements of the process
are most difficult for students and, consequently, where teachers need to offer more instruction
a.

and direction.
Diagnostic Learning Logs - Students keep records of each class or assignment and write one
list of the main points covered that they understood and a second list of points that were unclear.
ny

Faculty are provided with information and insight into their students' awareness of and skill at
identifying their own strengths and weaknesses as learners.
du

Techniques for Assessing Learner Reactions for Instruction

Assessing Learner Reactions to Teachers and Teaching
ki

Chain Notes - Students write immediate, spontaneous reactions to questions given by the teacher
while the class is in progress. This feedback gives the teacher a "sounding" of the students' level
ng

of engagement and involvement during lecture.

Email Feedback - Students respond anonymously by email to a question posed by the teacher
to the class. This provides a simple, immediate channel through which faculty can pose questions
ni

about the class and students can respond to them.

Teacher-Designed Feedback Forms - Students answer questions on feedback forms which
contain anywhere from three to seven questions in multiple-choice, Likert-scale, or short fill-in
ar

answer formats. These forms allow faculty to quickly and easily analyze data and use the results
to make informed and timely adjustments in their teaching Problem-Solving Skills
le

One of the things that employers often identify as being an important quality when hiring college
graduates is their problem-solving skills. Students need to develop the ability to apply problem-
solving skills when faced with issues or problems that are new to them. The development and use
of problem-solving skills also improves learning. Rossman (1993) suggests that when students
use problem-solving skills, "The role of the student changes from a passive recipient of information
to a participant in the creation of understanding.
Having a process for solving problems helps to keep efforts focused and eliminate becoming
stalled. Problems solving usually involved the following steps
• Identify the problem

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

• Analyze the problem and gather information

• Generate potential solutions
• Select and test the solution
• Analyze/Evaluate the results
Some of the tools used in problem-solving include:
• Brainstorming. This technique is used to encourage participation from each member of the team.
Brainstorming helps to break people out of the typical mode of approaching things to produce new
and creative ideas. It creates a climate of freedom and openness, which encourages an increased
quantity of ideas.
•

om
Root Cause Analysis (AKA as the "Five Why's."). The objective of Root Cause Analysis is to find
the fundamental cause for a problem. One way is to ask "Why?" five times or more to really get
at the root of the problem.
• Cause and Effect Diagrams. This diagram is drawn to represent the relationship between an effect

t.c
(the problem) and its potential causes. The diagram helps to sort-out and relate the interactions
among the factors affecting a process.
• Pareto Charts. A Pareto Chart shows a frequency distribution where each bar on the chart show

o
the relative contribution of contributing problems to the larger problem. It help to identify where to
focus energy to obtain the most positive impact.

sp
• Flowcharting. A Flowchart is a map that shows all the steps in a process. It helps in understanding
the process and making sure all steps in the process are addressed.
•
og
Decision Matrix. A Decision Matrix is useful when faced with making a difficult decision. The
options or alternatives are listed in the left-hand column and the selection criteria is listed across
the top row. Each of the options are rated against the selection criteria to arrive at the best logical
decision.
bl
Assessing critical thinking: The purpose of assessment in instruction is improvement. The
purpose of assessing instruction for critical thinking is improving the teaching of discipline based
a.

thinking (historical, biological, sociological, mathematical thinkingQ). It is to improve students’

abilities to think their way
ny

through content, using disciplined skill in reasoning. The more particular we can be about what
we want students to learn about critical thinking, the better can we devise instruction with that
particular end in view. For deeper understanding of the relationship between critical thinking
du

assessment and instruction, read the white paper on consequential validity by Richard Paul and
Linda Elder:
• Consequential Validity: Using Assessment to Drive Instruction
ki

The Foundation for Critical Thinking offers assessment instruments which share in the same
general goal: to enable educators to gather evidence relevant to determining the extent to which
ng

instruction is teaching students to think critically (in the process of learning content).

To this end, the fellows of the Foundation recommend:

ni

1. that academic institutions and units establish an oversight committee for critical thinking
ar

2. that this oversight committee utilize a combination of assessment instruments (the more the
better) to generate incentives for faculty (by providing the faculty with as much evidence as
le

feasible of the actual state of instruction for critical thinking).

The following instruments are available to generate evidence relevant to critical

thinking teaching and learning:
1. Course Evaluation Form: provides evidence of whether, and to what extent, students perceive
faculty as fostering critical thinking in instruction (course by course). Machine scoreable.
AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

2. Critical Thinking Subtest: Analytic Reasoning: provides evidence of whether, and to what
extent, students are able to reason analytically. Machine scoreable (currently being developed).
3. Critical Thinking: Concepts and Understandings: provides evidence of whether, and to what
extent, students understand the fundamental concepts embedded in critical thinking (and hence
tests student readiness to think critically). Machine scoreable
4. Fair-mindedness Test: provides evidence of whether, and to what extent, students can reason
effectively between conflicting view points (and hence tests student ability to identify strong and
weak arguments for conflicting positions in reasoning). Machine scoreable. (currently being
developed).
5. Critical Thinking Reading and Writing Test: Provides evidence of whether, and to what

om
extent, students can read closely and write substantively (and hence tests student ability to read
and write critically). Short Answer.
6. International Critical Thinking Test: provides evidence of whether, and to what extent,
students are able to analyze and assess excerpts from textbooks or professional writing. Short

t.c
Answer.
7. Commission Study Protocol for Interviewing Faculty Regarding Critical Thinking:
provides evidence of whether, and to what extent, critical thinking is being taught at a college or

o
university (Can be adapted for High School). Based on the California Commission Study. Short

sp
Answer.
8. Foundation for Critical Thinking Protocol for Interviewing Faculty
Regarding Critical
og
Thinking: provides evidence of whether, and to what extent, critical thinking is being taught at
a college or university (Can be adapted for High School). Short Answer
9. Foundation for Critical Thinking Protocol for Interviewing Students Regarding Critical
bl
Thinking: provides evidence of whether, and to what extent, students are learning to think
critically at a college or university (Can be adapted for High School). Short Answer.
a.

10. Criteria for critical thinking assignments. Can be used by faculty in designing classroom
assignments or by administrators in assessing the extent to which faculty are fostering critical
ny

thinking.

11. Rubrics for assessing student reasoning abilities. A useful tool in assessing the extent to
du

which students are reasoning well through course content

ki

--------------------------
Q.4 Design a draft of lesson plan. How lesson plan is helpful for effective teaching?
ng

ANS: 5E Lesson Plan

ni

The 5 E lesson supports inquire-based instruction. It allows children to make discoveries and to
process new skills in an engaging way. Teachers can also adequately plan power objectives
ar

more effectively by using the 5E process. Children are not just learning with this method, they
are more knowledgeable about their own metacognition because they are coached along and
not dictated by teachers merely lecturing. The role of the teacher is to facilitate and support
le

students as they use prior knowledge to build new knowledge.

The 5 Es are:
• Engage
• Explore
• Explain
• Elaborate
• Evaluate
When planning a lesson each of these areas should be completed. Often times these lessons
may take a few days to complete.

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

1. Engage
To engage means to excite and to draw your child or student's curiosity. It means to wow them
in a way that catches their attention. It is not forcing children to learn but inviting them to do so.
This is how lessons are introduce. It does not have to be difficult or overly detailed just interesting
enough to open students minds for the learning process to begin. Using technology to engage
student learning makes planning very easy for teachers in today's classrooms. Using
Smartboard technology, videos, illustrations, asking questions, KWL charts, reading a great
book, acting out a character or even introducing a game are ways to engage students at the
beginning of a lesson.
2. Explore

om
Once students are fully in grossed in the lesson, intrigued by a video or maybe a book, now it is
time to allow them to explore the concept. Lets say I do a lesson on Camouflage, first I would
engage them with an informative video, explaining camouflage with animation. Now in the
explore they will play lets say a game where they will go out side and break up into teams. Each

t.c
team will be given a minute to find as many various colored strings scattered in the grass. The
idea with exploring is to give the learner the opportunity to practice or work with their new
knowledge in some way. The most effective explorations allow for mistakes or trial and error. Its

o
is looking at a concept before discussing all the details, with hopes that students will discover

sp
answers to possible questions through exploration.
3. Explain
Students now have an opportunity to hear from their educator. The teacher's role so far has
og
been to mainly facilitate learning, now they can use their expertise to answer questions students
may have about what they are learning. They also may pose questions to the student to see
what they are able to explain what they have learned. Checking for misunderstandings helps
bl
the teacher to observe what objectives need to be clarified or taught. So for example, with the
Camouflage Lesson, once the students have picked as many strings as possible, they should
a.

count each color that they picked. Which color did they pick up the most, which color did they
pick the least amount of? Have them make a chart, so they can look at their findings and
compare as a group. Students should notice that they picked less green strings because the
ny

green was blending in with the grass. They have more of a different color like purple because
of its contrast in color. This explaining is done without the teacher having to do much lecturing.
The lesson is reinforced by what the students have seen from their exploring.
du

4. Elaborate
Here the students can participate in an extension or a different activity that either re-teaches an
objective or teaches more details about the concept being taught. Here differentiation can be
ki

used. A student above level will need an elaboration that extends or enriches the lesson. A
student below level will need perhaps a repeat of the same explore activity with more teacher
ng

input to guide students through again to correct misunderstandings. Again with the camouflage,
elaboration may be discussing what other animals besides say frogs use camouflage? What
elements in their habitat allow them to do so? Or the teacher might say let's look at our charts
ni

again from the results of our game. Doing so will allow him or her to re-teach or elaborate on
what was misunderstood.
ar

5. Evaluate
Finally, after the objectives are taught, it is time to assess. What have students effectively
le

learned? What do they not understand? What should be done to help them? Assessments do
not have to be the traditional quiz or essay. It can be a reflection, a project, book report, or a
model. Like with the camouflage lesson, the evaluation could an assignment where students
come up with 5 facts about camouflage and illustrate each in their own unique way. They might
make a model, paint a picture, or make a mini book with drawings and facts to illustrate what
they learned. Using a rubric the teacher or parent can now easily grade or make note of what is
learned and of what needs to be ret aught 5 E Lesson Plan Science
Introduction to Lesson Plan
AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

Subject: Science
Grade Level: -4
Standards
Recognize daily changes in weather, including clouds, precipitation, and temperature.
Describe evaporation, condensation, and precipitation in the water
cycle. Activities
Objectives
The students will learn about evaporation and how it works. They will have an activity to
participate in that covers several days. They will watch first hand how evaporation works and

om
by the end of the lesson th e students will understand what evaporation is. Engage (Initiate)
I will start this lesson off with a book about weather and the different types of weather. We will
th en gradually go straight to evaporation. We will start talking about it and I will see who knows
about it and understands the process and who doesn't. Explore (Question)

t.c
I will question and pass out a worksheet to see wh o understands the process of evaporation
and who doesn't. This worksheet will not be a grade, it will be for me to see where each student
is and which student knows what. There will be a place on the worksheet for the students to ask

o
any questions they have tow ard the process and later on in the lesson I will be sure to hit on
those certain questions that each stud ent has asked.

sp
Explain (Clarify/Develop)
I will explain and cover every question that each child asked on their worksheet I passed out
og
the fir st day of this lesson. We will cover everything that happens in the process of evaporation.
If studnets still do not understand something, this would be the time that I explain it to them
before we do our activity.
bl
Extend (Apply)
A fun activity that the students can participate in is watching the process of evaporation for
a.

themse lves. I will divide the students up into groups and each group will have a clear, plastic
cup with water in it . The cups will be placed in the window where the sun can shine on them
and make the water evaporate. The students will have a worksheet that they will fill in everyday
ny

when they check the level of the water. Once all of the water has evaporated, then the students
will write on the another worksheet why the water evaporated and what the process was. They
will then turn in both worksheets for a grade.
du

Evaluate
I will able to evaluate and give each student a grade at the end of this assignment by each
student t urning in their worksheet. They should have the evaporation worksheet completed.
ki

Alternate Activities
ng

Materials
I will provide black markers and plastic cups. I will get water from the water fountain
ni

-------------------------
ar

Q.5 How teaching of physics is different from teaching of Chemistry. Give examples to
le

support your answer.

ANS:teaching methods in chemistry : Secondary chemistry teachers face a host of challenges
as they are given the responsibility of deciding how they will deliver assigned curriculum. Much
like a complex equation, teachers must factor in numerous variables that will change every
semester or year depending on student loads, student needs, grade levels, maturity,
development, resources, as well as environmental factors outside the school. These intricate
variables play a crucial role in developing a solution to this complex equation. Once the educator
has determined those unknown variables, a decision can be made as to which pedagogical and
technological methods to apply. A central theme herein is the “Social Constructivist Learning
Theory.” The “Social Constructivist Learning Theory” implies that students learn better through

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

active interactions with their peers rather than listening to lectures [=Social constructivist’s
reason that through peer interactions, students are able to process new information in a way
that’s understandable to them, therefore leading to higher order thinking [=Science-based
pedagogies that support the “Social Constructivist Learning Theory” are problem-based learning
(PBL), process-oriented guided inquiry (POGIL), and project-based learning (PjBL)
=Educational technology is one of the greatest resources we have to help our students learn.
While chemistry is a part of our everyday lives, students have found that chemistry can be
difficult to understand [8]. If a student is found to be weak in one area, additional support should
be given to help that student strengthen their weak area so that they too can have an opportunity
to realize their full potential.

om
For teachers, finding time to provide additional support to help students overcome weak areas
can be very difficult. Using technology as a way for students to build skills in weak subject areas
will make difficult times of learning fun and enjoyable, but most importantly it will help students
build the confidence they need to succeed. Technology is not only beneficial to struggling

t.c
students; rather, it is beneficial to all students. By
using technology, teachers can bring chemistry to life and students will be able to visualize
abstract concepts and test new learned concepts in chemistry. For 21st century learners,

o
incorporating technology into the classroom is critical (Saba). Exposing students to technology
while teaching chemistry will increase their knowledge and help them build skills that will make

sp
them competitive in the STEM workforce (Strengthen Science Education and the Scientific
Workforce - American Chemical Society). Active learning is facilitated through students’ activities
and by promoting student engagement. Redish et al. demonstrated in a study with their students,
og
that achieving significant gains is possible, using active learning as opposed to didactic lectures
enhances student learning continuously after missing fundamental concepts. Science pedagogies
discussed in this paper facilitate active learning and student engagement, through an inquirybased
bl
problem approach. Pedagogical strategies reviewed in this article can be implemented
independently of each other or in conjunction within an instructional setting. Problem-Based
a.

Learning is a science based pedagogy that was first implemented inmedical schools during the
seventies to help students retain large amounts of information through open-ended questions
ny

Incorporating the use of student smart phones in the classroom has proven to be a useful
instructional tool, especially for teachers who have limited technology resources. Web browsers,
applications (apps), and 2D barcodes to create smart objects, can all serve as learning tools that
du

facilitate independent learning Video tutorials and quizzes can serve as differential methods of
instruction for chemistry teachers inside and outside of the classroom. For example, Khan
Academy is a popular site for chemistry teachers and teachers of other various content areas as
ki

well. Instructional methods for which Khan Academy can be utilized include, blended learning,
one-to-one classrooms, and online classes Khan Academy provides data for teachers to see
ng

where they need to help their students who are struggling Branded by older generations as the
“gamer generation” chemistry teachers are now using online games as a way to actively engage
students in learning chemistry concepts of all levels.
ni

A simple google search of chemistry video games will put students in a virtual world of molecules,
molar masses, and complex equations. Virtual labs are one of the most effective ways for
chemistry teachers to engage their students with active learning Virtual labs allow students to
ar

experience what it is like to experience a chemistry job in a stem field. This is an excellent way for
students to realize their own potential by getting to think like they are working in a field. Students
le

become actively engaged when they are able to see concepts being studied, applied to real life.
Going from teacher-centered learning to student-centered learning can be a little nerve racking
initially, for both the teacher and the student. Student-centered learning gives students the ability
to actively learn and engage with their peers without depending on the teacher for answers. Of
the three pedagogies discussed, problembased learning is one of the easiest teaching methods
to implement due to minimal preparation time. It is important for problembased questions to be
relevant to real life so that students can identify with the problem, making it become personal.
Case studies, vignettes, and open-ended task completion problems are the most common used
AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

Problem-Based Learning can be incorporated into the POGIL method during the application phase
to test the new knowledge learned. The Process-Oriented Guided Inquiry Learning (POGIL)
method is the newest and most challenging methodology to implement of the three methods.
Teachers face a learning curve with initial implementation of POGIL; however, student success
with this method in general chemistry classes is well documented
When needed, teachers can provide mini lectures in between phases, as tier 2 instruction for
students struggling. Project Based Learning (PjBL) is a very popular and effective method to teach
chemistry. Its growing popularity in recent years can be credited to the shift from teacher centered
learning, to student centered learning. In the past, PjBL, was an independent learning strategy,
where students carried home and completed an assigned project, then returned back to school.

om
Many students lack adequate support at home to complete these types of assignments, resulting
in an overall negative impact on the students. Chemistry teachers, implementing project based
learning inside of the classroom, can design projects to specifically meet the learning needs of
students in their classroom An invaluable component that should be incorporated into each of

t.c
these pedagogies is the use of 21st century technology. For chemistry teachers who use lecture
and textbooks as their primary instructional tool, incorporating technology into instruction is
imperative to the success of struggling chemistry students. Pressure to strengthen writing skills,

o
has fallen on all content teachers. Chemistry teachers must look for creative ways to build their
students writing skills. Incorporating online blogging, discussion boards, or constructing wiki pages

sp
allows students to build online literacy skills, which is a critical asset in today’s workforce.
Smartphones are one of the simplest ways of implementing technology in the classroom, however,
it should be noted that implementing smartphones into lessons, without adequate preparation by
og
the teacher, can result in unwarranted classroom behavior. Smart phones give students access
to videos, tutorials, quizzes, smart objects, and apps specific to content needs. Smartphones
facilitate self-guided learning, when additional resources are needed, to understand or expand on
bl
chemistry concepts.
Taken together, these capabilities are creating a world of mobile computing that may have an
a.

impact on society, including chemical education that may be even greater than the changes
brought about by the personal computer Careful attention should be given to students presenting
ny

difficulty mastering chemistry concepts before assigning supplemental instructions. Differentiation

between students, who are weak in one or more subject areas versus students struggling with a
concept, should be identified. Chemistry teachers can help students struggling in other subject
du

areas by assigning lessons on Khan Academy to help strengthen weak skills. Students, who
struggle with abstract concepts, greatly benefit from online simulations. Laboratory instruction is
and should be a central component to every chemistry class. Laboratory instruction allow students
ki

to actively learn and engage with their peers. Laboratory prep times, limited supplies, or no access
to a laboratory, leaves many chemistry students in secondary schools, shorthanded. Utilizing
ng

technology in the classroom, affords the once shorthanded chemistry students, with a virtual
chemistry lab. Virtual chemistry, cannot fully replace students skills built during lab but it does give
students a realistic idea of how labs work, with the application of newly learned chemistry
concepts.Chemistry students, in today’s secondary education schools, need instruction that
ni

fosters active learning and student-peer engagement, while building 21stcentury workforce skills.
Chemistry instruction, best effective for student learning and building 21st century skills,
ar

incorporates social constructivist inquiry, based pedagogies with technology Chemistry teachers
should provide students, who are weak in one or more subject areas, resources to build skills.
Material should be presented in a way that is relevant to the student’s life It should be critically
le

noted and addressed that during the process of reviewing literature for this research study,
published demographics of underrepresented groups in the field of chemistry is the suggestive
reason for employment gaps in chemistry and STEM fields [Secondary education chemistry
teachers must realize that the outcomes of their instructional methods directly impacts the
chemistry workforce
Teaching in Physics : Instead of writing and solving equations, the students engage in a more
intuitive discussion of the main concepts and their relevance to natural phenomena and the
applications and devices that we use regularly. Here are the main points of how I teach by the
Socratic method:1 • Start the class with an interesting, relatable, and answerable question.

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

• List all the students’ answers and discuss them broadly for a few minutes. If students have missed
a crucial answer, give them hints that lead to it.
• From the list of answers, pick those directly related to the particular topic and continue the
discussion.
• Gradually introduce concepts by asking thought-provoking but not difficult questions. If necessary,
give the students additional clues. If the method is done well, students will pose questions, other
students will answer them, and the teacher effectively becomes a moderator in a panel discussion.
• Do not try to finish a set amount of material during each class. Discuss only as much as the
students can understand.
The approach also fosters a deep sense of connectivity between scientific concepts and our own

om
perception of reality. I urge allphysics teachers to give the method serious consideration

t.c
How Teachers Teach: Specific Methods
• Teach scientific ways of thinking.
• Actively involve students in their own learning.

o
• Help students to develop a conceptual framework as well as to develop problem solving skills.

sp
• Promote student discussion and group activities.
• Help students experience science in varied, interesting, and enjoyable ways.
• Assess student understanding at frequent intervals throughout the learning process.
LECTURES og
Evidence from a number of disciplines suggests that oral presentations to large groups of passive
students contribute very little to real learning. In physics, standard lectures do not help most
bl
students develop conceptual understanding of fundamental processes in electricity and in
mechanics (Arons, 1983; McDermott and Shaffer, 1992; McDermott et al., 1994). Similarly,
a.

student grades in a large general chemistry lecture course do not correlate with the lecturing skills
and experience of the instructor (Birk and Foster, 1993).
ny

Enhancing Learning in Large Classes

Despite the limitations of traditional lectures, many institutions are forced to offer high-enrollment
introductory science courses. Many professors who teach these courses feel that lecturing is their
du

only option, and can only dream of what they could accomplish in smaller classes. However, there
is a small but growing group of science faculty members who have developed ways to engage
students in the process of thinking, questioning, and problem solving despite the large class size.
ki

Strategies in use in introductory courses in biology and geology are described in the sidebars.
Although many of the methods described in these sidebars are consistent with what experts know
ng

about how students learn they may not be welcomed by all of the students in a class. There are
several ways to help students make the transition from passive listeners to active participants in
their own learning (Orzechowksi, 1995):
ni

• Start off slowly; students may not have much experience in active learning.
• Introduce change at the beginning of a course, rather than midway through.
ar

• Avoid giving students the impression that you are "experimenting" with them.
Biochemistry, Genetics, and Molecular Biology at Stanford University
le

Professor: Sharon Long

Enrollment: 400 students

For these, I walk up the side of the auditorium and designate even and odd rows. Then I say that
the even people should turn around and face the odd people and do the exercise together. This
generates groups of 2-6 people. They all put their names onto the single sheet they are to turn in.

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

Then the students work together on a question for 3-4 minutes. I walk around the room, answering
their questions.
When time is up, the TA stands at the overhead projector, and I walk through the crowd (I have a
lapel mike so they can hear me), collecting their answers for each question. Then we talk about
solutions. Usually the time runs out, and the students turn their papers. Of course, they get credit
for their participation, and that provides some motivation, but I am sure students understand the
concepts better than if they were presented only in my lecture.
This process engages the students. Of course the hub-bub grows as the students move from the
assigned topic to other conversations, but they come back fairly quickly. It is a bit unnerving
because there is the potential for loss of control in the class, but the students seem to either like

om
it or are indifferent, but certainly aren't quite as passive as they are while being lectured at.
• Don't give up lectures completely.
• Anticipate students' anxiety, and be prepared to provide support and encouragement as they adapt to your
expectations.

t.c
• Discuss your approach with colleagues, especially if you are teaching a well-established course in a
preprofessional curriculum.

o
Hints for More Effective Lecturing
When lecturing is the chosen or necessary teaching method, one way to keep students engaged is to pause

sp
periodically to assess student understanding or to initiate short student discussions (see sidebars). Calling
on individual students to answer questions or offer comments can also hold student attention; however,
some students prefer a feedback method with more anonymity. If they have an opportunity to discuss a
og
question in small groups, the group can offer an answer, which removes any one student from the spotlight.
Another option is to have students write their answer on an index card, and pass the card to the end of the
row; the student seated there can select one answer to present, without disclosing whose it is.
bl
The literature on teaching and learning contains other examples of techniques to maintain students' attention
in a lecture setting (Eble, 1988; Davis, 1993; Lowman, 1995; McKeachie, 1994):
a.

• Avoid direct repetition of material in a textbook so that it remains a useful alternative resource.
Who doesn’t have the experience of having the coiled headset cord of a telephone show
ny

supercoils (twists around itself)? This presents the students with the chance to play at home,
where they can convince themselves that the direction (handedness) of the supercoils depends
on the direction of the original helix, and on whether the cord was underwound or overwound
du

before the headset was replaced (constraining the ends). Students learn both an important
principle for understanding nucleic acids and a handy practical tip that lets them predict the easiest
way to get the kinks out of the phone cord! They get the chance to test their understanding by
ki

making predictions and doing trials-exactly what one hopes for in active scientific learning.
A professor’s questions should build confidence rather than induce fear. One technique is to
ng

encourage the student to propose several different answers to the question. The student can then
be encouraged to step outside the answers and begin to develop the skills necessary to assess
the answers. Some questions seek facts and simply measure student recall; others demand
ni

higher reasoning skills such as elaborating on or explaining a concept, comparing and contrasting
several possibilities, speculating about an outcome, and speculating about cause and effect. The
type of question asked and the response given to students’ initial answers are crucial to the types
ar

of reasoning processes the students are encouraged to use. Several aspects of questions to
formulate them, what reasoning or knowledge is tested or encouraged, how to deal with answers-
le

similar for dialogue and for testing. Chapters 5 and 6 contain more information on questions as
part of assessment, testing, and grading.
Demonstrations
Demonstrations can be very effective for illustrating concepts in class, but can result in passive
learning without careful attention to engaging students. They can provoke students to think for
themselves and are especially helpful if the demonstration has a surprise, challenges an
assumption, or illustrates an otherwise abstract concept or mechanism. Demonstrations that use
everyday objects are especially effective and require little preparation on the part of faculty (see
sidebar). Students’ interest is peaked if they are asked to make predictions and vote on the most
probable outcome. There are numerous resources available to help faculty design and conduct

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

demonstrations. Many science education periodicals contain one or more demonstrations in each
issue. The ‘’Tested Demonstrations” column in theJournal of Chemical Education and the
“Favorite Demonstration” column in the Journal of College Science Teaching are but two of the
many examples. The American Chemical Society and the University of Wisconsin Press have
published excellent books on chemical demonstrations (Shakhashiri, 1983, 1985, 1989, 1992;
Summerlin and Ealy, 1985; Summerlin et al., 1987). Similar volumes of physics demonstrations
have been published by the American Association of Physics Teachers (Freier and Anderson,
1981; Berry, 1987). You should consider a number of issues when planning a demonstration
(O’Brien, 1990):
• What concepts do you want the demonstration to illustrate?

om
• Which of the many demonstrations on the selected topic will generate the greatest enhancement
in student learning?
• Where in the class would it be most effective?
• What prior knowledge should be reviewed before the demonstration?

t.c
• What design would be most effective, given the materials at hand and the target audience?
• Which steps in the demonstration procedure should be carried out ahead of time?

o
DISCUSSIONS
Small group discussion sections often are used in large-enrollment courses to complement the

sp
lectures. In courses with small enrollments, they can substitute for the lecture, or both lecture and
discussion formats can be used in the same class period.
Why Discussion?
og
Focused discussion is an effective way for many students to develop their conceptual frameworks
and to learn problem solving skills as they try out their own ideas on other students and the
instructor. The give and take of technical discussion also sharpens critical and quantitative thinking
bl
skills.
Planning and Guiding Discussions
a.

Probably the best overall advice is to be bold but flexible and willing to adjust your strategies to fit
the character of your class. If you want to experiment with using discussions in your class, here
ny

are some things to consider:

• Decide on the goals of your class discussion. What is it that you want the students to get from
each class session? Concepts? Problem solving skills? Decision-making skills? The ability to
du

make connections to other disciplines or to technology? Broader perspective? Keep in mind that
the goals may change as you progress through the material during the quarter or semester.
• Explain to the students how discussions will be structured. Will the discussion involve the whole
ki

class or will students work in smaller groups? Make clear what you expect them to do before
coming to each class session: read the chapter, think about the questions at the end of the
ng

chapter, seriously try to do the first five problems, etc. Let students see you take attendance.
Students who do not come to class may not be studying.
LABORATORIES
ni

It is hard to imagine learning to do science, or learning about science, without doing laboratory or
field work. Experimentation underlies all scientific knowledge and understanding. Laboratories are
ar

wonderful settings for teaching and learning science. They provide students with opportunities to
think about, discuss, and solve real problems. Developing and teaching an effective laboratory
le

requires as much skill, creativity, and hard work as proposing and executing a first-rate research
project.
it is common practice because it is efficient. Laboratories are costly and time consuming, and pred
Developing Effective Laboratories
Improving undergraduate laboratory instruction has become a priority in many institutions, driven,
in part, by the exciting program being developed at a wide range of institutions. Some labs
encourage critical and quantitative thinking, some emphasize demonstration of principles or

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

development of lab techniques, and some help students deepen their understanding of
fundamental concepts (Hake, 1992). Where possible,
the lab should be coincident with the lecture or discussion. Before you begin to develop a
laboratory program, it is important to think about its goals. Here are a number of
possibilities:
• Develop intuition and deepen understanding of concepts.
• Apply concepts learned in class to new situations.
• Experience basic phenomena.
• Develop critical, quantitative thinking. .
•

om
Exercise curiosity and creativity by designing a procedure to test a hypothesis.
• Better appreciate the role of experimentation in science.
• Test important laws and rules.

o t.c
sp
og
bl
a.

KASHMIR ACADEMY
ny

AIOU RESEARCH PROPOSAL

du

OR THESIS
B.ED PROJECT 8613
ki
ng

HIGHLY QUALIFIED TEACHER ARE AVAIALABLE

ni

FOR STUDENT GUIDANCE

ar

TOPIC SELECTION
le

RESEARCH PROPOSAL
AIOU ASSIGNMENTS
PROPOSAL AIOU ASSIGNMENTS

learningkidunya.blogspot.com learningkidunya.blogspot.com
 learningkidunya.blogspot.com search learning ki dunya

FAISAL FARID
CONTACT # 0345-5395288
WHATSAPP #03125043992

om
o t.c
sp
og
bl
a.
ny
du
ki
ng
ni
ar
le

AIOU ASSIGNMENTS AVAILABLE 0345-5395288 WHATSAPP 0312-5043992

learningkidunya.blogspot.com learningkidunya.blogspot.com