Course name: General Methods of Teaching

Submitted to: Sir Tehseen

Submitted by: Anila Alam
Assignment: 01
Semester: 01
Course code: 8601
Registration number: cb649691
Date of submission: 20th February, 2021
Q1. Give answer to the following short questions.
(i). Define teaching in more effective terms.
Definition of teaching by different authors and experts:
Teaching is an intellectual process and an art. In this process, students are inspired by a variety
of ways to learn. A teacher starts with the student's view of various topics, what they know and
think about the subject. The teacher keeps the students' previous experience in mind. The way
students think, behave and sound is positively affected by teaching.
Teaching is defined as a method in which students are prepared for learning by providing an
initial framework to explain planned results and to identify derived learning strategies. In the
classroom, teachers have adequate opportunities for students to practice and apply what they are
learning and provide input that is oriented towards change (Good, T; Brophy, J.2000).
Edmund Amidon defined it as,
"Teaching is an interactive process, primarily involving classroom conversation that occurs
during some definable activity between teachers and students".
Brubacher
"Teaching is an arrangement and manipulation of a situation in which, in the course of doing so,
a person will attempt to overcome and learn from".
Skinner
"Teaching is the setting up of reinforcement contingencies".
Schlechty
"Teaching as an art of inducing students to act in ways that are believed to contribute to learning,
including an effort to induce students to act in this way."
Melby
"Teaching is not only the dispensing of subjects or lessons, but an art that the student is
interested in the teaching-learning process, in which the student is given the opportunity to fully
engage in the process agreed by each student by the instructor and has a positive attitude towards
individual differences. It is a relationship in which the instructor avoids negative comments,
mockery and ridicule."
Smith
"Teaching as the method of conducting tasks that experience has shown to be effective in getting
learners to learn. He goes on to say that teaching is what contributes to learning, that teaching is
the teacher's duty and that it is the teacher's fault if students do not learn."
(ii). What is conducive learning environment?
Introduction:
As teachers and students connect both formally and informally, learning takes place through a
network of social relationships. Schools are institutional environments for student groups,
including students and teachers alike. The environment needs to be conducive to learning in
order for education to be successful in classrooms, giving students space and opportunities to
engage in the learning and teaching process.
Conducive learning environment in adult education depends heavily on the preparation and
readiness of the facilitators on one hand and the participants (learners) on the other. In terms of
academic growth and the right skills, while the facilitator prepares in advance, the participants
must be physically trained and ready to engage in the learning activity. These can be done if the
atmosphere is conducive to learning.
Conducive learning environment is crucial to the success of learning of the adult learners.
Conducive environment of the adult learners can be viewed from two perspectives, the learning
environment and the learning interaction.
Learning environment:
The learning environment refers to the environment the adult learners undergo in their learning.
Learning interaction:
The learning interaction refers to the relationship that exists between the adult learner and the
adult educator (facilitator). Learning interaction is one of the cardinal factors that dictate the
outcome of learning among adult learners.
Following are the means to make classroom conducive for learning:
 Physical Space
To create a classroom environment conducive to learning, we must first focus on the physical
space. Use of every possible area of the room to create an atmosphere that encourages
participation and learning. The physical space includes the layout and arrangement of the desks
or tables, the placement of computers and equipment, and items on the bulletin boards and walls.
 Setting Students to Cooperate
One of the most challenging aspects of maintaining a neat and organized environment that is
conducive to learning is getting the students to cooperate. To begin, we should clearly define the
rules and routines for transitions between activities and classes. Practicing the transitions with
the class, and correct undesirable behaviors. Decreasing the amount of unstructured time by
having materials prepared and readily available.
  Creating a Communal Atmosphere
A communal atmosphere is a feeling established by instilling a sense of community among the
students. Another way to express this is creating a learning community. After establishing the
rules, routines, and transitions, our next objective will be to transition the classroom into a
communal atmosphere, focusing on relationships and taking a personal interest in each
contributor to the community.
 Classroom Climate and Culture
After establishing a classroom community, the final step in creating a positive atmosphere
conducive to learning is to develop a positive classroom climate and culture. A classroom’s
climate and culture are the atmosphere and quality of life in a classroom. Our role as teacher is
that of the primary contributor to the climate and culture. Our interaction with the students,
disciplinary measures, mannerisms, support, encouragement, cooperation, and focus on
individual students all contribute to an atmosphere conducive to learning.
(iii). Write down the five merits of lesson planning.
Lesson plan:
A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and
how learning will be measured. Lesson plans help teachers be more effective in the classroom by
providing a detailed outline to follow each class period.
Merits of lesson planning:
 Helps evaluate lessons: Just like teachers conduct exams to assess the understanding
levels of students, teschers also require a system that would help them evaluate their own
performance as a teacher. If we compare our teaching technique with our lesson plan, we
would immediately be more aware of how helpful our explanations are to our pupils. It
would make education more student-friendly and really interesting.
 Adds confidence: A lesson plan makes us more confident as we impart lessons to our
students. Therefore, we start sounding smarter. This happens since we know exactly what
we are about to teach and how we would go about it. For instance, we can refer to our
lesson plan to check what kind of assignments we would allot to students to assess their
knowledge on a particular topic.
 Stimulate student interest: Most students seem to dislike the idea of sitting through a
boring lecture irrespective of the subject but our lesson plan can be an excellent value
added to our lectures that has the potential to make our students eagerly wait for next
lecture. A good lesson plan might contain a few attractive illustrations that can make a
topic seem easier for most students.
 Gives scope for improvement: Topics like physics or Organic Chemistry might prove to
be slightly challenging for teachers as well as students. Now if we expect our students to
score brilliant grades in such topics during their exams, then we must give our best effort
as a teacher. If we follow a detailed lesson outline it would greatly inspire us to improve
your future teaching sessions.
 Makes the objectives clear to the teachers: Lessons become more engaging in the
presence of a comprehensive lesson guideline. For instance, we would realize how well
we can understand the objectives of every chapter once we have a lesson plan ready. That
is because a lesson plan is enriched with important suggestions that act as a short
summary of the chapter we are about to teach our students.
 Provides guidance to substitute teachers: Preparing a lesson plan can also be an
additional lifeline for our students if we are absent from the classroom on certain days.
This is because a proper lesson plan can assist a substitute teacher who might be in
charge of taking classes in our absence. Since a particular topic or idea might be
completely alien to the substitute teacher, he or she might require some kind of guidance
in terms of the plan.
(iv). Differentiate between inductive and deductive reasoning.
Inductive reasoning Deductive reasoning

Inductive reasoning arrives at a conclusion Deductive reasoning is the form of valid

by the process of generalization using reasoning, to deduce new information or
specific facts or data. conclusion from known related facts and
information.
Inductive reasoning involves making a Deductive reasoning uses available facts,
generalization from specific facts, and information, or knowledge to deduce a valid
observations. conclusion
Inductive reasoning uses a bottom-up Deductive reasoning uses a top-down
approach. approach, 

 Inductive reasoning moves from specific Deductive reasoning moves from generalized
observation to a generalization. statement to a valid conclusion

Inductive argument can be strong or weak, Deductive arguments can be valid or invalid,
which means conclusion may be false even if which means if premises are true, the
premises are true. conclusion must be true.

Observations→patterns→hypothesis→Theor Theory→hypothesis→patterns→confirmatio
y. n.
Inductive reasoning reaches from specific Deductive reasoning reaches from general
facts to general facts. facts to specific facts.
(v). Enlist the limitations of activity method.
Disadvantages:
A type of teaching in which, by taking part in a series of specially designed activities, students
gain knowledge and concern. It's an approach focused on students. A process of operation is a
method involving "learning by doing". The method of operation has now gained considerable
attention every day. Today, finding an active method for learning is the most critical question. It
is a process in which the child is dynamically interested in intellectual and physical
contributions. In this approach, learning by doing is the main focus.
1. The activity based teaching approach involves long-term preparation with minute
descriptions of the entire process and before engaging the learners, the instructor needs
to make sure that all students have adequate information and skills about the task they
are going to undertake. So this approach should not be used on a normal and everyday
basis as it requires a lengthy process.
 2. Only if the preparation of the lesson is perfect will the goals of the approach be fulfilled.
This strategy would do more harm than good if there were the slightest error in the
preparation.
3. There are varying degrees of merit and comprehension for learners. So less deserving
students could not train as others for a challenge that could lead to failure of the whole
process's goals.
Many renowned educators often agree that the activity-based approach is more appropriate for
experimental science fields and less helpful for social science topics.

Q2. What is lesson planning? Describe the classical models of lesson planning.
Lesson plan:
A lesson plan is a systematic plan of the goals and events for a given class. It is a big part of the
process of teaching and learning. Does a lesson plan represent what a teacher wants to
accomplish in - class and how to accomplish it? Planning a lesson enables an instructor to
monitor class time and its productive use.
A road map of the instructions is a lesson plan. It explains what will be learned during the class
period and how it will be achieved effectively. To explain their course of instruction for one
class, teachers need a lesson plan. To direct the teaching, the lesson plan is important.
The effectiveness of a teacher is generally judged by the ability to plan and administer
instruction that facilitates learning. In a lesson plan, instructional objectives, expectations,
teaching strategies and evaluation types all come together, which hopefully promotes student
learning. There is a good lesson plan containing the description and implementation in a specific
class of the instructional methods being used.
The teacher assesses how successful the plan was at the end of the lesson and makes any
additions or modifications for future use. The lesson plans differ in level of detail. Some teachers
write only a few plan notes, while others write the specifics of each step of the plan carefully.
The instructors find the system that fits best for them.
Need of lesson plan:
In order to describe the preferences of the subject, a lesson plan is necessary. Included are
activities that take place in the classroom, and to ensure the students' progress in teaching them
the lesson. The interests and needs of students are reflected by a well-developed lesson plan. It
includes the objectives of the lesson formulated in terms of behaviour (indicate the change in
behavior).
The lesson plan includes the best and appropriate practises of teaching methodology and
techniques to achieve the goals. A lesson plan specifies the content to be covered in a class. Also
included in the lesson plan are the assessment procedures.
Benefits of lesson planning:
Lesson planning helps teaching in following ways.
 It helps to meet objectives and goals, and on the part of the students, the same can be
said.
 It helps to get rid of or avoid issues.
 A reality check of everyday performance is provided.
 It improves students' habits and attitudes.
 It enhances teaching skills.
 It makes ordinary and easy teaching.
 During teaching, it makes the teacher organized.
 Lesson planning specifies when the interesting details are to be used in order to draw the
focus of students.
 This encourages the instructor to teach the students the best things they can do.
Effective lesson plan:
The most effective lesson plans have six key parts:
1. Lesson Objectives
2. Related Requirements
3. Lesson Materials
4. Lesson Procedure
5. Assessment Method
6. Lesson Reflection

a. Lesson objectives:
Lesson objectives list what students will be expected to do after the lesson has been completed.
These goals help us to easily say whether your lesson has taught our students new concepts and
skills effectively. We may use the SMART criteria to assess our lesson goals in the sense of
lesson planning:
The objective is specific?
Is the objective measurable?
Is the objective attainable by all students?
For our class and students, is the objective relevant?
To comply with our syllabus, is the objective time-based?

b. Related requirements:
Each lesson we teach should help us meet those standards. Listing them in our lesson plans helps
us fulfil those criteria when concentrating on our class's end goal.
It can be tedious work to lay out and lesson plan according to our needs, but it will eventually
help us stay organised and consistent with what we are expected to teach.
c. Lesson material:
The third part of our lesson plan is the list of materials we use to teach the lesson and calculate
the results of students. This segment trains us every day to deliver our lessons. We can
accidentally forget to print an important document or sign out the shared laptop cart without this
list!
Popular kinds of materials for lessons include:
Handouts from students
To textbooks
Visual Supports
Rubrics for Grading
Packets of Operation
Tablets / Laptops

d. Lesson procedure:
An in-depth explanation of how the lesson will progress in the classroom is our lesson procedure.
Essentially, the lesson procedure is step-by-step instructions that walk us through everything
from the time students enter the classroom to the end of the period when the bell rings.
We need to choose the type of activities when writing your lesson procedure that will help
students meet the objectives of the lesson.
To do that, we can answer a list of questions, including:
 How are we going to present the subject?
  What's the best way to teach our students this information?
 How can problem solving and critical thinking be integrated?
 What scenarios in real life relate to this topic?
 Does this subject lend itself to working in a group?

e. Assessment method:
The assessment method measures whether our students have understood the details of a lesson
and fulfilled the goals of your lesson.
Very often, the strategies described in our lesson plan will be formative evaluations and vary
from lesson to lesson.
To begin, via formative tests, there are hundreds of ways to evaluate student learning. Some of
the most prevalent options for evaluation include:
 Quizzes
 Hands-on Activities
 Assignments to publish
 Presentations in group
 Journal Class

Classical model of lesson planning:

 Outline learning objectives:
In terms of what students will accomplish at the end of the lesson, the lesson goals are usefully
specified. The first step is to decide as an instructor what at the end of the class we want students
to understand and be able to do. Answer the following questions to help us specify our priorities
for student learning:
• What is the subject of the lesson?
• What do I want to learn from students?
At the end of class, what do I want them to learn and be able to do?
What would I want them to take away from this unique lesson?
 Developing introduction:
After assessing and defining teaching goals in order to their importance, the instructor has to
design unique activities for the students, which is significant. They may be familiar with the
subject already; it is therefore important to gather pre-lesson context information from the
teachers. To evaluate students' knowledge of the subject, you can start with a question or activity.
 Planning the specific learning activities:
Prepare several different examples (ways) to illustrate the subject/concept in order to draw all
students' attention. After scheduling examples and lesson tasks, predict how much time we can
spend on each one. Manage the time for various applications or concerns, and for the students to
check their learning and understanding. The following questions will assist us in planning the
learning exercises that we will use in the class:
What am I going to do to clarify the theme?
• What am I going to do to explain the subject differently?
• How can I involve students in the subject?
What are some important examples of real life, parallels, or circumstances that can
Help learners understand the subject?
 Plan to check for understanding:
The subject has been clarified with numerous examples so far. We need to check student
comprehension at this point. Therefore, how are we going to know that students are learning to
plan? In order to check for understanding, think about concrete questions we should ask students
and start to write them down.
 Developing a conclusion and preview:
Repeating the content discussed in class by summarizing the key points of the lesson. We can do
this in a variety of ways: we can state the main points ourselves ("We talked about today..."), we
can ask a student to help us summarize them, or we can even ask all students to write down what
they consider to be the main points of the lesson on a piece of paper. In order to approximate
their comprehension of the subject, we should review the responses of the students and then
clarify something vague in the following lesson.

Q3. Define and clarify the concept of motivation. Describe difference between intrinsic and
extrinsic motivation.
Introduction to motivation:
The word 'motivation' comes from the word 'movers' in Latin, which means to move. Motivation,
therefore, is an external force that accelerates a reaction or behaviour. Motivation is a cause of
the action of an organism, or the motive for any operation being carried out by an organism. The
word 'motivation' refers to the arousal of a tendency to act to produce one or more effects
(1935 ).
Motivation in a human being encompasses both conscious and unconscious desires.
Psychological theories must account for a "primary" level of motivation, such as food, oxygen,
and water, to meet essential needs, and a "secondary" level of motivation, such as companionship
and accomplishment, to meet social needs. Before an organism may attend to secondary drives,
the primary needs must be met.
Definition of motivation by different scholars:
Badu,2005:
Motivation is defined as "a human psychological trait that adds to the degree of commitment of a
person." It is the method of regulating the actions of employees. (From Badu, 2005)
Bartol and Martin (1998):
Bartol and Martin (1998) relate motivation with the force that stimulates behavior, offers
guidance to conduct, and underlies the tendency to prevail. In other words, people must be
adequately stimulated and energetic, must have a strong vision on what is to be done, and must
be able for a long period of time to devote their resources to achieving their goals.
Maslow-Maslow(1960)
"Motivation is constant, never ending, fluctuating and complex and is an almost universal feature
of every state of affairs in an organism."Maslow-Maslow (1960)
Hey.L.D.(1953)
The process of activity arousing, sustaining and regulating" Crow." Hey. L. D. (1953 )
B.R.Annandii
"The central factor in the effective management of the learning process" B.R.Annandii (1981)
Lepper, Mark R
In school learning, motivation includes arousing, persisting, sustaining and sustaining
"Directing behaviour that is desirable." Lepper, Mark R. (1998)
B.F.Skinner
B.F., according to Skinner,"School learning motivation includes exciting, persisting, sustaining
and directing desirable behaviour."
Woodworth
According to Woodworth,"Motivation is the state of the individual who disposes him to pursue a
goal with certain behaviour."
Difference between intrinsic motivation and extrinsic motivation:
1. Intrinsic motivation:
The innate tendency to search out and overcome obstacles as we follow personal goals and
exercise skills is intrinsic motivation. We do not need rewards or penalties when we are
intrinsically motivated, since the activity itself is satisfying.

Intrinsic motivation means that there is something we do because we want to do it. That is, for
us, the job or activity is somehow important or relevant. And so the reward is said to be driven
internally (or intrinsic).
The motivation derives from internal variables such as the innate feeling of interest, demanding,
trust and happiness of a child while performing a task. People who are involved in a task out of
intrinsic motivation tend to be engaged and even consumed, since they are motivated by the
activity itself and not by an aim that is reached at the end or as a result of the activity. The
ultimate objective of education at any level is intrinsic motivation.
Example: Children play games for no other incentive than the enjoyment they get from the game
itself, or students who are naturally motivated will study hard for a test because they enjoy the
course material.
I. Watching sports because you love how they make you feel.
 II. Staying at work longer because you believe in your career.
III. Using optimistic claims because you want to positively change your attitude.
IV. Investing capital because you want to become economically autonomous.
V. Traveling because you want different cultures to be studied.
VI. Working in a squad because you love teamwork.
VII. Talking about personal growth because you want to make yourself better.
VIII. Going with your kids to the playground because it makes you smile.
IX. Studying because the subjects are curious about you.
X. Because you want to inspire, try to be a good leader.
XI. Participate in a sport because it's enjoyable and you love it instead of winning a trophy.
XII. Study a foreign language because you want to experience new stuff, not because it is
important for your work.
XIII. Spending time with others because you like their business and not because they would
promote your social status.
XIV. Cleaning because instead of doing it to avoid making your spouse mad, you love a tidy
room.
XV. Playing cards because you like the challenge of earning money instead of playing.
XVI. Work out because you enjoy physically pushing your body rather than losing weight or
fitting into an outfit.
XVII. Volunteering because instead of having to reach a school or stress, you feel happy and
fulfilled.

Extrinsic motivation:
Extrinsic motivation refers to conduct motivated by economic rewards such as cash, fame,
grades, and recognition. In contrast to intrinsic motivation, which originates within the person,
this form of motivation occurs from outside the individual.
Extrinsic motivation is action motivated by reward. It is a type of conditioning of the operant.
Operant conditioning is a type of manipulation of behaviour that uses rewards or punishments to
increase or decrease the probability of recurrence of specific behaviours.
Rewards or other rewards such as recognition, fame, or money are used as encouragement for
particular operations in extrinsic motivation. External factors drive this type of motivation,
unlike intrinsic motivation.
An example of extrinsic motivation is being paid to do a job. You may enjoy spending your day
doing something other than work, but since you need a paycheck to pay your bills, you are
driven to go to work. You are extrinsically driven by the opportunity to cover your everyday
expenses in this case. In return, you work a fixed number of hours a week to earn pay.
Extrinsic motivation doesn't always provide a visible reward. It can also be achieved by abstract
incentives, including appreciation.
Examples of extrinsic external rewards include:
 I. Competing in sports for trophies.
II. Fulfilling jobs for money.
III. Loyalty discounts for consumers.
IV. Buy one, get free sales for one.
V. Frequent incentives from flyers.

Examples of extrinsic rewards in psychology include:

I. Assisting individuals with the praise of friends or relatives.
II. Working for publicity, whether positive or negative.
III. Doing duties for public appreciation or glory.
IV. Doing assignments to prevent decision.
V. Completing grade coursework.
Effectiveness of extrinsic motivation:
Extrinsic motivation for certain individuals can be more successful than it is for others. For this
type of motivation, some circumstances may also be better suited. For certain individuals, the
advantages of external incentives are sufficient to inspire consistent work of high quality. Value-
based advantages for others are more inspiring.
In situations where the incentive is used sparingly enough so that it does not lose its effect,
extrinsic motivation is best used. If too much is given, the value of the reward will decrease.
Often this is referred to as the effect of over justification.
Difference between intrinsic motivation and extrinsic motivation:
Two types of behaviour stimulation are extrinsic and intrinsic motivation. The stimulation of
behaviour through different external factors is extrinsic motivation. A behavioural catalyst driven
by a desire for personal satisfaction or fulfilment is intrinsic motivation. Note that Maslow's
Hierarchy of Needs corresponds with both extrinsic and intrinsic motivation. Extrinsic
motivation coincides with the hierarchy's security needs, while intrinsic motivation coincides
with the requirements of esteem and self-actualization.
One form of motivation is better than the other, we can't say. Both extrinsic and intrinsic
motivation can have an effective effect on the actions of humans and encourage them to perform
certain acts.
 Intrinsic motivation Extrinsic motivation

Take part in a sport because you find the Taking part in a competition in order to win
practice fun. trophies.

Cleaning your room because you love Cleaning our room to keep your parents from
cleaning up being reprimanded.

Solving a word puzzle because you find a fun Competing to win a scholarship in a
and exciting challenge competition.

Studying a topic you find intriguing Because you want to get a good grade.

Q4. Define the term inquiry approach. What is mean by inductive learning.
Inquiry approach
Introduction:
Inquiry-based learning is an approach to learning and teaching that stresses the questions, ideas
and insights of students. Instructors actively encourage students to express their ideas and to
challenge, evaluate and redefine ideas respectfully. Instructors and students share responsibility
for learning through inquiry-based learning.
Learning based on investigation is more than telling a student what he or she needs to know. It's
about curiosity triggering. And stimulating the interest of a student is, I would argue, a goal
much more critical and complex than mere delivery of knowledge.
Inquiry-based learning refers to a transformation of the traditional classroom. Students are
encouraged to take part in group work to learn from their peers and participate in forms of
guided learning, which is delivered by an instructor. This form of learning enhances
comprehension rather than memorizing facts and taking notes, students are now encouraged to
discuss ideas among their peers. This form of learning also allows students to take ownership of
their learning and increases their engagement with the content.
It is a method of learning and teaching that prioritizes the questions, thoughts and analyses of
students. To highlight the complexities of pedagogy, it is necessary to describe inquiry-based
learning from the viewpoint of both a learner and an instructor.
Inquiry-based learning focuses on exploring an open issue or concern from a student's point of
view. To draw a decision, they must use evidence-based logic and imaginative problem-solving,
which they must justify or present.
Inquiry-based teaching from a teacher's point of view focuses on bringing students into the fields
of critical thought and comprehension beyond general curiosity.
Four steps of inquiry based approach:
1. Students develop questions that they are hungry to answer. Have them
develop a problem statement that requires them to pitch their question using a
constructed response, further inquiry, and citation.
2. Research the topic using time in class. It’s crucial to have some of this be
classwork so students have access to the head researcher in the room—you. You
aren’t going to do the work for them, but you are going to guide them and model
methods of researching reliably.
3. Have students present what they’ve learned. Students should create and present
a culminating artifact. When I have my students present what they’ve learned, I
use a rubric with “Able to Teach” as the acme of what to reach for. After all,
many people can understand content, but can they communicate it? students can
develop a website using weebly, or perhaps a slideshow using google slides.
4. Ask students to reflect on what worked about the process and what didn’t.
Reflection is key. And it isn’t just about asking them to think back on their
opinion of the topic. It’s about reflecting on the process itself. That’s where you
can work in metacognition thinking about thinking. Have students focus on how
they learned in addition to what they learned.
Four types of Inquiry-Based Learning:
There are different kinds of inquiry-based learning, which become decreasingly structured and
suit different classrooms:
Confirmation Inquiry: You give a question to the students, their answer, and the way this
answer is accomplished. Their aim is to improve analysis and critical-thinking skills, studying
how the particular methodology works.
Structured Inquiry: You offer an open question to students and a method of investigation. To
craft an evidence-backed inference, they must use the process.

Guided Inquiry: You offer an open question to students. They usually develop investigative
methods in groups to draw a conclusion.
Open Inquiry: You have time and support for students. They ask original questions that they
explore through their own methodology and finally present their findings to address and extend.

Benefits of inquiry based approach:

 Enhances children's learning experiences
The most productive (or fun) way to learn is not necessarily to sit in a classroom taking notes.
Instead of memorizing the teacher's information, inquiry-based learning strengthens the learning
process by encouraging students to analyze subjects themselves.
 Teaches the requisite skills for all areas of learning
Students develop critical thinking and communication skills as they explore a subject. In every
subject, as well as in day-to-day life, the cognitive abilities that students learn can be used to
enhance understanding.
 Fosters student interest
An inquiry-based approach to learning encourages students to express their own ideas and
questions about a subject. This tends to inspire more enthusiasm about the content and shows
students the abilities they can use to continue researching subjects they are interested in.
 Deepens the understanding of topics among students
Students make their own references to what they are studying, rather than merely memorizing
information. This helps them to achieve a better understanding of a subject by only memorizing
and remembering information than they would get.
 Enables learners to take charge of their teaching
Students have the chance to explore a topic, giving them more of a sense of control over their
learning. Students are encouraged to learn in a way that works for them, instead of the teacher
telling them what they should know.
  Enhances interaction with the content
This approach, as a form of active learning, allows students to participate fully in the learning
process. They are able to learn more effectively by encouraging students to discuss subjects,
make their own connections, and ask questions.

Inductive reasoning:
Inductive reasoning includes finding the path leading to a solution that is known. The capacity to
combine pieces of knowledge that might seem unrelated to general laws or relationships is
inductive reasoning. It is a primary attribute in the formulation of scientific theory. In a crime, as
an example of inductive reasoning, you have the proof, the objective is to use inductive
reasoning to determine how the proof came to be as it is.
Inductive reasoning is a logical thinking technique that requires generalisation based on concrete
facts. Inductive reasoning is a valuable analytical thinking ability that many employers are
searching for in their workers.
It is an instance of soft analytical capacity. Soft skills apply to how you communicate with
individuals, social environments, and concepts, unlike hard skills, which are job-specific and
usually require professional training.
To create plans, policies, or ideas based on those trends, employers need people who can discern
patterns and use inductive reasoning. Inductive reasoning is also a valuable ability to stress in
your work applications and job interviews.
Inductive teaching requires use of student "noticing" in contrast with the deductive approach.
The teacher provides students with several examples showing how the idea is used, instead of
describing a given concept and accompanying this description with examples. The aim is for
students to "notice" how the principle functions by way of examples.
The instructor will present the students with a variety of examples for a given concept without
providing any preamble about how the concept is used, using the grammar situation from above.
It is hoped that as students see how the definition is used, they will notice how to use the concept
and decide the grammar law.
Goals & objectives:
In general, the objectives of an inductive reasoning exercise are to improve the abilities of
students to identify patterns or to establish guidelines to describe phenomena. Objective
statements for samples include:
Students will before and after completing the community report task.
  Assess results for relevance and applicability to the development of hypotheses.
 In a given knowledge set, uncover trends and identify key facts.
 Synthesize information from many sources.
 Recognize main characteristics within findings.
 Integrate existing contexts with pre-existing details.

How inductive reasoning works:

We make assumptions, with inductive logic, to draw a conclusion. This ability is useful in
making projections and forming generalizations. Your inference may not always be accurate, but
based on the proof, it should be fair.
For instance, we note that over the last three years, customers have purchased more of our
product during the third quarter of the year. Based on that information, during the third quarter of
the coming year, we expect our customers to purchase more of our product and plan our
production increase.
Examples of inductive learning:
A teacher finds that when hands-on exercises are integrated into classes, his students
learn more. He frequently prefers to include a hands-on aspect in his future lessons.
An architect discerns a trend of cost overages in employment for plumbing materials and
in subsequent proposals prefers to raise the estimate for plumbing costs.
A stockbroker reports that the value of Intuit stock increased four years in a row during
the tax season and suggests buying it in March for customers.
A recruiter performs a review of new recruits who have achieved success and remained
with the company. She discovers that they have graduated from three area universities, so
she chooses to concentrate on those schools on recruitment activities.
In similar cases, a defense attorney studies the strategy used by prosecutors and seeks an
approach that has repeatedly contributed to acquittals. Then she applies this technique to
her own case.

Q5. What is problem solving approach? Specify the role of teacher solving learning.
Problem solving approach
Introduction:
Children learn by focusing on issues in a problem solving process. This encourages students to
gain new skills by solving the issues that need to be answered. It is expected that students can
observe, understand, evaluate, interpret, find solutions, and incorporate applications that
contribute to a comprehensive understanding of the concept. This approach builds expertise in
the scientific process. This method assists in establishing a brainstorming approach to the
principles of learning.
The students thinking on issue and their comprehension of the science behind it is based on
common sense. It does not start from the knowledge of texts. Rather, it continues from
knowledge at a later stage to the incremental creation of concepts by books. It's a method, not
vice versa, from practice to theory. Awareness here is not a target but an inevitable out came of
working on tasks. Students live in the real world and like to interact with tangible things where
they can touch, feel manipulate things then the approach is useful in igniting the process of
science learning.

Objectives of problem solving:

 Willingness to try problems and develop their perseverance when solving problems.
 Develop pupils’ self-concepts with respect to the abilities to solve problems.
 Allow pupils conscious of the problem-solving techniques.
 Make pupils aware of the importance of addressing problems in a structured manner.
 Let pupils aware that many problems can be solved in more than one way.
 Develop pupils’ ability to choose effective solution strategies.
 Develop pupils’ ability to execute solution methods accurately.
 Develop pupils’ abilities to get more correct answers to problems
 The appreciation of the nature of a problems and a desire to solve it.

Tips for effective use of problem solving approach:

Ask questions and make suggestions. Ask students to predict “what would happen if …” or
explain why something happened. This will allow them to improve logical and deductive
thinking skills. Do this by offering positive feedback to let students know when they have
learned a new idea or ability.
Don’t fear group work. Students will frequently support each other, and learning about a
problem makes them think more objectively about the measures required to solve the problem.
Help students understand the issue. In order to solve problems, students need to identify the
end goal. If you excel at helping students answer the questions “what?” and “why?”, finding the
answer to “how?” will be easier. Make students recognize particular challenges, obstacles, or
confusions. Don’t waste time going on issues that students already understand?
If students are unable to express their issues, assess where they are having trouble. Identify
the basic concepts or principles associated with the problem. Let students articulate their
problem-solving process. In a one-on-one tutoring session, ask the student to work his/her
problem out loud.
Take enough time. Budget enough time for: recognizing the problem and identifying the aim,
both personally and as a class; coping with questions from you and your students; making,
discovering, and fixing mistakes; and solving whole problems in a single session.
Teach within a particular context. Teach problem-solving skills in the way in which they will
be used. Use real-life problems in explanations, examples, and tests. Do not teach problem
solving as an individual, abstract skill.
Act as a facilitator. Teacher must bear in mind that if in a child-directed learning not teacher-
directed. He must be alert and engaging to arouse interest among students. Must have political
atmosphere.