Course: General Methods of Teaching (8601) Semester: Autumn, 2022

 

ASSIGNMENT No. 1

 

Q. 1 A teacher's personality traits are important to create and maintain a classroom/learning environment. Why?

ANS:

Personality Traits Contributing to Teacher and Student Success

Personality traits are combinations of traits that a person inherits as an individual and traits that develop from specific life experiences. The personality traits that define a person determine how successful that person is.

There are certain personality traits that help teachers and students to be successful. Success means different things to different people. Teachers and students who exhibit most of the following characteristics are almost always successful, regardless of their definition of success.

Adaptability

The ability to respond to sudden changes without confusion.

Students with this trait are able to deal with sudden adversity without afflicting scholars.

Teachers with this trait are quick to make adjustments to minimize distractions when things don't go as planned.

Integrity

Integrity includes the ability to complete work carefully, efficiently and with the highest quality.

Conscientious students produce consistently high quality work.

Conscientious teachers are highly organized and efficient, routinely providing quality instruction and activities to their students.

Creativity

The ability to think creatively and solve problems.

Students with this trait are able to think critically and are good problem solvers.

Teachers with this trait can be creative and build engaging classrooms for their students, design engaging lessons, and incorporate strategies to personalize lessons for each student.

Determination

People with determination are able to face adversity without giving up in order to achieve their goals.

Students with this trait are goal-oriented and will go out of their way to achieve their goals.

teachers are determined to find a way to get their job done. I can't find an excuse. Through trial and error without giving up, they find ways to reach even the most difficult students.

Empathy

Empathy allows you to relate to others even if they do not have similar life experiences or problems.

Students with this trait can identify with their classmates. you are indecisive. Instead, they are supportive and understanding.

Teachers with this trait are able to assess and meet student needs beyond the walls of the classroom. They notice that some students are having a difficult life outside of school and try to find solutions to help them.

Forgiveness

Forgiveness is the ability to overcome a situation in which you have been wronged without feeling resentment or resentment.

Tolerant students are able to let things flow that might distract them when mistreated.

Teachers with this trait are able to work closely with administrators, parents, students, or other teachers who may have raised issues or disputes that might harm the teacher.

Honesty

Honest people show their sincerity in their actions and words without hypocrisy.

Students who display integrity are liked and trusted

They have many friends and are often seen as class leaders.

Teachers with this trait are considered highly professional. Students and parents buy what they sell and are often highly regarded by their peers.

Kindness

Kindness is the ability to be kind, courteous, and grateful in any situation.

Friendly students are popular with classmates and liked by teachers. People are attracted to your personality. They often do whatever it takes to help others whenever they get the chance. His

teachers with this quality are appreciated. They are investing in schools beyond the walls of the classroom. They voluntarily take on chores, help other teachers when needed, and find ways to help families in need, such as helping their families.

 

 

 

Q.2 Describe the process of course design and planning.

Ans-

Start the process early and allow as much time as possible to plan your new course. A successful course requires careful planning and continuous review. Contact colleagues who have taught the same or similar courses to learn their strategies and general impressions of students who typically attend the course. If teaching as a team, you and your teaching partner should meet early to discuss course objectives, educational philosophy, course content, teaching methods and policies, and specific responsibilities of each teacher. there is.

 

Define course objectives. Setting course goals makes it clear what students are expected to learn and achieve. With these course objectives in mind, you can decide what content to include, what teaching methods to use, and what types of assignments and exams are appropriate. For a useful introduction to curriculum planning that begins with defining student learning goals rather than course content, see Grant Wiggins and Jay McTighe's Understanding by Design (1998).

 Focus on student learning when defining course goals. One of his ways of articulating these goals is to establish what students should learn in terms of content, cognitive development and personal development. Be as specific as possible and make sure your goals define learning in a measurable way. Think about the following questions:

 

What do you want your students to remember about your course in 5 to 10 years?

How will attending your course change them?

What skills do students need to develop in this course?

How does this course relate to other courses in this subject? (e.g. subject introductory course, basic course, advanced course, etc.)?

 

In addition, students who typically take courses (level of preparation, majors, academic interests, etc.) should be surveyed to consider how the courses can help improve the knowledge and understanding of the topic for this group of students. there is.

 

Benjamin Bloom's Taxonomy of Educational Objectives (1956) provides a useful framework for identifying the observable and measurable skills you want your students to acquire. Bloom identified six types of her cognitive processes and ranked them in order of increasing complexity. This page contains resources to help you create learning objectives using Bloom's taxonomy.

 

Below is an example of a list of course objectives developed for the General Chemistry course. (At the University of Washington, General Chemistry is a foundational course in several scientific disciplines. It is primarily aimed at incoming freshmen who are in the top 1% of their high school class and whose academic interests represent a variety of disciplines.)

General Chemistry: Course Objectives

To provide chemistry topics that need to be covered to help students prepare for other courses and standardized exams.

provides students with the study skills they need to succeed in college-level science programs. These skills are different from the skills needed to succeed in high school science courses. For example, teach students how to study effectively in groups.

Teach students problem-solving and critical thinking skills. Show how chemistry is used in other fields and in everyday situations.

Teach students the beauty of chemistry.

Defines learning content. Pick your main topics and decide the order in which you will teach them.

Select a main topic to cover. To get the initial list of course topics, search the current textbook or current literature (for specialized courses).

 

 

Q.3 What strategies a teacher can use in the classroom to motivate students?

Ans.

 

Strategies for Motivating Students in the Classroom

Children with and without special needs often suffer from a lack of motivation to learn. This lack of motivation can affect students in the classroom in different ways. Developing a strategy for dealing with student disengagement is critical to a school's success. Motivation comes in her two forms: intrinsic motivation and extrinsic motivation. Motivated students by nature have a natural motivation to get work done.

 

Here are some ideas for motivating your students.

Build relationships with students. As you learn more about your students, you will be able to better understand their learning needs and customize your teaching. When you show your students your personal interest, they are more likely to build confidence in you and be willing to learn new material without fear of failure.

Use examples whenever possible. Many students want to see the finished product. This will increase your self-confidence and motivate you to learn when learning new concepts.

 

Pass control to the student if possible. When students are in control, they are much more likely to participate in class. Give students choices about how the material is presented and what kind of activities they want to participate in to enhance their lessons. Ask for feedback on how best to help students learn

 

This allows us to provide differentiated instruction to students who need different methods. It also helps your students know that you care about them and are willing to do your part for their success.

Use any kind of technology available. We live in an era of technology and students learn how to use technology from an early age. Lessons delivered to students via computers, smart boards, iPads, etc., rather than simply learning from books, engage even the most distracted students because they see these devices as fun and 'cool' helps.

 

Praise your students for the little things and the big things. Show your work in the classroom and tell your class visitors about it. Tell your students how proud you are of them when they learn a new concept that you know they will struggle to understand. Recognize that students are doing something good for other students. Recognize a class when you follow the class rules for a day or a week. Send positive notes home to parents and make sure your students know you are doing this.

Set up a token or point system. Many students need external rewards for motivation. Some consider this "bribery" and undesirable. In reality, we all work for extrinsic rewards. we call it salary

Rewards also give students something tangible to remind them of their achievement.

 

Unleash your creativity. Students enjoy using games to reinforce what they have learned. Especially when there is a prize for the winner at the end. Using visual aids such as colored charts, charts and videos will increase your motivation. Create engaging classrooms with posters, seasonal themes, and presentations of student work. Establish

 

routines. Many students need to know what to expect when they enter the classroom. This gives you comfort and a sense of control. When students feel comfortable and in control, they are more motivated and open to learning.

 

Expressively, with a smile. Greet your students with a smile every day and let them know you are happy to see them. If you look happy and motivated, your students will treat you well.

 

Q.4 What is meant by inductive reasoning, provide examples regarding applicatoin of this method in classroom setting?

Ans-

Inductive Reasoning -

Inductive reasoning or inductive logic is a type of reasoning in which general conclusions are drawn from a set of specific observations. Some consider inductive reasoning to be "bottom-up" logic because it involves extending certain assumptions into broader generalizations.

What is an example of inductive reasoning?

Here is the basic form of inductive reasoning, with premises and generalized conclusions based on concrete data.

1. All the swans I have seen are white. (Assumption)

 

2. Therefore, all swans are white. (Conclusion)

In this example, the conclusion is actually wrong. There are also black swans. This is the so-called "weak" argument. However, it is easy to strengthen the conclusion by increasing the likelihood.

 

1. All the swans I have seen are white. (Assumption)

 

2. Therefore, most swans are probably white. (Conclusion) His Three Uses of

Inductive Reasoning

Inductive reasoning is used in several ways, each serving a different purpose.

 

1. Use inductive reasoning in everyday life to build an understanding of the world.

2nd Inductive reasoning also underpins the scientific method. Scientists gather data through observation and experimentation, form hypotheses based on that data, and test those theories further.

This intermediate step, the formation of hypotheses, is inductive reasoning, without which we cannot get very far.

 

3. Finally, despite its weak inference potential, inductive arguments are also the principal method of reasoning in academic life.

Six Types of Inductive Reasoning

There are several important types of inductive reasoning.

1 Generalized. Here is a simple example of the white swan above. Use assumptions about your sample set to make inferences about the entire population.

 

2. Statistics. This form uses statistics based on large, random sample sets, and their quantifiable nature reinforces the conclusions. Example: "95% of the swans I have traveled around the world are white, so 95% of the swans in the world are white"

3. Bayesian. This is how statistical inference is adjusted to explain new or additional data

For example, location data can be used to more accurately estimate the proportion of swans.

 

4. Similar. This format indicates that based on shared properties between two groups, other properties are likely to be shared as well. Example: "Swans look like geese, and geese lay eggs, so do swans."

 

5. Foresight. This type of reasoning draws conclusions about the future based on past samples. Example: "Last summer there were always swans on the lake, so there will be swans this summer."

 

6. Causal reasoning. This type of reasoning involves causality between premises and conclusions. Example: "There were swans in the lake every summer, so swans come to the lake at the beginning of summer."

What is the difference between inductive reasoning and deductive reasoning? It is one of the two main types of reasoning on which beliefs are based. The other is deductive reasoning, or known as syllogisms.

An example of deductive reasoning is:

"All birds have wings, and swans are birds. That is why swans have wings."

 

Logicians often prefer deductive arguments because they provide firm conclusions. However, this idea is valid only in certain limited circumstances. It usually involves the opposite of a generalization because it starts with a general principle and gradually moves towards a specific conclusion. It is sometimes called a "top-down" argument, as opposed to the "bottom-up" approach of inductive reasoning.

Deductive reasoning provides valid or invalid arguments, depending on whether the premises require a conclusion, rather than weak or strong.

 

Q.5 Summarize the main points bearing on te role of research project

Ans

Research articles use a standard format to clearly convey experimental information. A research paper typically consists of seven main sections: title, abstract, introduction, methods, results, discussion, and references. Determine your focus First, you need to decide why you need to summarize your article.

If the purpose of the summary is to take notes to remember the article later, you may want to write a longer summary. However, if the purpose of the article summary is to incorporate it into the work you are writing, the summary should focus on how the article specifically relates to your work. Please allow enough time to read the article. Before writing about research, you need to understand it.

This often takes much longer than most people realize. Only when you can clearly explain your research in your own words to someone who has not read the article are you ready to write about it. Scan the item first. When I try to read a new article from start to finish, I get bogged down in the details. Instead, use your knowledge of the APA format to find the key points. Take a quick look at each section to see:

 • Research question and rationale for the study (listed in the introduction)

 • Hypotheses or hypotheses tested (Introduction) • How the hypotheses were tested (Methods)

• Results (including results, tables and diagrams)

 

 • How the results were presented (Discussion) Underline key phrases in each paragraph or write main points (e.g. hypothesis, design) in the margin

 

The synopsis helps identify the main points, but it contains very condensed information and should not be relied on alone. Remember to focus on the most relevant parts of the article. Read deeply and read interactively. Read each section multiple times after highlighting the key points. As you read, ask yourself the following questions.

 

• How compelling are the results? Are some of the results surprising?

• What does this study offer to answer the original question? • What aspects of the original question remain unanswered? Plagiarism. Plagiarism is always a danger when abridged the work of others. To avoid this:

 

 • Take notes in your own words. If you use short notes or summarize key points in your own words, you'll have to rewrite the idea in your own words later.

 

 • If you find yourself sticking strictly to the original language and only slightly changing the wording, you may not understand the research. Writing the Abstract Like the abstract of a published research paper, the purpose of the abstract is to provide the reader with a brief overview of the research. To write a good summary,

 

identify the key information and summarize it for your readers. The better you understand a topic, the easier it will be to explain it thoroughly and concisely.

Write the first draft. Use the same order as the article itself. Adjust the length accordingly, depending on the content of your particular article and how you plan to use the abstract.

 

• State your research question and explain why it's interesting

•  Name the hypothesis tested

. •  Briefly describe the methods (design, participants, materials, procedures, what was manipulated [independent variables], what was measured [dependent variables], how the data were analyzed).

•  Explain your results. result. Don't overstate the importance of your results.

 

• Results and interpretation of results should be directly related to the hypothesis. In your first draft, focus on content rather than length (it may be too long).

 

Compress later if needed. Write hypotheses, methods, and results first, then the introduction and discussion last. If you have a problem with one section, leave it for a while and try another. If you summarize the articles into p