AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017

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AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 for general method of teaching. In this subject methods how to teach are described. So this aiou code 8601 solved assignment 1 spring 2017 described all general method of teaching to the students. Before going to teach the students teacher must complete knowledgeable about teaching method. If any teacher who want to learn these method in detail must consult with this aiou code 8601 solved assignment 1 spring 2017.

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 LESSON PLANNING

Q.4 A) HIGHLIGHT THE HUNTER’S SEVEN STEPS OF LESSON PLANNING.
Answer:-
What Is the Seven Step lesson Plan? How do you make sure you’ve covered all bases when planning for instruction? Many teachers use a lesson plan template format given to them by their administrators, school or districts. Others learn a method in college and stick with it for the length of their careers. Many notice a plan is working well for colleagues and adopt it as their own. One lesson plan type that is widely used is the Seven Step lesson plan model. Why is this? One reason is the plan has a structure that is applicable to a wide variety of applications, such as differing grade and age levels. It also provides for different types of instruction, such as direct teaching and independent work. Let’s take a closer look at the criteria used on this template. [he Seven Step Lesson Plan Just like you’d think, the Seven Step lesson plan has 7 areas it covers:
• Objective
• Motivation
• Direct Instruction
• Guided Practice
• Independent Practice
• Supplementary and/or alternative instruction
• Assessment

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 SEVEN STEPS OF LESSON PLAN FORMATTING

The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.

Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.

I. Getting students set to learn
Step 1: Review — Typically at the beginning of the lesson, review previous material that is relevant to this lesson.
Step 2: Anticipatory Set — Getting students to focus their attention on the material to be presented — getting them interested or prepared for what they are about to learn.
Step 3: Objective — State the objective for the lesson.

II. Instruction
Step 4: Input and Modeling — Presenting new information to students. Once the material has been presented, using them to show students examp.es of what is expected as an end product of their work.

iii:- Checking for understanding
Step 5: Checking Understanding Determining whether or not students are making sense of the material as the material is being presented.
Step 6: Guided Practice — Immediately after instruction students are given the opportunity to apply or practice what they have just learned and receive immediate feedback.

iv:- Independent practice
Step 7: Independent Practice — After students appear to understand the new material, they are given the opportunity to further apply or practice using the new information. This may occur in class or as homework, but there should be a short period of time between instruction and practice and between practice and feedback.

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 OTHER MODELS

B) HOW IS 5E’S MODELS OF LESSON PLANNING DIFFERENT FROM THE OTHERS MODELS?
THE ELEMENTS OF THIS LESSON ARE: ANTICIPATORY SET- The attention grabber, teaser, tickler, any strategy/idea that can be used to grab student attention on the topic and must be related to that topic thematically. Instructional Input or Procedure- Provides students with information needed prior to instruction to ensure student comprehension of the concepts presented. The purpose is to ensure that all students have the necessary experience and conceptual knowledge to understand the instruction to be presented. Madeline Hunter Lesson Elements Modeling- Teacher models or demonstrates the skills that need to be learned or presents some visual support related to the lesson objective.

GUIDED PRACTICE- INITIAL PRACTICE OF LESSON SKILL WITH TEACHER-DIRECTED SUPERVISION:
Independent Practice-Students practice learning objective/skill without direct teacher supervision or input Assessment- A formal assessment that provides learning criteria and indicators through traditional or alternative evaluative means. The assessment is reflective of and tied to the learning objectives Re-teach- After the lesson has been taught and students demonstrate lack of mastery, this component provides alternative instructional modifications and adaptations that address all learners’ needs Enrichment- Also referred to as Extension or Culminating Activity. Provides challenging instructional activities that extend the scope of learning for students who demonstrate academic proficiency of the learning objectives Closure- End of the lesson where the learning objectives are reiterated through a thematically-related exercise or process

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 5E MODEL OF LESSON PLANNING.

5E Model of Lesson Planning A simple lesson model that can be used for any grade level, but is dependent on the type of duration of the activities that are included in each section. The 5E elements are: Engage- The lesson introduction should raise of level of interest set off prior student knowledge. The Teacher should create interest, generate curiosity, raise questions, and prompt responses that uncover what students know or think about the subject. 5E Model Elements Explore -Teacher needs to give students the opportunities to explore the subject in a hands-on activity. The teacher should encourage students to work together without direct instruction, observe and listen to student interaction, ask probing questions to redirect students, provide time for students to solve problems, and act as consultant for students.
Explain
– Teachers will use questioning strategies to lead student discussion of information they discovered during the Explore activity. Teachers should introduce new vocabulary terms and explanations at appropriate times during the discussion. The Teachers should explain concepts and definitions in their own words, ask for justification and clarification from students, formally provide definitions and explanations, use students’ previous experience to relate concepts, and assess students’ understanding.

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 5E MODEL ELEMENTS

5E Model Elements
Elaborate/Extend
-Students are encouraged to apply, extend, and enhance the new concept and related terms during interaction with the teacher and other students. Teachers should expect students to use formal definitions and explanations provided previously, encourage students to apply concepts to new situations, and remind students of alternate explanations

Evaluate
-Students demonstrate their understanding of the concept. Teachers should observe students apply new concepts and skills, assess students’ knowledge and/or skills, look for evidence that students have challenged their thinking or behaviors, allow students to assess their own learning and group process skills, and ask open-ended questions, such as “Why do you think…? “What evidence do you have?”, etc.

SIDE A
SIDE B
CONCLUSION: The differences I found in the SE lesson component and the Madeline Hunter Lesson Component, is that the SE lesson is a more basic lesson component in contrast to the Madeline Hunter Lesson Component. The M.H. Component consists of ten sections, which is five more than the SE, I find that the extra sections are basically going much more into detail of lesson planning versus the SE keeps it short and simple. The format I feel is best align to my views in teaching is the SE lesson Component because I feel that my thoughts and ideas can be complex, so if I have an organizer that keeps everything simple, it would keep me from going off topic.

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 STRATEGIES TO MOTIVATE STUDENTS.

Q. 5 DEFINE THE TERM MOTIVATION. WHAT STRATEGIES A TEACHER CAN USE IN THE CLASSROOM TO MOTIVATE STUDENTS?
Answer:-
MOTIVATION: Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class.

STRATEGIES TO MOTIVATE THE STUDENTS IN THE CLASSROOM: One of the biggest challenges in the classroom is improving student motivation. The two types of motivation for learning are intrinsic and extrinsic. Intrinsic learning occurs when the student already has an interest in learning the subject and is inspired internally. However, extrinsic motivation occurs when other factors, such as a reward or recognition, drive them to participate in class. It is the teacher’s responsibility to engage students in learning by tapping into intrinsic and extrinsic motivations.

FOSTER A POSITIVE LEARNING ENVIRONMENT: Your personality sets the overall tone in the classroom. When you show enthusiasm and passion for the subject you’re teaching, it can be contagious for most students, who will model your positive behavior. Besides teaching the curriculum, be a role model to reinforce positive actions to motivate students to learn. Ensure that classroom rules are detailed so students feel safe to participate and share their opinions and comments without ridicule. Feeling free to express themselves will encourage students to be engaged.

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 BUILDING THE STUDENTS REPORTS

BUILD RAPPORT WITH STUDENTS: Students who have positive relationships with teachers are more engaged in learning. Conduct group discussions about subjects that interest them to uncover their personalities. Give surveys with questions about their favorite books, movies, hobbies and sports. Open up to your students as well about your background and interests to show you are genuinely interested in making connections.
PREPARE ENGAGING LESSONS: No matter the subject covered, find ways to make the material fun and exciting for your students. Facilitate student activities that give insight to their interests, backgrounds and future goals. Students often are unmotivated because they are bored. Grab their attention with stimulating music, art and hands-on activities to tune them in to the curriculum. For example, if you’re delivering a lesson on poetry, plan contemporary music and discuss poetic devices within the lyrics instead of just reading poems. Use technology, to liven up classroom activities.

GIVE STUDENTS OPTIONS: Each student learns differently and should have a variety of projects and activities to peak her interest. For example, instead of a written exam, give students a list of assignments to choose from, including writing an essay, delivering a presentation, and drawing art. By doing this, you address various learning styles, such as auditory, visual and tactile, helping students to participate in ways that are most natural to them.

START A REWARDS PROGRAM: Rewarding students reinforces positive behavior, and students eventually internalize a desire for learning. A rewards program includes giving praise to students for completing assignments and being active participants in classroom activities. Few teachers would deny that motivated students are easier to teach, or that students who are interested in learning do, in fact, learn more. So how do teachers motivate their students? Here are some practiced, tried-and true strategies to get (and keep) your students interested in learning.

AIOU CODE 8601 SOLVED ASSIGNMENT 1 SPRING 2017 B.ED STUDENTS.

1. Know your students’ names and use their names as often as possible.
2. Plan for every class; never try to wing it.
3. Pay attention to the strengths and limitations of each of your students. Reward their strengths and strengthen their weaknesses.
4. If possible, set your room in a U-shape to encourage interaction among students.
5. Vary your instructional strategies; use lectures, demonstrations, discussions, case studies, groups, and more.
6. Review the learning objectives with your students. Be sure students know what they are expected to learn, do, know, etc.
7. Move around the room as you teach.
8. Make your classes relevant. Be sure students see how the content relates to them and the world around them.
9. Be expressive. Smile.
10. Put some excitement into your speech; vary your pitch, volume and rate.
11. Give lots of examples.
12. Encourage students to share their ideas and comments, even if they are incorrect. You’ll never know what students don’t understand unless you ask them.
13. Maintain eye contact and move toward your students as you interact with them. Nod your head to show that you are listening to them.
14. Provide opportunities for students to speak to the class.
15. Be available before class starts, during break, and after class to visit with students.
16. Return assignments and tests to students as soon as reasonably possible. Provide constructive feedback.
17. Be consistent in your treatment of students.
18. Make sure that your exams are current, valid, and reliable. Tie your assessment to your course objectives.
19. Plan around 15-20 minute cycles. Students have difficulty maintaining attention after a longer period of time.
20. Involve your students in your teaching. Ask for feedback.

FOR QUESTION # 01 – 03 “CLICK HERE”

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