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AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017

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Aiou solved assignment 2 code 8601 spring 2017 describes the principles of cooperative learning. Aiou solved assignment 2 code 8601 spring 2017 is course subject is general method of teaching, which is offered to B.Ed. students by Open University Islamabad. Aiou is offering most subjects on distance learning bases. This subject assignment aiou code 8601 solved assignment 2 spring 2017 also belongs to distance learning subject. The teachers who need to know the methods of teaching must read or consult with this subject and must read in detail.

AIOU SOLVED ASSIGNMENT 2 CODE 8601 SPRING 2017 COOPERATIVE LEARNING STRUCTURE.

Q. 4 DESCRIBE PRINCIPLES OF COOPERATIVE LEARNING. ENLIST DIFFERENT COOPERATIVE LEARNING STRUCTURE.
Answer:-
PRINCIPLES OF COOPERATIVE LEARNING:-
Positive Interdependence Students perceive that they need each other in order to complete the group’s task (“sink or swim together”). Teachers may structure positive interdependence by establishing mutual goals (learn and make sure all other group members learn), joint rewards (if all group members achieve above the criteria, each will receive bonus points), shared resources (one paper for each group or each member receives part of the required information), and assigned roles (summarizer, encourager of participation, elaborator). Face-to-Face Promotive Interaction Students promote each other’s learning by helping, sharing, and encouraging efforts to learn.

Students explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students sit knee-to-knee and talk through each aspect of the assignment. Individual Accountability Each student’s performance is frequently assessed and the results are given to the group and the individual. Teachers may structure individual accountability by giving an individual test to each student or randomly selecting one group member to give the answer. Interpersonal and Small Group Skills

Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely as academic skills. Collaborative skills include leadership, decision – making, trust-building, communication, and conflict-management skills. Group Processing Groups need specific time to discuss how well they are achieving their goals and maintaining effective working relationships among members. Teachers structure group processing by assigning such tasks as (a) list at least three member actions that helped the group be successful and (b) list one action that could be added to make the group even more successful tomorrow. Teachers also monitor the groups and give feedback on how well the groups are working together to the groups and the class as a whole.
AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 TYPES OF COOPERTIVE LEARNING STRUCTURES.

DIFFERENT COOPERATIVE LEARNING STRUCTURES:-
THINK-PAIR-SHARE. Give students a question or a problem and have them think quietly of an answer or solution. Have they discuss their response with a student sitting close by, and then have they share with the entire class. A time limit of one or two minutes should be used for the pair exchange. This is a good technique for breaking up a presentation, as well as an assessment of student understanding. Pairs check. Partners coach each other on a worksheet or text problem and/or check notes for completeness and accuracy. Time: two minutes.

THREE STEP INTERVIEW. Students form pairs and one-partner interviews the other on a predetermined topic (What are some of the most significant health issues facing humankind today?) for two or three minutes; partners switch roles. Then pairs combine to form groups of four. Each group member introduces his or her partner, sharing the information from the original interview. This is a great icebreaker activity and also fosters active listening.

STAD (Student Teams-Achievement Divisions). After a lecture, video, demonstration or discussion of a chapter in the text, teams of three or four receive a worksheet to discuss and complete. When team members feel they have reached acceptable solutions, you can give a brief oral or written quiz to the group, representative, or each member of the team to assess mastery of the material. See page 101 in the Cooperative Learning Handbook.

JIGSAW:-
Each member of a “base group” is assigned a minitopic to research. Students then meet in “expert groups” with others assigned the same minitopic to discuss and refine their understanding. Base groups’ reform, and members teach their minitopics to each other. You can give a brief oral or written quiz to the group, representative, or each member of the team to assess mastery of the material. See page 105 of Cooperative Learning Handbook.

AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 CONSTRUCTIVE CONTROVERSY.

CONSTRUCTIVE CONTROVERSY:-
Pairs in a group of four are assigned opposing sides of an issue Each pair researches its assigned position, and the group discusses the issue with the goal of exposing as much information as possible about the subject. Pairs can then switch sides and continue the discussion. See page 123 of the Cooperative Learning Handbook. Numbered heads together. Each member of a team of four is assigned a number. Pose a thought question, a problem, or present an EEEP, and allow a few minutes for discussion with the groups. Call out a number after randomly selecting a numbered card from a deck. The person whose number is called stands and represents the group. Call on selected students who are standing. See page 25 of the Cooperative Learning Handbook. Roundtable/Circle of Knowledge.. Groups of three or more members brainstorm on an assigned topic, with each member taking turns to write down one new idea on a single piece of paper. The process continues until members run out of ideas. When time is up, the group with the most number of independent ideas presents to the class. See page 70 of the Cooperative Learning Handbook.

TALKING CHIPS.
This is a method to ensure equal participation in discussion groups. Each member receives the same number of chips (or index cards, pencils, pens, etc.). Each time a member wishes to speak, he or she tosses chip into the center of the table. Once individuals have used up their chips, they can no longer speak. Hie discussion proceeds until all members have exhausted their chips.

CO-OP CARDS:-
Each partner in a pair prepares a set of flashcards with a question or a problem on the front and correct answer(s) on the back. One partner quizzes the other until the latter answers all the questions or problems in the set correctly. Then they switch roles and use the other set of flashcards. A great technique to help students memorize information and review.

AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 CO-OP CARDS

Send a Problem. Similar to Co-op Cards, each member of a group writes a question or problem on a flashcard. The group reaches consensus on the correct answer(s) or solution and writes it on the back. Each group then passes its cards to another group, which formulates its own answers or solutions and checks them against those written on the back by the sending group. Stacks of cards continue to rotate from group to group until they are returned to the original senders, who then examine and discuss any alternative answers or solutions by other groups.
10-2. In this structure, present information for ten minutes, then stop for two. During the “wait time students in pairs or small groups share their notes, fill in the gaps, or answer a question. Think-aloud-pair-problem solving. Students are paired off, assigned a role of ”problem solver (student A).” or “listener (student B).” Present a problem to be solved. Student “A” solves the problem by talking aloud, while student “B” encourages, supports, and asks questions (to help with the solution). Randomly select a group and ask them to present the solution to the class. Present a second problem, but this time ask the students in pair to reverse roles. See page 80 in the Cooperative Learning Handbook
AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 SET INDUCTION

Q. 5 A) WHAT IS “SET INDUCTION”? ENLIST THE DIFFERENT TYPES OF SET INDUCTION.
Answer:-
WHAT:-
Set induction is about preparation, usually for a formal lesson? When the students are set, they are ready to learn (‘are you set?’). Set induction is thus about getting them ready, inducing them into the right mind-set.

HOW:-
Sets are used before any new activity, from introduction of a new concept to giving homework. It is important in each set both to create clarity about what is expected happen (both what you will do and what they should do), and to create motivation for this to occur, with students being fully engaged in the learning. Set induction can be done by such as:
• Explaining potential benefits to the learner.
• Giving clear instructions.
• Describing what is going to happen. The STEP acronym may be used to help remember what to do:
• Start: Welcome the students, settle them down and gain attention.
• Transact: Understand their expectations and explain yours. Link with previous learning.
• Evaluate: Assess the gap between their expectations and current reality. Clarify any discrepancies for them.
• Progress: Move on to the main body of learning.

WHY
Perrot (1982) identified four purposes of set induction.
1. Focusing attention on what is to be learned by gaining the interest of students.
2. Moving from old to new materials and linking of the two.
3. Providing a structure for the lesson and setting expectations of what will happen.
4. Giving meaning to a new concept or principle, such as giving examples.

SET INDUCTION:-
Set is a mental state of readiness Induction brings it on Set Induction gets learners thinking and ready for the lesson Anticipatory Set is another name used

SET INDUCTION SHOULD:-
Contain a statement of the learning
Relate the objective
Involve the learner in the learning

AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 STATE OF LEARNING

STATE OF LEARNING
Provides a reference point between what the student knows and the new material, thus creating a link from one lesson or class to the next.

RELATE THE OBJECTIVE:-
Relating the objective to some experience past, present and future helps in retention and transfer at a later time Techniques for Involvement of the Learner in the Learning
Covert
Overt
Questions
Activity
Pictures
Objects
Cartoons
Stories
Anecdotes
Outlines
Transparencies
Summarizing
Facilitating Sets Used to summarize information presented in previous lessons Used to summarize information that will occur Emphasizes the cognitive aspects of a new lesson by reviewing or summarizing Motivating Sets Catch the students attention Arouses curiosity Poses interesting questions Uses dramatic appeal Creates a need or interest Induces an affective or emotional response

SUMMARY
It is best to provide both motivating and facilitating sets Monitor behavior by involving students in overt behavior. Set Examples

AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 DRIVER EDUCTATION

DRIVER EDUCATION:-
Today we will cover the steps in parallel parking. John, you played a terrific basketball game last night. If you had made that last free throw we probably would have won the game. Judy, why were the cheerleaders not at the game? Oh well, let’s get on with the lesson. Turn to page 101 and study for the 3 steps far parallel parking. I will ask you to repeat them for me in a few minutes. We will drive tomorrow and I’ll see if you know the steps. Warren, you need to work on your hand over hand steering. Reba you should study the test manual if you plan to pass the driving test.
One more thing before you start studying the 3 steps–I’ll be in the coach’s office if you need me.
10TH GRADE BIOLOGY CLASS
HYPERTENSION
How many of you have a friend or a family member that has a heart problem or blood condition? Well, today we are going to learn about hypertension and what causes it. Making healthy lifestyle choices and starting those habits now can help you in preventing this disease in your future.
11TH GRADE BUSINESS CLASS
ASSET ACCOUNT
Last week we studied the Accounting Equation: Assets = Liabilities + Owner’s Equity. Sandra, can you tell me what an asset is? That’s right! An asset is anything of value that is owned. How about a liability? Mary, do you remember? Very good! A liability is a claim of a creditor on your assets. And finally, Mark, tell us what is owner’s equity. All right! Owner’s equity is the owner’s claims to the assets. So today we are going to learn two terms that you will use your whole life: Debit and Credit. How many of you have your own bank accounts? Good, all but two of you. Have any of you noticed the words “debit” and “credit” on your bank statements? Does anyone have a credit card like Visa or maybe a gas card? OK, only three of you. Have you noticed the words “debit” and “credit” on your monthly statement? Understanding these two terms will aid you in interpreting your financial information whether you are a ditch digger or an accountant. You will see these words used on bank statements, credit card bills, stock brokerage accounts, and all sorts of financial statements.
OBJECTIVE–TSWBAT understand that a debit increases an Asset account and decreases Liability and Capital accounts; and a credit increases Liability and Capital accounts and decreases an Asset account.
8TH GRADE PHYSICAL EDUCATION CLASS
We will learn the Techniques of the Softball Throw today. I know many of you have thrown a softball. Ron, are you playing on the Boys Club Team this year? You have changed positions from first base to the outfield. That is a good position for you but you still have to throw the ball–right? Many of you will be involved with team play or just for fun and these techniques will enable you to throw the ball a greater distance and with more accuracy. How many of you are right handed? Good–John, you and Gary are the only lefties in class. We have the Presidential Physical fitness Test coming up and the softball throw is one of the events How many of you have never thrown a softball? Raise your hand. We are ready to discuss the techniques of the Softball Throw.

AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 IMPORTANCE OF TEACHING

B) EXPLAIN THE NEED AND IMPORTANCE OF TEACHING TOOLS IN EDUCATION.
Answer: “Teaching materials” is a generic term used to describe the resources teachers use to deliver instruction. Teaching materials can support student learning and increase student success. Ideally, the teaching materials will be tailored to the content in which they’re being used, to the students in whose class they are being used, and the teacher. Teaching materials come in many shapes and sizes, but they all have in common the ability to support student learning.
Examples:-
Teaching materials can refer to a number of teacher resources; however, the term usually refers to concrete examples, such as worksheets or manipulatives (learning tools or games that students can handle to help them gain and practice facility with new knowledge — e.g. counting blocks). Teaching materials are different from teaching “resources,” the latter including more theoretical and intangible elements, such as essays or support from other educators, or places to find teaching materials. Student Learning

AIOU CODE 8601 SOLVED ASSIGNMENT 2 SPRING 2017 SUPPORT LEARNING MATERIALS

Support Learning materials are important because they can significantly increase student achievement by supporting student learning. For example, a worksheet may provide a student with important opportunities to practice a new skill gained in class. This process aids in the learning process by allowing the student to explore the knowledge independently as well as providing repetition. Learning materials, regardless of what kind, all have some function in student learning. Lesson Structure corning materials can also add important structure to lesson planning and the delivery of instruction. Particularly in lower grades, learning materials act as a guide for both the teacher and student. They can provide a valuable routine. For instance, if you are a language arts teacher and you teach new vocabulary words every Tuesday, knowing that you have a vocabulary game to provide the students with practice regarding the new words will both take pressure off of you and provide important practice (and fun) for your students.

DIFFERENTIATION OF INSTRUCTION:-
In addition to supporting learning more generally, learning materials can assist teachers in an important professional duty: the differentiation of instruction. Differentiation of instruction is the tailoring of lessons and instruction to the different learning styles and capacities within your classroom. Learning materials such as worksheets, group activity instructions, games, or homework assignments all allow you to modify assignments to best activate each individual student’s learning style.

FIND HERE:- AIOU SOLVED ASSIGNMENT 1 CODE 8601 SPRING 2017

ACQUIRING TEACHING MATERIALS:-
Getting your hands on valuable teaching materials is not nearly as difficult as it can seem at first. The Internet has many resources for teachers, most of them free that can significantly increase the contents of your teaching toolbox. You can also make your own materials. Every learning material you develop will be an asset to you when you next teach a similar unit. An investment of time or money in good teaching materials is an Investment in good teaching.

FOR QUESTIONS # 1 TO 3 “ CLICK HERE “

2 Comments

  1. Umair Ahmad says:

    Assignment (2) 8602,8603,8604,8604,8605,8606??????

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