Week Ten Games and Simulation Strategy

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Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Games and Simulation Definition - It is kind of entrainment which involve one or more people to engage themselves in the world of competition, it is usually played between two or more teams. Simulations are designed to place the players in quasi-realistic roles which stimulate what might happen in real life (Grambs and Carr, 1991, p. 177). Why? • It is motivating and realistic: it motivates the interest of player as a result they will get more equipped with the skills and knowledge resulting in the application in real life situation. • It is learner-centered: it depends on the interest of learner’s individual, more the input of interest more will be the learning outcome. • It enhances cooperation among peers: through particular play it helps every individual to engage with one another whereby they will share and exchange different ideas. • It develops higher-cognitive skills of all types: simply play never makes sense until we use our aptitude skills as a result one individual can develop ones higher-cognitive skills. How? Before we really begin our exercise we have to know details like what, how and with whom it is to be used along with the true objectives of learning outcomes. After choosing appropriate educational objectives or learning outcomes, we should then have to give a thought as to what type of exercise we thing would be best suitable for true learning like case study, broad game or computer simulation and so on. At last choosing a specific exercise, in term of availability and suitability to meet our needs like whether manual or electronic, within the reach or out of station.
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Week Nine Field trip Learning Strategy

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Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Field trip Learning Strategy - Field trip is defined as a course-related activity that serves educational purposes and occurs outside of the classroom at a location other than on the campus at which the course is regularly taught. Features of field learning Facilitate the learning of abstract concepts: Taking students on a field trip makes learning more effective as they will be able to gain vast ideas on the topic. Motivate students through increased interest and curiosity: Field learning can add variety to the regular classroom instructional program and they tend to be special and enjoyable learning experiences. As a result, students will develop positive attitudes in students toward related classroom activities. Increases student-student and student-teacher social interaction: Field learning provides an opportunity to involve students, parents, and the teachers in the instructional program. Develops social awareness: Field learning makes students aware of learning activities in everyday life. For instance, visits to supermarkets or shopping malls are typical field experiences, which teachers may fail to notice. A well-organized trip to a "normal" place is an excellent method of teaching students to observe, ask questions, and learn in the large classroom. Types of Field learning Instructional learning An instructional learning is a visit by a class or group of classes to a location outside the regular classroom, which is designed to allow the students to achieve specific course objectives, which cannot be achieved as efficiently by other means. An example of an instructional field trip is a visit to botanical garden to study about different kind of flower. School contests or festivals A school contest is an extra campus activity, which provides an opportunity for students to demonstrate knowledge and skills developed through subject area instruction. Contests, competitions, festivals, or evaluations may involve teams of students from more than one class or subject. An example of a school contest, festival, or evaluation is the school level essay competition. Motivational learning trips A motivational trip is an extra-campus activity, which is not a part of a scheduled class. It provides a motivational incentive for the school, club, group, or class and is related to improving the school climate. The procedures in this guide are for instructional field learning. If you are planning a motivational trip, please note that this requires approval from the General Area Director. An example of a motivational trip is an end of year visit to Buddha point by a student body. First a teacher must choose the kind of trip to take and then decide on a general location for the trip. """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" Purpose of field learning 1. Hand on experience -Field strategy allow for actual tactile experiences. Which means it is a key to learning strategies as no matter how much the lesson is challenging, students are able to be in the presence of knowledge and increases their retention. - It also helps the student to learn from actual hand on experiences, rather than by simply reading or hearing about something. 2. Cooperative learning Field learning strategy takes a group of students to work in the group or as a team where the individuals can shares their points about the topic that they have got. 3. Explore new environment Field learning strategy helps the students through different varieties of learning modalities like visual and tactile learning as it provides the students to see, hear and touch thing they might not otherwise explore in the classroom. 4. Building background knowledge It also helps the students to build a body of background knowledge to use later in their educational careers. 5. Anticipation No matter how interactive the classroom or how good the teacher, students often get bored in the classroom. For that field trips will give a break as well as it entices their curiosity towards learning the lesson. 6. Facing the real world - It enriches the lives and experiences of the student by taking classic rote learning in to the real world. - Involvement in a real world experience makes learning more meaningful and memorable. Principles Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Stimulate the curiosity of the students, channel it withinstructured frameworks, and reveal their own intellectual interests. It unequivocally leads to greater learning and cognitive development of the students. Provides the students with stimulating experiences that enable them to realize the value and knowledge of their skills in external settings. Provides students with a vibrant intellectual experience embedded with knowledge. An intensive research and knowledge transfer culturepermeating all teaching and learning activities. > The students engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research - and experiences to the world. > It is fundamental to the students for acquiring the skills of critical thinking. > A process fundamental to students ’learning how to learn’; that is, how effectively process and apply both their present understandings and giving them a framework and skills in near future. > Provide students with unique perspectives and solid understandings of how knowledge is created and used. A vibrant and embracing social context > It is believed that through FLS student develops a stimulating and encompassing social context that spills over from the classroom into the broader life. > Brings students together for the purposes of study, such as collaborative team projects and peer tutoring, to enhance learning. > Students’ experiences in external settings as they engage in knowledge transfer activities which can also add significantly to the vibrant social context offered by FLS. > Serves to broaden and strengthen networks with both the individual student and class as a whole. > FLS is committed to learning being embedded within a strong social context and to providing a rich social and cultural environment. An interactive and culturally diverse learning environment > Involves interactivity and intercultural experience for the learners (learning requires openness to difference and challenge). > Interactivity and culturally diverse setting provides special opportunities for intellectual broadening and requires students to have particular openness to their viewpoints. > Provides all students with a wealth of opportunities to see how knowledge in different disciplinary milieu is produced and applied, and knowledge transfer experiences that > The individual students feel supported and learn to explore difference with civility, honesty and fairness. Explicit concern and support for individual development. Students learn in different ways and at different rates, and their understanding varies considerably according to personality, background and particular talents. So, FLS contributes to creativity and the generation of new knowledge. Field learning gains individual attention and serves as assistance in developing their understandings. Provides appropriate opportunities for one-to-one interaction. Learning cycles of experimentation, feedback and assessment. > Structuring and integration of new information into existing cognitive systems. > Students need some freedom to experiment with knowledge without the educational process in its entirety ( ‘trial and error’). > Vital way of consolidating new knowledge in which one can attempt to use it in new situations, either theoretically or practical applicability. Role of a teacher 1.To select the site(appropriate and meaningful selection) 2. Teacher act as facilitators(overall need for the trip and for the students) 3. To give necessary information before, during and after trip beforehand to misconvinence To make necessary arrangements • To seek permission from principal, teachers, site host and parents • Transportation issues • Budget and food. Role of the students Activate participation Have to be a good listener Should be corporative Behave properly Procedural steps for field trip learning 1. Before the trip • Identify objectives and plan of evaluation for the field learning. • Select site to be visited and arrange date and time. • Conduct pre-visit to familiarize yourself with the major features of the field: to find out it educational, contact person and mobile numbers. 2. Logistics Planning • Apply for administrative approval and file requisition for transportation. • Decide how to assign their learning during the trip and develop schedule list for the day. • Arrange special equipment’s like cameras and collect money for admission fees if the site demands. • Inform parents about the trips and take sign concern from the parents. • Create a list of student names, phone number and name for emergency contact and fist Aid box. 3. Field Trip Preparation/Pre-trip discussion • Discuss the purpose of the field trip. • Show photographs or posters of the site. • Set a standard conduct and discuss money usage, lunch plans, dress code and other necessary things. • Discuss what observations to be done and how to gather information. • Overview the field trip schedule. • Check all the permission slips the day before the trip. 4. During the trip-The Field Trip • Tell them do’s and don’ts of the trip. • Count the number of students. • Check equipment • Tell them help each other if they need. • Let students towork in pairs or in a small group. Dos and don’ts of the trip Do’s • Let children always be in groups. • Tell them to co-operate well in the public. • Good behavior on transport. Don’s • Don’t let them wonder. • Walking, no running Don’t let them misbehave 5. After the trip-Post-field Trip • Let student to share their observations and reactions to field trip experiences. • Create classroom bullet in board displaying materials collected while on field trip. • Let class to compose thank-you letter to those who helped during the field trip and to person who took you for the trip. 6. Evaluating Field trip • What was the unique educational value in this trip? • Did students meet the objectives? • Was there adequate time? • Was there adequate staff and adult supervision? • What might be done differently to be better? • What points to be emphasized next time? • What problems should be addressed in the future? Advantages i) Better Grades and Understanding Field trips can result in greater achievement in all subjects. By seeing real-life application of the lessons that they are learning in school, children might be more likely to understand and appreciate the importance and relevance of what they are learning. ii) Exposure to new things Children learn about different professions, ideas and opportunities when they travel outside their own neighborhoods. A field trip can awaken the desire in a child to try new things and pursue previously unconsidered dreams. iii) New learning environment Field trips also allow the students to learn outside of the classroom. It offer the opportunity to teach the students something new. iv)Real life experience/Hands-on learning One of the biggest advantages to field trips is that they allow students to have a real-world experience School trips are typically designed to support a student's classroom learning experience. A school trip is an ideal place to allow the student to see real-life applications of academic lessons. . Moreover, some field trips integrate actual assignments for students to investigate during the trip. v) Team building Many field trips combine educational content with team-building activities, such as working together to clean a stream that has been polluted. In fact, it is often a good idea to go on a field trip early in the school year to help create a bond between the students. vi) It enhances the culture exchange. Field trips helps each individual to exchange and share their individual’s views moreover they will get accustom with the outside environment. Disadvantages Planning A disadvantage of field trips is that they take an incredible amount of planning. Collection of consent forms and money is normally done by the teacher and adds to an already-packed to-do list. We must make sure that every child has a signed permission form. Organization Many schools prohibit certain field trips due to costs, safety issues or lack of chaperones. It can prove difficult to organize a field trip and make arrangements for students who cannot afford to go, collect parental consent, budget the transportation needs and find enough parents who will supervise. Behavior/Rules and Structure • Students may be tempted to wander away from the group, misbehave on the bus or become loud at a museum. Kids need detailed instructions from their teachers and parents before the field trip ever starts. • It can be challenging to control an entire classroom in new surroundings. It may be difficult for students to focus on the lesson if they are excited about spending a school day outside the classroom • It is externally difficult to carry out especially when it requires long distance • It may be a waste of time and resource if not well planned.
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Week Eight Role Play Strategy

       Week Eight

           Role Play Short History

     The founder of the role play is Physician Jacob L. Moreno (1889-1974) in Vienna.             The    term "role" comes from the "rolled-up" script actors used to use over two thousand years ago in Ancient Greece. It is very important to use role play in the classroom while teaching because it is fun and motivating, the quieter students get the chance to express themselves in a more forthright way, and the world of the classroom is broadened to include the outside world, teaching communication skills, Develop students' self-confidence, self-esteem and self-image and encourage students to take a deep approach to learning (Cope & Horan, 1996). Role play will help the students to learn and understand more about the particular topic.

           Definition

          Role playing is unprepared, unrehearsed dramatization. By role playing situations the  participants are able to “rehearse the future.” (Grambs and carr, 1991, p.184).

          Principles of role play

               > The principle behind role-playing is that the student assumes a particular personality of a different person, such as a historical character.

                > According to Jones(1982), students “must   accept the duties and responsibilities of their roles and function, and do the best they can in the situation in which they find themselves.”

                   Roles of teacher

                  :) Instructor

                  :) Provides accessories for play

                  :) Spectator

                  :) Feedback provider

                  :) Let the student play the role, where the child is comfortable.

                  :) Facilitator 

                   :) Participant

       Role of students

• Active listener

•Seek guidance from advisor

•Assume responsibility for your own learning

•Develop effective interaction with teacher

•Evaluate and judge your own performance

•Spectator and provides feedback

 Purpose of Role play

         i.To stimulate interest among the students.

              Children have always enjoyed learning through mimicking and duplicating the actions of others including their parents and peers.

       ii. For long term retention (learning by acting).

              People enjoy playing, especially young people. If the students are already motivated to play, learning through play would become even easier.

        iii. For cognitive learning method (critical thinking).

             Role playing encourages the use of critical thinking because it involves analyzing and problem solving, there fore role play is a cognitive learning method.

        iv. Role playing teaches many lessons.

             Some of the most important lessons. It teaches  the lessons that are needed in  society, competition, cooperation and empathy.

         v.  For the exchange of knowledge.

              Role play allows for the exchange of knowledge between students.                                The teacher is also able to see the various capabilities of students at the same time.

  

           Procedural-steps in enacting the role play

             1.Warm up group.

          In a role play, a group has to be formed and needs to choose a situation for a role play, in which situation they are going to play and also how they are going to play.

2. Select participants.

   It has to select the participants for the role play individually about what role they want to take.

For example. If we play a role in situation of animals, then have to select who wants to take a role of a cow, dog, buffalo, tiger etc…

3. Set the stage.

  Stage needs to be prepared unlike usual ones. Moreover what need to prepare is   how the individual roles are going to act and speak according to the particular role that they are taking.

4. Prepare the observer.

    When the role is going to play there also need to have some public watching the play. And also need to have observer or judge to observe and note down how far the role players can act and speak accordingly and also what mistakes they are committing because they need to improve next time.

4.Enact

  Here it is playing a role in reality according to the particular roles that the individuals took.

6. Discuss and evaluate.

    Discuss about the positive and negative feedback’s but mainly focuses on the negative points.

7. Re-enact.

    After making perfections against the mistakes that they made, again they are going to enact the role- play.

8. Share experience and generalize.

    Needs to share about what good experience that they gained after acting such a role-play. Good experiences like working in team/groups, cooperation with friends, confidence and etc… also need to convey the message to the public that, what moral they gained from the roles they took.

  

Advantage of Role Play Strategy 

1. Student interest in the topic is raised.
2. Active Participation.
3. Long-term retention.
4. It enhances communication and interpersonal skills.
5. Can be used with individuals or in group situations.
6. It teaches empathy and understanding of different perspectives. It help individuals to learn to accept both their own feelings and those of others.
7. Develops confidence and self-efficacy.
8. Provides teacher immediate feedback about the learner’s understanding and ability to apply concepts. 

Demerits of Role-play Strategy
1. Role play may awaken previously subdued or suppressed emotions.
2. Less effective in large groups (Chaos).
3. Teacher must accept her new role where she/he does not dominate the class anymore.
4. Embarrassment for some students.
5. Can lack focus unless well planned and monitored.
6. Can be unpredictable in terms of outcomes.
7. Can be time-consuming.

Week Seven Activity Based Teaching Strategy

Activity Based Teaching Strategy
Links Home ICT Management Paro College VLE Paro College RUB Education	Activity Based Teaching Strategy Week Seven Activity Based Teaching Strategy was introduced by David Horsburg Definition It is a method of teaching in which the children in the class are actively involved both by mentally and physically. Principles of ABTLM Activity based teaching is a learner centered approach. Emphasis on experience learning Activity based teaching promotes acquisition of social skills by providing opportunities for learner to work cooperative and collaboratively. It provides potential and creatively in individuals Activity based teaching encourages the union of work and play. Uses child friendly educational aids to foster self learning Three kinds of learning activity are Exploratory: It is done through observation and searching information where learner just need to absorb on what teacher is teaching. Constructive: constructive learning is basically done through experiment where it mainly focus on hands on learning. Expressional: is done through sharing information and articulating with each other in form of role play, presentation etc. Advantages of ABTLM - The advantage of ABTLM are: Can be used in all the subjects Promotes better understanding of a lesson as it is learning by doing. Ethics are usually formed when using activity based. Enhance Self efficacy in child Opportunities to work independently and in groups. It inspires the students to apply their creative ideas, knowledge and minds in solving problems. Disadvantages of ABTLM Low efficiency students cannot take active participation. Learner would lose interest and become inactive in the discussion. Lengthy procedure and requires (flawless) perfect planning. Focusing on activity to make learning fun can actually hamper those students Purpose of activity based learning. An activity is said to be the language of the child. Improve social skills Encourage self learning . Make the learner do more than just listening and studying Greater knowledge retention and high level performance. Active problem solving by students It enhances creative aspect of experience Provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills and values. Builds the students self-confidence and develops understanding through works. Effective in all the subjects.     Steps For Activity-based learning. 1. Planning Teacher need to plan before hand, what activity is going to give to his his/her students and how to group them. While planning an activity to students we have to think of what? When? How? Where? And why? 2. Instruction Ensure you give clear information before each activity. For each activity ensure you follow the principles of, what? How? With whom? Where? How long? What after? 3. Check the understanding of the instruction Let any of them to repeat what you have instructed them to do. 4. Organizes/ Monitoring Go around the class, involve the children in the learning process and guide them if necessary. 5. Follow up Let your student to present their points/views to the class 6. Evaluation Evaluate the students work and pass the judgment according to their needs. ROLE OF A TEACHER IN ACTIVITY BASED TEACHING Planner - Planning is thinking ahead. Thinking about what, why, whom, when and how it will happen. As a teacher, we have to instruct in a systematic manner, then a substantial proportion of your time and activity will be concentrated on planning-deciding what and how you want your students to learn. Decision maker. - It is important in any learning to make decision. Teacher’s ability to make good decision regarding the content, the experiences and activities to be used, the organization of classroom, etc. is crucial in any teaching learning situation. Facilitator. - Teacher shows respect for a child’s worth and competence and ask question to help children explore further. They encourage all the members of the group to contribute to the discussions and maintain non threatening atmosphere that permits students to feel able to comment freely. Teacher as a facilitator ensure the group works through each step in turn. Knowledge imparter. Children can acquire different types of new knowledge, skills and activities. Evaluator/Organizer Teacher as an evaluator is to help him determine strengths and weakness so that school experiences can enhance learning and also to judge or calculate the quality of work done by the students. When, how and how the teacher will help learning to occur involves organization. (Space, time, materials). Disciplinarian. Teacher should control the class and maintain discipline while students are doing an activity.
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Week Six Demonstration Strategy

Demonstration Strategy
Links Home ICT Management Paro College VLE Paro College RUB Education	Demonstration Strategy Week Six Definition Demonstration strategy is defined as Showing something by giving prove or evidence. Roles of Teacher in Demonstration Strategy Giving Instruction: The role of teacher in demonstration strategy is to give the instruction to the students of how to do the activity planned for the class. Before hand preparation: The teacher should prepare before hand of what kind of activity is he/she going to demonstrate in the class. Handeling the equipments carefully: Especially in the lower class the teacher should guide and handle the instruments carefully The Roles of the students in Demonstration Strategy Lestening to the instruction: The role of students is to listen to the teacher's instruction, and follow the activiy as per the instructions. Active Participation: All the students in the class should actively participate in the activity so that every child will be able to understand the topic taugh in the class clearly. Handle the hands on experience Doing by seeing :After carefully observing the tutor the students must be able to do what their teacher has demonstrated in the class. Asking question:One of the role of students in demonstration strategy is to ask question to the teacher. Purposes of Demonstration Strategy - The purposes of demonstration strategy are: Arouse interest in the students learning With the interest in students learning the points can be efficiently illustrated. With the use of diferent teaching strategy in the class, there will be change in the learning environment too. Another purpose of demonstration strategy is lack of equipments Time Constraint If there is any failur in the activity process the risk will be on teacher, so it is a risky experiment. Principle of Demonstration Teaching The teacher must practice the activity before doing in the calssroom. Learner must have the pre knowlodge of what demonstration is done in the class. Appropriate demonstration, explaination and discussion are the key thing that enhance the students preformance. Types of Demonstration Strategy Pure Demonstration - Pure demontsration is one type of demonstration strategy in which the students keep watching on what teacher is doing (Observing the teacher's demonstration) Demonstration with commentary - In this type of strategy the students participant is only verbally. Participant Demonstration -The students actively participate as instructed by the teachers. Procedure for Demonstrategy Carefully plan the demonstration -The teacher must know what he/she is doing in his/her demonstration. Practise the demonstration -Before the activity is done in the class the teacher should do it brfore doing in the class Develop an outline -Teacher should have the outline of how to do the demonstration, the materials needed and the steps to follow. Make sure everyone see the demonstration - Everyone in the class must see how the demonstration is going on so that all the students can understand the concepts and steps carefully. Introduce the demonnstrategy to focus attention - Teache should introduce the demonstration carefully so that he/she can gain the attention of the students. Ask and encourage questioning - For more clearification of the demonstration it is recomended to ask question related to the topic. Plan a follow up for the demonstration - To check how much the students have understood the demonstration, the teacher must have a follow up of the demonstration.
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Week Five Project Strategy

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Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Project Strategy Founder of Project Strategy Project method has its intellectual organs in John Dewey philisophy Project is an investigation to solve the problems for reason Characteristics of Project Strategy Hardwork Creative Personal Adaptable Features of Project Strategy - It extends beyound classroom teaching -The method is carried out in natural setting or in a real life situation Principle of Project Strategy Principle of utility Principle of Readiness Principle of learning by doing Principle of freedom at work Principle of socialization Types of Project Work Produce type Consumer type Investigation type Drill type Procedure - Steps of Project Strategy Stage 1- Classroom Planning Step 1: Providing a set of task for studying Step 2:Selecting a task/problem for study Step 3:Formulating of hypothesis Step 4:Planning/designing method to investigate Stage 2- Execution Step 1:Collection of data Step 2:Organising and interpreting data Step 3:Review Stage 3- Conclusion Step 1:Reporting and incorporating deletion Step 2:Evaluation Role of teacher in Project Strategy - Be a guide friend and philosopher - Teachers should motivate the students in such a manner that there is whole hearted cooperation of students in the process - Teachers helps the students in proper planning of the project and discuss with them all the pros and cons of the project. Advantage of Project Strategy Motivation Personal Learning by doing Sense of achievement Relevance Interegation of language with other skills Real needs for language learners Language and culture Educational Values Independent investigation Co-curriculum Disadvantages of project strategy. Noise: The class will be noisy because most of the project works are done in a group. Time: It is a time consuming Use of mother tongue Different levels. How do we have to assess a project work? -Content(70%). -Presentation(10%). -Process(20%).
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Week Four - Questioning Strategy

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Links Home ICT Management Paro College VLE Paro College RUB Education	Teaching Strategy Questioning Strategy Q. What is a question? Ans: Question is a statement that seeks clearification/response Purposes of Questioning Helps the teachers to make a judgement about how effective the pupil are learning Make a classroom more student centered learning It improve the thinking level To check the efficiency of the teachers Encourage lengthy responses and sustained answers. Principle of Questioning Distribute questions so that all, including non-volunteers, are involved in learning. Encourage the leanthy responce and sustained answers. Balance accurate and thought-provoking questions. Ensure audibility, then refuse to repeat questions or answers. When the students ask question, donot response the child until asking to the class before. Suggest partnership by inquiring, “How can we ...?” Classification of Questions as per bloom’s taxonomy Remembering: The learner is able to recall, restate and remember learned information. Questions for Remembering What happened after...? How many...? What is...? Who was it that...? Can you name...? Understanding: The learner grasps the meaning of information by interpreting and translating what has been learned. Questions for Understanding Can you explain why…? Can you write in your own words? How would you explain…? Applying: The learner makes use of information in a context different from the one in which it was learned. Questions for Applying Do you know of another instance where…? Which factors would you change if…? What questions would you ask of…? Analysing The learner breaks learned information into its parts to best understand that information. Questions for Analysing What was the turning point? Why did...changes occur? How is...similar to...? Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Questions for Evaluating Do you believe...? How would you feel if. ..? What are the consequences..? Do you think...is a good or bad thing? Creating The learner creates new ideas and information using what has been previously learned. Questions for Creating Can you see a possible solution to...? What would happen if ...? Can you design a...to...? Two types of questioning Convergent and Divergent Questioning Convergent Questioning The convergent questioning doesnot requires more thinking. Example: Yes/No , True , False - It is close ended question, which have only one answer and it should be direct. - Collect short ideas from the students - It mainly focuses on the lower level of thinking Question Example: - What is your name ? - Name the animal that have two leg? Divergent Question - Divergent question requires more thinking. - Divergent question is an openended, which have infinit answers and have indirect answer - There is no wrong or right answer Features: 1. Eliciting Multiple Responses: · If the teacher decides that more than one student should respond to a particular divergent question. Then the teacher asks a question that can be answered with multiple responses. 2. Accepting diversity: In addition to eliciting to longer and multiple responses, the teacher must also be prepared to accept diverse responses. To reinforce appropriate responses behavior, the teacher must demonstrate a high degree of acceptance for the response of each student. The rule of thumb is that when divergent questions are asked by the teacher, free responses of each student must be allowed. Again, this is a great technique for disadvantaged students, as they may get to become “stars” in the classroom. 3. Beginning the sequence: Divergent questions deal with high level of thinking 1. Analyzing 2. Evaluating 3. Creating Socratic questioning: What? Named for Socrates (ca. 470-399 B.C.), the early Greek philosopher/teacher Socrates. A Socratic approach to teaching is one in which the instructor poses thoughtful questions to help students learn. The Socratic method of teaching is a student-centered approach that challenges learners to develop their critical thinking skills and engage in analytic discussion. Achievement: Facilitate inquiry-based learning. Active participation. Help students to construct knowledge. Poses thoughtful questions to help students learn. examine students ideas logically student-centered learning.(helps students to engage) Improve long-term retention of knowledge. Help students to develop problem-solving skills. Six Types of Questioning: Questions for clarification. Questions that ask assumptions. Questions that ask reasons and evidence. Questions about Viewpoints and Perspectives. Questions that ask implications and consequences. Questions about the question. Procedural Steps of questioning: Write question. Gain attention. Ask Question. Pause while asking the question Call for the responses/answer If no responses change the question. Again if no responses pick somebody. After the response supplement on it.
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