Assignment for Lesson 10.2
- What are the components of skill involved in class room management?
- State the components of skill for stimulus variation.
- State the skill of writing instructional objectives.
What are the components of skill involved in class room management?
Presentation of theory:
- Lecture
- Discussion
- Written self-instructional material
- Multimedia package
Modeling:
- Perceptual models, such as live demonstrations, recorded videos, audio recordings, or films
- Symbolic models, such as written models
Planning:
- Self-planning
- Planning under guidance
- Different formats used
Performance:
- Conditions, including real and simulated
- Number of pupils
- Time variations
Perception and feedback:
- Use of video-audio type
- Use of rating system, counting system
- Feedback from peers and supervisors
- Immediate or delayed feedback
Integration of teaching skills:
- Number of skills
- Strategies of integration
State the components of skill for stimulus variation.
The following are the components of teacher behaviour for classroom communication:
Movements:
A. Moving around the class
B. Checking student activities
C. Avoiding aimless wandering
Gestures:
A. Movements of body parts to direct attention
B. Emphasizing on shape, size, etc.
Change in speech pattern:
A. Change in tone, volume, speed
B. Voice modulation
Focusing:
A. Directing students' attention towards a point
B. Verbal, gestural, or verbal cum gestural
Change in interaction styles:
A. When two or more communicate with each other
B. T-T (teacher-teacher), T-P (teacher-pupil), P-P (pupil-pupil)
Pausing:
A. Deliberate silence during talk
B. Neither too short nor too long
C. Giving time for answers
Change in sensory focus:
A. When the teacher changes sensory channel
B. Oral to visual switching, oral to oral-visual, visual to oral-visual
Physical involvement of students:
A. In experiments, dramatization, writing on blackboard
These components are important for effective classroom communication and can help teachers to keep students engaged and focused on learning.
State the skill of writing instructional objectives.
The skill of writing instructional objectives involves several key steps, including:
- Identifying the desired learning outcome: This involves reviewing the standards or learning goals to determine what the students should be able to do or know after completing the lesson.
- Choosing appropriate action verbs: Instructional objectives should begin with an action verb that describes what the student will be able to do. Effective action verbs should be specific, measurable, and observable.
- Writing clear and concise statements: Instructional objectives should be written in clear, concise language that is easy for students to understand. Avoid using jargon or technical terms that students may not be familiar with.
- Ensuring alignment with assessments: Instructional objectives should be aligned with the assessments used to measure student learning. This means that the objective should describe what the student will be able to do or know, and the assessment should measure whether or not the student has achieved this objective.
- Reviewing and revising: It is important to review and revise instructional objectives to ensure that they are accurate, achievable, and aligned with learning outcomes. This may involve getting feedback from other educators or revising objectives based on student performance data.
By developing these skills, educators can write clear and effective instructional objectives that support student learning and achievement.
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