Q.1 Discuss elementary education in Pakistan and compare it with
elementary education in India and Bangladesh.
Education is widely recognised as a crucial factor in any successful development strategy. Education is
the dividing line between wealthy and impoverished nations. It was declared in the Education for All Act of 1990 that everyone, regardless of gender or age, has the right to an education. A better standard of living and the end of poverty may be achieved via education more than any other single factor. In Pakistan, elementary education encompasses grades Pre-K through 8. The primary function of elementary school is to provide the groundwork for a child's continued academic success in later grades. Thus, all educational summits and programmes have focused on improving this phase of schooling. Unfortunately, owing to administrative faults, the Millennium Development Goals deadline of 2015 could not be met for this. Pakistan's primary school system still needs significant work to catch up to the international standard of excellence. Keeping up with the rest of the world that urgent attention be paid to reformulating goals, policies, curricula, infrastructure, teacher education, and the implementation system. The topic of Pakistani schools' ability to provide a high-quality education has been hotly discussed. However, rather than focusing on the most formative and formative period of education—elementary school—they focus on the forms, sources, and content of education. Government elementary schools have made little headway in implementing new and existing programmes for teenage learners in recent years. There have been reductions in government-funded programmes that encourage curiosity and personal growth, such as guidance counselling, health education, and physical education. There has been a reduction in the scope of education to the merely mechanical conveyance of facts and information. The area of students' personal growth has been neglected due to the emphasis on rote learning and subject matter in primary school. Negating the different continuing continuous societal changes experienced by the developing learners has been the routine of the day, despite this reality of government primary education's failure having been pushed to the back burner in favour of doing what is simpler and less expensive.Both the
federal Ministry of Education and the individual provinces are responsible for
education policy in Pakistan. On the other hand, the federal government often
helps with things like creating curricula, accrediting institutions, and
funding R&D. Educating children in Pakistan is the responsibility of the
state, as stated in Article 25-A of the country's constitution. This provision
applies to children between the ages of 3 and 16. All children in the state
between the ages of five and sixteen must be entitled to a free and obligatory
public education in accordance with such regulations as the legislature may
establish. Preschool (ages 3 to 5), primary (grades 1 through 5), middle
(grades 6 through 8), high (grades 9 and 10 leading to the Secondary School
Certificate or SSC), intermediate (grades 11 and 12 leading to the Higher Secondary
(School) Certificate or HSC), and university (leading to undergraduate and
graduate degrees). When you take into account the many seminars hosted by a
wide range of organisations in Islamabad and other provincial capitals, the
picture becomes more complicated. A large number of nations in our area,
including several in South and Southeast Asia as well as those to the north and
west of Pakistan, have improved their literacy rate and quality of education in
recent decades. Character, bravery, hard effort, and persistence are the four
pillars upon which the complete super-structure of human existence may be
erected, as Quaid-e-Azam once said. Even said, the current coalition
administration deserves credit for enacting norms at a variety of educational
levels that were previously lacking. As an example, Punjab invests the most
money in its education system, including higher education (Rs. 9,100,000
million), K-12 education (Rs. 16,453,000 million), special education (Rs.
1,825,000 million), literacy, and informal basic education (Rs (Rs. 1,250,000
million). A concentrated effort to raise consciousness about the importance of
literacy and the need to create Adult Literacy Centers and Non Formal Basic
Education Schools in penal institutions, workplaces, and communities at large.
To improve adult literacy and ensure all children in Pakistan between the ages
of five and sixteen have access to a free and compulsory education, the
constitution of Pakistan requires that all children be enrolled in school. As
part of a shift toward provincial autonomy, the 18th amendment shifted
jurisdiction over 47 areas, including education, from the federal government to
the individual states. In this regard, 2015 was pivotal since it was the cutoff
year for the Education for All (EFA) pledge made by the signatories of the
Dakar statement, among them was Pakistan. There is a need to analyse the
education system in Pakistan and look into the issues and problems it is facing
so that practical solutions can be recommended in light of education-related
statistics, Pakistan's progress toward education targets set in Vision 2030,
and Pakistan's lagging behind in achieving EFA targets and its Millennium
Development Goals(MDGs) for education. Research facilities and educational
opportunities are more readily available to students in metropolitan areas of
both Pakistan and India than in their more rural counterparts, as we will see
in our discussion of the disparity between the two countries' educational
systems. Without a doubt, education is the single most important aspect in a
country's development, but in order for it to be effectively implemented, the
teacher must also serve as a role model. Keep reading this essay so that you
can fully grasp the differences between the Indian and Pakistani educational
systems. An educated populace is one of the most important factors of a
prosperous nation. Both the proficiency rate and the kind of education provided
in a country are indicators of its level of development.
Any
country's worth may be gauged by looking at its literacy rate. Despite initial
setbacks, teachers in Pakistan and India have made great strides in improving
their classroom practises. Many sound policies and guiding principles have been
implemented in Pakistan's educational system, but sadly, not all of the gaps
have been closed. India's educational system has been around for a while and
has been consistently excellent. India is home to a large and diverse
educational system, including over 400 institutions and 16,000 colleges. The ISB's
management and finance programmes have earned it a place in the Financial Times
of London's top 12 MBA programmes throughout the world. India's education
system is more developed than Pakistan's, thus the country can teach us a thing
or two about how to improve our own schooling. When it comes to the advancement
of medical treatment in India, the All India Institute of Medical Science has
been in the vanguard. India
Pakistan has a top-notch educational system
supported by a solid infrastructure. Pakistan's educational system is broken up
into elementary, middle, and high school. Pakistan is home to a large number of
reputable educational institutions, including universities, colleges, and
secondary schools, all of which are staffed by professionals with extensive
education and experience. Only 3% of Pakistan's GDP goes toward funding its
educational system. According to the Time Higher Education Ranking, NUST is the
376th best university in the world for science and technology, while three
other institutions in the country are among the top 300 worldwide for their
work in the area of natural sciences. Read the article Comparing the
Educational Systems of India and Pakistan for more information.
Q.2 Explain information process model with reference to cognitive
development in elementary school years.
When looking at children's cognitive growth,
the Information Processing model provides another lens through which to view
the process. This theory, which gained popularity in the 1970s, likens a
child's mind to a computer in terms of how it processes, stores, and retrieves
information. Most youngsters are able to pay attention for longer durations,
identify familiar faces and objects, remember the past and re-create it in the
present, and use this knowledge in the here and now by the time they are
between the ages of two and five. A 4-year-old, for instance, may recall her
Christmas activities and share them with her preschool classmate upon their
return. Similarly, long-term memory starts to emerge between the ages of 2 and
5, which is why most individuals have no recollection of their early years
before the ages of 2 or 3.
The memory for how things usually go in
well-rehearsed settings is called a "script," and it is an important
part of long-term storage. Storyboards are a great tool for teaching kids to
comprehend, interpret, and foresee events. For instance, kids know that when
Dad goes grocery shopping, he first enters the store, then grabs a cart, then
browses the aisles, then goes to the register, then pays for everything, then
puts it all into the vehicle. Even more impressive is the fact that kids
between the ages of 2 and 5 may come up with a variety of creative, though
often rudimentary, solutions to a problem.
Children develop the ability to concentrate and
direct their mental resources toward particular goals throughout this time
period (5-7-8). Children may learn to focus and recall information such as a
set of words or a set of facts. Having this talent is clearly important for
kids just beginning school, as they will need to learn new material, store it,
and reproduce it for exams and other school-related activities. Kids this age
also have a greater general ability for processing information. As their brains
develop, young infants have the ability to comprehend more complex information
and draw connections between previously unrelated pieces of data. Children may
learn to read by sounding out words using their knowledge of the alphabet and
letter sounds (phonics). Knowledge bases also continue to expand and become
more structured in youngsters at this age.
Another crucial cognitive function that
develops throughout development is "the ability to think about
thinking," or metacognition. Around the ages of two and five, kids start
to get it that they need their heads to do something. Their conception of the
brain is quite limited: it is just a box (like a toy chest) where ideas and
experiences are kept. Between the ages of 5 and 7, kids discover they have some
say in how their minds work and how much they can achieve if they put their
minds to it. Therefore, school-aged children begin to design and pick
particular methods for tackling a given learning activity, check their
understanding of the knowledge, and evaluate their progress toward completion.
When a first grader forgets the solution to an addition or subtraction problem,
for instance, they learn to utilise a number line (or count on their fingers).
Children learning to read may also begin to recognise words (i.e., "sight
words") that cannot be sounded out using phonics (i.e., associating sounds
with letters) and must be remembered.
Changes in how one perceives, remembers, solves
problems, reasons, and understands are all examples of cognitive growth.
Infants, toddlers, and teenagers are widely examined because of the fast and
noticeable changes that occur in these age groups. Many scientists also
investigate how the brains of older individuals, children, and adults heal from
injury, and those of other animals age. There have been two overlapping aims in
the study of cognitive development ever since its establishment as a serious
field of study in the 1890s by scholars like James Mark Baldwin and Alfred
Binet. One aim is to provide light on the age-old philosophical and scientific
question of how sophisticated knowledge structures come to be. The project also
seeks to provide light on how best to further human progress, particularly in
the realm of education. Over the last century, researchers studying how
people's minds grow and change have used a wide variety of theoretical
frameworks. By the end of the twentieth century, a newer method, information
processing, had begun to gain ground due to its promise of yielding fruitful
insights into the nature of cognition's development and the ways in which education
may be enhanced via its application.
The new computers of the 1950s and 1960s could
manage not just numbers but also a wide range of nonnumerical symbols, and
academics started to draw parallels between human thought and the capabilities
of these machines. Some of the first proponents of the idea that familiarity
with computers may be used as a metaphor for investigating human cognition were
Allen Newell and Herbert Simon. What evolved was not the claim that humans are
computers, but rather the concept that computers might be mined for insights
into human cognition and utilised as a medium for communicating theories about
how people's minds process data. In the 1960s and 1970s, research into the role
of information processing in the creation of cognition exploded.
While it
may be useful to think of information processing as a theory of cognition, it
is more accurately a generic framework consisting of a variety of theories that
share some essential assumptions. All of our thinking, it is assumed, is
predicated on mental processes that run in real time on internal, symbolic
representations of data. That is, everything we know, from the words on this page
to our personal histories and the happenings across the globe to our
impressions of abstract ideas like "justice," is stored in our brains
as mental representations with certain structural qualities.
Q.3 Elaborate the theories of personality development by focusing
on the role of family in the personality development of a child.
Piaget’s theory of cognitive development
Swiss psychologist Jean Piaget developed the concept of
developmental stages (1896–1980). It is an all-encompassing theory that
explores how and why people learn and get smarter through time, as well as the
fundamental questions of what knowledge is and how it is used. Cognitive
development, according to Piaget, is the outcome of a logical progression of
maturational stages in the organism and the influence of the external world. As
they explore the world, children learn new things, encounter contradictions
between their prior beliefs and their observations, and revise their
perspectives appropriately. He argued that the acquisition of information and
understanding are fundamental to the human body, and hence that language is
dependent on cognitive growth. The sensorimotor stage, which occurs between
infancy and age 2, the preoperational stage, which occurs between ages 2 and 7,
the concrete-operational stage, which occurs between years 7 and 12, and the
formal-operational stage, which occurs between ages 12 and adulthood (ages 11
to 12, and thereafter). Direct implementations of Piaget's idea include
child-centered classrooms and "open education."
Kohlberg's Theory of Moral Development
Before focusing on moral education, Lawrence Kohlberg worked as a
developmental psychologist. Kohlberg proposed a model of moral development
comprised of six phases, each of which may be further subdivided into three
levels.
Elementary school students often exhibit the initial stage of moral
development. At this level's onset, individuals follow social conventions
because they are instructed to do so by a higher authority (e.g., parent or
teacher). This submission is obtained by the use of coercive measures, such as
the threat or actual imposition of punishment. At this level's second stage,
there is a belief that doing what is right entails prioritising one's own
interests.
Second, there is conventional morality, which is the norm in every
given community. At this third and final stage, the focus shifts to doing what
will win the approval of others. The second phase involves a focus on doing
what one is supposed to be doing and following the rules.
Kohlberg believed that most people had not progressed to the third
degree of moral development. The first step is developing a concern for the
well-being of others and an awareness of the importance of social reciprocity.
The last step is listening to one's own moral compass and upholding universal
principles. Even though Kohlberg was certain of Stage 6's existence and had
candidates for it, he never had a large enough sample size to define it or
track people' longitudinal progress to it.
Individuals, according to Kohlberg, can only develop in a linear
fashion over these six phases. They were unable to skip forward in the process.
To further moral growth, moral challenges should be presented to people, as
argued for by Kohlberg. This is one way that formal education may help with
moral growth. According to Kohlberg, interpersonal relationships are crucial to
moral growth. What follows is a summary of Kohlberg's categories:
Sigmund Freud's Psychosexual Development Theory
Sigmund Freud (1856), an Austrian neurologist, founded
psychoanalysis and a number of related ideas, such as those concerning the
unconscious, dream interpretation, the ego, the super ego, and the Id, as well
as the so-called theory of psychosexual development. The Oedipus Complex is a
common stage in psychosexual development. Oedipus shows us that our
subconscious stores our most shameful secrets. According to Freud, these
irrational ways of thinking emerge throughout childhood and persist until they
are obliterated by sexual maturation. In Freud's view, there are five distinct
phases of psychosexual maturation. A few examples include the mouth (oral),
nose (anal), phallus (phallic), laziness (genital), and genitalia (latency).
The first 18 months of an infant's life are known as the oral
period. Babies at this age are preoccupied with everything that can be taken by
mouth. Babies may do this through nursing, drinking from a bottle, or sucking
on a pacifier. Too much or too little oral stimulation during infancy has been
linked to the development of a personality feature that is preoccupied with the
pursuit of oral fulfilment, such as an obsession with food, nail biting,
tobacco use, or alcoholism. Theoretically, these individuals run the risk of
developing characteristics such as an inability to think for themselves, an
inability to take initiative, and an unhealthy reliance on the approval of
others.
During the anal stage, children become self-aware of their ability
to regulate their bowels and get pleasure from either passing or holding their
excrement. Freud theorised that children in the anal stage were between the
ages of 18 months and three years. A youngster is said to be anal retentive or
anal expulsive if he or she develops a fixation on gaining satisfaction from
managing and flushing away excrement. Unlike anal expulsive children, who are
notorious for their disorganisation, disorder, and propensity to make messes,
anal retentive children are preoccupied with control, precision, and
cleanliness.
According to Freud, the phallic stage, during which time a child
may develop Oedipus or Electra complexes, occurs between the ages of three and
six. Traditionally, it has been assumed that young boys secretly develop a
sexual interest in their mothers and sibling rivalry against their fathers,
while young girls naturally gravitate toward their paternal figures. When a
youngster starts to develop a sense of belonging with a parent of the same sex,
these sensations subside on their own. A child's fixation at this time might
lead to sexual deviation or identity confusion.
During the latency stage, as Freud saw it, not much in the way of
open displays of sex were happening, thus the name. It is generally agreed that
a kid is in this phase from the age of six till the onset of puberty. At this
age, the vast majority of youngsters play exclusively with peers of the same
gender. Repressed sexual urges and impulses continue to fester in the
subconscious.
The last phase of the psychosexual development hypothesis, known as
the genital stage, starts during puberty and progresses in tandem with
morphological changes in the body. According to Freud, puberty is responsible
for the reawakening of suppressed sexual urges that occurred during the latency
period. Prior phases of development cause an emphasis on the genitals as a
source of pleasure, and as teenagers progress they develop and explore
attractions to the opposite sex.
Erik Erikson’s Theory of Psychosocial Development
Personality qualities are what give each individual his or her own
distinct identity. The extent to which an individual's environment shapes their
good or negative personality qualities varies from person to person. In his
theory of psychosocial development, Erik Erikson places an emphasis on the
cultural and social factors that influence how a person grows and develops,
outlining these as a series of eight stages of psychosocial conflicts that
everyone must successfully navigate in order to mature and adapt to their
surroundings. At each of Erikson's eight phases of psychosocial development,
the person experiences a distinct crisis that stimulates further development.
One has no option but to confront such adversity head-on and consider potential
solutions whenever it arises. If he or she can not get over this difficult
time, it might have a serious effect on his or her psychological and social
growth.
Q.4 Explain the concept of physical fitness, also state the purpose
of physical and health education. Suggest ways to integrate health education
with other subjects.
Health education and physical education are two
branches of study that share a focus on a person's overall health and fitness.
Both focus on how often one engages in physical activity, rests, and plays.
Physical education is generally considered to be a subset of health education
because of the fact that one's physical health is simply one component of one's
total health.
Educating people on how to make better
decisions about their health is called "health education." It is
implemented in classrooms so that kids may make well-informed choices regarding
their health. School health education may be approached from a variety of
angles. Typically, educators design and supervise activities that help students
hone their capacity for making sound judgments. Teachers emphasise the
importance of living a healthy lifestyle and teaching their students to care
about these issues.
The way a person lives their life has a
significant impact on how healthy they are. Since healthy habits may be taught
and altered, they are often introduced to students in elementary school, while
they are still impressionable. At this age, kids are also more open to adopting
healthy practises. Preventing the bad health outcomes associated with a
lifetime of substance misuse begins in these formative years. Smoking, poor
diet, obesity, inactivity, stress, and substance misuse are all associated to a
wide range of health issues (see alcohol; drugs; exercise; habit and addiction;
stress; weight control).
The concept of preventative care is fundamental
to every health curriculum. Those who work in the field of health education
advocate for empowering individuals to take charge of their health and
healthcare. The advantages of medical science and study are also discussed.
They advocate for changes in lifestyle that may have positive effects on
health. (For a similar concept, see alternative medicine.)
Programs emphasising health and physical
activity are available in most parts of the globe. Most health and physical
education initiatives in the United States are overseen by various levels of
government (federal, state, and local), communities, schools, and other
institutions.
The United States Department of Health and
Human Services administers a wide variety of government funded health and
health-related initiatives. The Health Resources and Services Administration
cares deeply about the wellbeing of school-aged children, especially via its
Division of Maternal and Child Health. This federal agency creates curricula
for primary schools that focus on preventing injuries and teaching students
about human genetics.
The President's Council on Physical Fitness and
Sports, with headquarters in the nation's capital, works to increase
participation in sports and other forms of physical activity throughout the
country. The most reliable physical fitness battery for use in public schools
is the Youth Fitness Test created by the American Alliance for Health, Physical
Education, Recreation, and Dance (AAHPERD).
This evaluation includes six different
activities: pull-ups, flexed-arm hang, standing long jump, 50-yard sprint,
shuttle run, sit-ups, and a long endurance run. Children aged 10–17 who score
in the top percentile on the exam are eligible for the Presidential Physical
Fitness Award.
Though it was shown to be a reliable gauge of
athletic prowess, the Youth Fitness Test was criticised for failing to
adequately assess the subject's general level of fitness. In 1980, AAHPERD
responded to this worry by creating the Health-Related Physical Fitness Test.
It assesses stamina, metabolic rate, muscle tone in the abdominal region, and
flexibility.
A former division of the Bureau of Health
Education, the Office on Smoking and Health is currently a division of the
Assistant for Health. It has a database of resources for educational institutions
and often offers them technical support.
The Department of Transportation's National
Highway Traffic Safety Administration distributes teaching materials to schools
on topics including drunk driving prevention, vehicle safety, bicycle safety,
and fire safety. Its educational resources are designed for students of all
ages. (Refer to medical nonprofits.)
There has been considerable debate in American
classrooms about whether or not health education is the same thing as physical
education. Some jurisdictions and educational systems see these two stages of
schooling as equivalent. Many institutions of higher learning have recently
separated health education from physical education.
Health
education experts aggregate and classify widely acknowledged health education
principles into accessible formats to aid in the delivery of health and
physical education programmes in schools. Pamphlets, books, movies, audio/video
recordings, and course outlines are all examples.
Primary
and Elementary School
Elementary schools are often the first to
provide health and PE classes. Each child's age, requirements, sex, and
physical condition are taken into account while planning activities. Running,
climbing, leaping, swinging, and tossing are all activities that should be enjoyed
by children. Children benefit much from these kinds of play experiences.
It is
common practise to adapt health education programmes based on students' ages,
academic backgrounds, and areas of particular interest. Mental health, bodily
systems and senses, nutrition, family life, alcohol, drugs, and tobacco, safety
and first aid, individual and consumer health, illness (chronic and
contagious), the environment, ageing, and death are all potential topics.
Hundreds of different issues fall under each of these umbrellas. Personal
health, for instance, extends to include things like dental hygiene, grooming,
exercise, downtime, and physical fitness. The curriculum of a local elementary
school could be affected by the community's overall outlook. For example, sex
education is widely regarded as an important component of health education in
certain regions while being mostly disregarded by those in others.
Secondary
School and College
Activities at the middle school level are
chosen with consideration for both individual and group requirements. The
student's age and health can play a role in this. This is the age when most
schools offer competitive sports to both males and females. In junior high,
students continue to learn about and practise general health habits while also
beginning new ones, especially those that emphasise collective accountability.
It is common for high school and college PE
programmes to consist of four distinct components: (1) an educational programme
for all students; (2) an instructional programme in which games or sports have
been tailored for special needs; (3) an intramural programme; and (4) an
interscholastic programme. Intramural tournaments are played against different
teams from the same school; thus the name "inside the walls."
Interscholastic (for high schools) and intercollegiate (for colleges) refer to
competitions between various educational institutions (college).
There is also an introduction to more complex
team sports like basketball and football. More options are made available for
pupils to try out different sports, levelling the playing field for athletic
involvement. Instead of focusing just on building muscle or self-control,
today's physical education curricula try to teach children the kinds of
activities that come naturally and help them flourish as people. Recent worries
about issues related to alcohol, drug, and cigarette usage have been reflected
in the health and physical education curriculum of many secondary schools and
universities. In addition, they have sessions on sexuality education. Schools'
methods of teaching students about these topics differ widely. Students often
begin high school with a basic understanding of health and a set of habits
relating to that knowledge.
Q.5 Discuss the techniques of questioning for the development of
higher mental process from teacher’s as well as pupils' point of view.
In the classroom, instructors and students are
always doing something together, whether it is discussing the lesson or
practising the skills they have just learned. The question-and-answer period is
a crucial part of any classroom's instructional structure. The use of questions
is a crucial part of any educational setting. The use of questions demanding
who, what, where, and when responses may be a useful tool for assessing
historical knowledge. Creative problem-solving and critical-thinking skills are
two of design's main goals for the classroom. Questions of this kind need
careful consideration since they often lead to more weighty topics like
consequences, motivation, and method.
Educators' questioning strategies are a vital part
of developing productive pedagogical practises. Teachers' questions are only
one kind of classroom interaction that play an important role in students'
development as learners. Successful goal-setting and increased student
engagement may be aided by a variety of questioning strategies. Effective
questioning strategies are crucial because of the many positive effects they
have on students' ability to learn, think critically, articulate their
thoughts, and take action. It is a technique used by many instructors to aid
their pupils' learning. Teachers need to be aware of the fact that the
questions they ask and the way they ask them are two of the most important
factors in determining the success and quality of their lessons. Teachers play
a crucial role in encouraging critical thinking by using effective methods to
pose questions to pupils. Any alterations made to a classroom should be
discussed with teachers beforehand to ensure that they are in line with their
goals. Therefore, educators should prepare well, taking into mind the
following:
(i) Attention
There are few more certain methods to get a classroom's attention
than by asking questions. For this reason, it is inappropriate to ask a single
student a question and then turn to the rest of the class for a response. (Atan
Long, 1980, p. 142) Teachers should also express a question before calling on a
specific student to respond to it. In this way, we may be confident that all of
the pupils' attention is on the questions at hand. If the student's name is
called out first, just that person will listen up in class. Teachers should not
limit themselves to just asking questions to those pupils who raise their
hands. There should be no sway on the part of the Teacher due to the actions of
the pupils who raise their hands to ask questions. Teachers tend to ignore
pupils who do not raise their hands during discussion and instead concentrate
on the few who do. This is not beneficial to the educational process. All of
the pupils in the class need your undivided focus and consideration. Atan Long
(1980) says: Some students, meantime, would ask the instructor to repeat the question
since they were not paying attention. If a student asks the instructor to
repeat the question, she or he should not do so. A student's attention span is
finite, thus teachers who ask the same question many times are likely losing
their audience.
(ii) Voice
A teacher's voice is one of their most powerful communication
tools. Teachers should speak clearly and in a tone that may be easily
understood while asking questions. Students should understand the questions and
be looking forward to responding to them. This is critical for getting students
to participate in a survey.
(iii) Pause
The instructor should stop for a second after a question is asked
to glance at the whole class. Keep an eye out for the student's vocal signs
that he or she is prepared to answer. As cited in (Sharifah Alwiah Alsaqoff,
1983: 214) Students need time to reflect on their responses after being asked
questions. Too much time and they will lose interest.
(iv) Content of Questions
As with any classroom activity, teachers should prepare ahead of
time to ask the questions they want their students to answer. These questions
may not need to be planned out in advance, but the "axis question"
certainly does. The axis questions need to be put in a sensible sequence to
ensure that the lesson flows smoothly. Teachers should ask similar questions at
the beginning of each course to establish goals and objectives. It is important
that these inquiries be concise. Atan Long (1980) says: Teachers should also
provide questions that are appropriate for the students' level of understanding
and maturity. Instructors have prior knowledge of a student's level of
performance in class. The poorer kids will be encouraged and their thinking
will be stimulated by the fact that the questions asked of them are ones they
can really answer. Educators should also foster questions with implied
responses. In addition, instructors must make sure that students can fully
grasp each question. If a student does not comprehend the terms used in a
question, they will likely be lost. The instructor should rephrase the question
if the pupils misunderstand it, but the student should be given the opportunity
to respond first.
Distribution of Questions
All pupils should be included in a teacher's questioning of the
class. All students will be given questions to help get them involved in what
they are studying. This is from (Atan Long, 1980: 145) The same goes for asking
students questions based on where they are seated in the classroom. This is due
to the fact that those seated in the far corners and in the aisles of the
classroom are clearly not interested in learning. Therefore, it is important to
ask everyone in the class questions so that everyone can pay attention and take
part. Meanwhile, any questions that a teacher could need to ask should be
ready. When students are in the middle of a research or project, teachers
should not interrupt them with inquiries. Teachers should constantly encourage
pupils to answer questions with the proper answers, rather than accepting incorrect
responses. Students are more likely to engage in substantial thought and make
an effort to respond to this kind of prompt.
Levels of Questions
In order to maximise the effectiveness of the learning and teaching
process, it is important to use a wide range of question types and difficulty
levels. The cognitive domain is broken down into six stages of inquiry as
described by Benjamin S. Bloom in his book "Taxonomy of Education
Objective" (1956). Fact-checking questions are at the bottom, followed by
more sophisticated and abstract ones, and finally assessment questions at the
top. Here are the six tiers of inquiry:
Questions that rely on pupils' prior knowledge are called
"memory eaters." Teachers should choose for this kind of inquiry when
introducing novel concepts to their pupils.
Teachers should then ask students understandable follow-up
questions after imparting a new idea or body of information. All educational
endeavours, therefore, will focus on the comprehension axis, or comprehension
tasks.
The following details of the questions require students to make use
of the materials at their disposal. The purpose of the application questions is
to get students to think critically about how they can put into practise what
they have learned.
Analysis questions are unique in that they are designed to help you
break down complex concepts. Teachers need to take extra precautions to ensure
that advanced students understand and can use all of the skills necessary to
answer the analytical questions they will be given.
Teachers may fill out this form to share information about their
curriculum with you, so you can incorporate it into your own classes. This form
may be sent to educators on a weekly, bimonthly, or monthly basis, or at any
other frequency that works best with their planning. You might, for instance,
leave the form for the teachers to fill out at their weekly planning meetings
and then return to you so that you can utilise the information when you do your
own planning.
I would propose having the instructors use Google Forms to fill out
the survey. This method will automatically compile the data for you in an
easily digestible spreadsheet format. But if you like, you can always print off
a hard copy and utilise it.
Now that you know what your colleagues are teaching thanks to the
strategies form, you can start incorporating it into your own courses in tiny
ways. To help my first graders remember their sounds, I employ songs and visual
aides like the alphabet exercise. The motor skills learned in this curriculum
are put to use in teaching the sounds that letters and words make. Worksheets
and illustrations are included. Accordingly, it incorporates a variety of media
types to cater to a wide range of students' preferences and learning styles.
This serves as a transition between activities or as a warm-up before class.
Based on my methods, I can tell that these educators are working
with second graders on addition. During a warm-up or other section of the
session, I would employ a chasing-and-escaping math-focused tag game to
introduce addition to my students. Students play math tag by forming pairs and
shaking hands three times with their partner. The third time you shake hands,
you may extend as many fingers as you want from that hand. The total number of
fingers is added by both partners. The person who announces the sum first runs
away as their companion gives pursuit.