SUMBAL FAIZI BY650052

ALLAMAIQBALOPENUNIVERSITY, ISLAMABAD
(Science Education Department)

Course: TEACHING STRATEGIES (846) Semester: Spring, 2020

Level: M. Ed. Total Marks: 100

Pass Marks: 40
Roll no. BY650052
Name : Sumbal Faizi

Q#1
Define the term teaching strategies. Discuss any four important teaching strategies with
examples.

Teaching:

In education, teaching is the concerted sharing of knowledge and experience. This is

usually organized within a discipline and, more generally, the provision of stimulus to the
psychological and intellectual growth of a person by another person or artefact.
Strategy:

A plan of action designed to achieve a long-term or overall aim.

Teaching Strategies:

Teaching strategies, also known as instructional strategies, are methods

that teachers use to deliver course material in ways that keep students engaged and practicing
different skill sets. ... Specific strategies can also be employed to teach particular skills,
like strategies for problem solving.

Institutions of higher learning across the nation are responding to political, economic, social and
technological pressures to be more responsive to students' needs and more concerned about how
well students are prepared to assume future societal roles. Faculty are already feeling the
pressure to lecture less, to make learning environments more interactive, to integrate technology
into the learning experience, and to use collaborative learning strategies when appropriate.

A teaching strategy is the method you use to convey information to your students. There may be
a particular strategy that works well with your group of students one year that won’t work with
your students the next year. Because of this, it’s important to have lots of teaching strategies in
your toolbox.
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Lecture. For many years, the lecture method was the most widely used instructional strategy in
college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using
some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of
other teaching strategies is being widely examined today, the lecture still remains an important
way to communicate information.

Used in conjunction with active learning teaching strategies, the traditional lecture can be an
effective way to achieve instructional goals. The advantages of the lecture approach are that it
provides a way to communicate a large amount of information to many listeners, maximizes
instructor control and is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of student understanding and
comprehension, and often disengages students from the learning process causing information to
be quickly forgotten.

The following recommendations can help make the lecture approach more effective (Cashin,
1990):

1. Fit the lecture to the audience

2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by your
topic.

 Pros: This style is acceptable for certain higher-education disciplines and auditorium
settings with large groups of students. The pure lecture style is most suitable for subjects
like history, which necessitate memorization of key facts, dates, names, etc.
 Cons: It’s a questionable model for teaching children because there is little or no
interaction with the teacher. Plus it can get a little snooze-y. That’s why it’s a better
approach for older, more mature students.

Case Method. Providing an opportunity for students to apply what they learn in the classroom to
real-life experiences has proven to be an effective way of both disseminating and integrating
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knowledge. The case method is an instructional strategy that engages students in active
discussion about issues and problems inherent in practical application. It can highlight
fundamental dilemmas or critical issues and provide a format for role playing ambiguous or
controversial scenarios.

Course content cases can come from a variety of sources. Many faculty have transformed current
events or problems reported through print or broadcast media into critical learning experiences
that illuminate the complexity of finding solutions to critical social problems. The case study
approach works well in cooperative learning or role playing environments to stimulate critical
thinking and awareness of multiple perspectives.

Integrating Technology. Today, educators realize that computer literacy is an important part of

a student's education. Integrating technology into a course curriculum when appropriate is
proving to be valuable for enhancing and extending the learning experience for faculty and
students. Many faculty have found electronic mail to be a useful way to promote student/student
or faculty/student communication between class meetings. Others use listserves or on-line notes
to extend topic discussions and explore critical issues with students and colleagues, or discipline-
specific software to increase student understanding of difficult concepts.

Currently, our students come to us with varying degrees of computer literacy. Faculty who use
technology regularly often find it necessary to provide some basic skill level instruction during
the first week of class. In the future, we expect that need to decline. For help in integrating
technology into a course curriculum contact the Program in Support of Teaching and Learning or
the Instructional Development Office (IDO) at 703-993-3141. In addition, watch for information
throughout the year about workshops and faculty conversations on the integration of technology,
teaching and learning.

Distance Learning. Distance learning is not a new concept. We have all experienced learning
outside of a structured classroom setting through television, correspondence courses, etc.
Distance learning or distance education as a teaching pedagogy, however, is an important topic
of discussion on college campuses today. Distance learning is defined as 'any form of teaching
and learning in which the teacher and learner are not in the same place at the same time' (Gilbert,
1995).

Obviously, information technology has broadened our concept of the learning environment. It
has made it possible for learning experiences to be extended beyond the confines of the
traditional classroom. Distance learning technologies take many forms such as computer
simulations, interactive collaboration/discussion, and the creation of virtual learning
environments connecting regions or nations. Components of distance learning such as email, list
servers, and interactive software have also been useful additions to the educational setting.
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What teaching style is best for today’s students?

Whether you’re a first-year teacher eager to put into practice all of the pedagogical techniques
you learned in college, or a classroom veteran examining differentiated instruction and new
learning methodologies, consider that not all students respond well to one particular style.
Although teaching styles have been categorized into five groups, today’s ideal teaching style is
not an either/or proposition but more of a hybrid approach that blends the best of everything a
teacher has to offer

The traditional advice that teachers not overreach with a cluster of all-encompassing
teaching styles might seem to conflict with today’s emphasis on student-centered classrooms.
Theoretically, the more teachers emphasize student-centric learning, the harder it is to develop a
well-focused style based on their personal attributes, strengths, and goals.

In short, modern methods of teaching require different types of teachers—from the

analyst/organizer to the negotiator/consultant

Q#2
Discuss fundamental elements of teaching model.
Element of a model of teaching represent its structure, process and teaching aids of the
instruction. A model of teaching consists of syntax, social system, principle of reaction and
support system. The detailed descriptions are as follows. It is the steps or phases of the model
being presented before the class

The classic definition of teaching is the design and creation of environments. Students learn by
interacting with those environment and they study how to learn (Dewy, 1916). A model of
teaching can be defined as the depiction of teaching and learning environment, including the
behavior of teachers and students while the lesson is presented through that model. Models of
teaching enable the students to engage in robust cognitive and social task and teach the student
how to use them productively. Models of teaching are the specific instructional plans which are
designed according to the concerned learning theories. It provides a comprehensive blue print for
curriculum to design instructional materials, planning lessons, teacher pupil roles, supporting aids
and so forth. Joyce & Weil (2014) defines A model of teaching is a description of a learning
environment, including our behavior as teachers when that model is used. Eggen (1979) defines
that Models are prescriptive teaching strategies which help to realize specific instructional goals.
Models of teaching are really models of learning. It helps students to acquire information, ideas,
skills, value, way of thinking and means of expressing themselves. Hence models of teaching
train the student on how to learn.  In fact the most important long term outcome of instruction
may be the student’s increased capabilities to learn more easily and effectively in the future.
Hence the main aim of models of teaching is to create powerful learners.
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 CHARACTERISTICS OF A GOOD TEACHING MODEL

The following are the chief characteristics of a good teaching model 

 Each model has built up based on particular learning theory

 Creation of congenial learning environment in the classroom
 Effective interaction between the teacher and students
 Planned use of appropriate strategies
 Teaching process are systematically, sequentially and logically arranged
 Clear and specified roles for teachers and students
 Large scope for supporting material
 Ensure active participation of entire students in the class
 It raises the students’ level of aspiration, motivation and interest in  learning
 Every model foster and strengthen the cognitive structure of the student 

ELEMENTS OF MODELS OF TEACHING

Element of a model of teaching represent its structure, process and teaching aids of the
instruction. A model of teaching consists of syntax, social system, principle of reaction and
support system. The detailed descriptions are as follows.

Syntax

It is the steps or phases of the model being presented before the class. It illustrates the logical and
sequential order of the teacher student activities of the instruction procedure. It describes the
complete program of action of the model.

Social system

Social system of a model explains its nature of learning environment. It describes the role and
relationship of the teacher and students through the phases as well as designing the lesson. As
each and every model is unique, the role of teacher and students in every model may vary
according to the respective learning theory of the model is built. It also varies in phases to phases.

Principle of Reaction

This is the extension of social system. It deals with the rules of reaction to the students responses
in the classroom interaction. The reaction of the teacher must be in accordance with the theory of
which model has been built. The teacher reaction is desired when the students’ responses/
behavior are untouched with expected level responses and for giving reinforcement. It depends
the family of the model is presented.
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Support system

It includes all instructional aides used in a model of teaching. Eg. Books, Encyclopedia, Video
clips, slides, Newspaper, Tab, Expert, Films, Specimen etc.

Effect of models of Teaching

Models of teaching have a very positive effect on students’ behavior. Bruce Joyce classified the
effect as Instructional effect and Nurturing Effect. Instructional effects are the direct effect of an
instruction on students’ cognitive, affective and psychomotor domain. Nurturing effects are the
indirect effect other than the teacher intends to achieve through the model.  It is the additional
achievement gained by the students through the unique nature classroom interaction. Examples
are the development of problem solving ability, analytical thinking, critical thinking, social skill,
tolerance etc.

FAMILIES OF MODELS OF TEACHING

Joyce & Weil (2014) categorized the models of teaching in to four families. The classification has
been made in accordance with the theoretical basis and fundamental aim of the teaching model.
The four families explained below in detail.

THE INFORMATION PROCESSING FAMILY

Models in the information processing family focus on the cognitive activity of child.  It includes
scientific inquiry for collecting original information, organizing and properly storing of the
information. Some models provide the learners with information and concept, some emphasis
concept formation and hypothesis testing and still other generate creative thinking.  Joyce & Weil
(2014) listed eight models in Information Processing Model.
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THE SOCIAL FAMILY

The focus of the social model family is to build synergy (collective energy) in the classroom for
addressing ongoing problems of personal, social, national as well as international importance.
Social models help the students to develop Self directed problem solving ability, sense of
belongingness towards the society and make them responsible citizens of the country.

THE PERSONAL FAMILY

The personal models begin from the perspective of the selfhood of the individual. Individual
consciousness and development of unique personality is the chief focus of this family. The
models in personal family attempt to make them understand their self and thereby students can
shape their future. The cluster of personal models pays great attention to the individual
perspective and seeks to encourage productive interdependence, increasing people’s self
awareness and sense of responsibility for their own destinies.

THE BEHAVIOURAL SYSTEM FAMILY

Modification of behavior is the main focus of this family. The stance taken is that human beings
are self correcting communication systems that modify behavior in response to the information
about how successfully tasks are navigated. The role of predetermined objectives, observable
behavior, clearly defined task and methods, feedback and reinforcement are the foundations of
models in behavior family.
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CONCLUSION

Models of teaching are very effective teaching strategies which are meant for transacting specific
topic to students. The nature of the topic, presentation method and classroom environment will
direct the teacher that what model of teaching s/he has to select for teaching the concerned topic.
However the teachers and student teachers should be well aware on the concept and various
models of teaching. Hence they can implement the models of teaching in their professional life
and make wonder in their classroom interactions.

Q#3

Critically examine the understanding level of teaching and also explain what are the
limitations of teaching at understanding level?

The teaching at the understanding level is of higher quality than the one at memory level
teaching. It is more useful and thoughtful. Understanding level of teaching explain pupils about
the relationship between principles and facts. It also lets students know where these principles
are applicable. In the understanding level of teaching, the mental development of the learner is
at a higher level than that of memory level.

In the understanding level of teaching, the mental development of the learner is at a higher level
than that of memory level. Cognitive abilities of the student are developed. Here students
become capable to think, present things logically, analyze them, draw inferences. They are able
to evaluate the relationships between the principles and facts.

Elements of understanding levels of teaching:-

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(1) Objectives:
According to revised Bloom’s Taxonomy, Understanding level teaching aims at the
following objectives.

(a) Understanding objectives:-

It is the understanding of instructional messages by means of interpreting, exemplifying,
classifying, comparing, inferring etc.
(b) Application Objectives:-
It includes the use of a proper procedure for executing and implementing the use of principle/
rules in practical life situations.

(2) Nature of subject matter:-

The content for teaching-learning at this level is quite wide as compared to that needed at
memory level teaching. The content also includes the application of the principle/generalizations
in due real life situations.

(3) Methods used:-

For achieving objectives like understanding, comprehension and application following methods
of teaching could be used.

1. Lecture method
2. Lecture cum demonstration
3. Discussion
4. Inductive-deductive
5. Exemplification and explanation

(4) Classroom climate:-

More likely and encouraging as compared to that of memory level teaching.

Learners are actively engaged in the learning process.

This makes the classroom environment positive and enjoyable.

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(5) Nature of motivation:-

Motivation at understanding level of teaching is extrinsic as well as intrinsic in nature.

(6) Teaching equipment:-

Teaching becomes very easy and interesting with the help of different teaching aids like

 models,
 charts,
 flash cards,
 pictures etc.

Students can easily comprehend the concept by using various teaching aids. So the teacher
should use the right aid/equipment as per the need and level of students.

(7) Evaluation:

Tools and devices used for evaluation at this level are more comprehensive than that of memory
level teaching.
Tests and tools should be properly planned. Planned tests could evaluate the student’s ability to
comprehend, gasp, analyze, synthesize, discriminate etc.

These abilities can be examined using oral and written tests along with some scope for testing
practical knowledge.

(8) Role of the teacher:-

Role of teacher is prominent in the understanding level of teaching. He is the person responsible
for presenting learning material. Teacher makes sure that pupil understands the content by
making it interesting for them.

· In this level of teaching the contents and the sequence of presentation, mode of instruction,
methods used in evaluation all remains with is the powers of the teacher.
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9) Role of learner:-

At this level of teaching role of the learner is not so passive like that of the memory level. The
learner has to work hard at this level. The learners at this level are secondary and can take some
initiative to know further about the contents. Both the teacher and learner interact within the
framework set by the teacher to obtain the objectives designed at this level of teaching.

Understanding level

Understanding something is to perceive the meaning, grasp the idea and comprehend the
meaning. In the field of Education and Psychology, the meaning of ‘understanding‘ can be
classified as

 seeing the total use of facts

 seeing relationship
 a generalized insight

The teaching at the understanding level is of a higher quality than the one at the memory level. It
is more useful and thoughtful from the point of view of mental capabilities. At this level of
teaching, the teacher explains the student about the relationship between principles and facts and
teach them how these principles can be applied. Memory level teaching barrier is essential to be
crossed for this level of teaching.

As compared to memory level teaching, the understanding level teaching has greater merit. This
enables students to have complete command over subject material. In the understanding level
role of the teacher is more active.  The students at this level are second any. At this level, no
cramming is encouraged.  The new knowledge acquired at this level is related to the earlier
knowledge gained. A generalization is made on the basis of facts and the facts are used in the
new situations.

Merits of the understanding level of teaching

1.  At this level of teaching students to make use of their thinking abilities.
2.  Knowledge acquired at this level forms the basis of the reflective level of teaching.
3. Here the teacher presents subject matter before the students in an organized and
sequential form. The new knowledge acquired is related to to the previously acquired
knowledge.
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4. Here the students do not learn by rote. Here they learn by understanding the facts and
information and their use and purpose.

Demerits of the understanding level of teaching

1.  Teaching at this level is subject centered. There is no interaction between the teacher and
students at this level.
2. This type of teaching mastery is emphasized.

Lecture
STRENGTHS:
- presents factual material in direct, logical manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way

Lecture with Discussion

STRENGTHS:
- involves audience at least after the lecture
- audience can question, clarify & challenge
LIMITATIONS:
- time may limit discussion period
- quality is limited to quality of questions and discussion

Panel of Experts
STRENGTHS:
- allows experts to present different opinions
- can provoke better discussion than a one person discussion
- frequent change of speaker keeps attention from lagging
LIMITATIONS:
- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order

Brainstorming
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STRENGTHS:
- listening exercise that allows creative thinking for new ideas
- encourages full participation because all ideas equally recorded
- draws on group's knowledge and experience
- spirit of congeniality is created
- one idea can spark off other ideas
LIMITATIONS:
- can be unfocused
- needs to be limited to 5 - 7 minutes
- people may have difficulty getting away from known reality
- if not facilitated well, criticism and evaluation may occur

Videotapes
STRENGTHS:
- entertaining way of teaching content and raising issues
- keep group's attention
- looks professional
- stimulates discussion
LIMITATIONS:
- can raise too many issues to have a focused discussion
- discussion may not have full participation
- only as effective as following discussion

Class Discussion
STRENGTHS:
- pools ideas and experiences from group
- effective after a presentation, film or experience that needs to be analyzed
- allows everyone to participate in an active process
LIMITATIONS:
- not practical with more that 20 people
- few people can dominate
- others may not participate
- is time consuming
- can get off the track

Small Group Discussion

STRENGTHS:
- allows participation of everyone
- people often more comfortable in small groups
- can reach group consensus
LIMITATIONS:
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- needs careful thought as to purpose of group

- groups may get side tracked

Case Studies
STRENGTHS:
- develops analytic and problem solving skills
- allows for exploration of solutions for complex issues
- allows student to apply new knowledge and skills
LIMITATIONS:
- people may not see relevance to own situation
- insufficient information can lead to inappropriate results

Role Playing
STRENGTHS:
- introduces problem situation dramatically
- provides opportunity for people to assume roles of others and thus appreciate another
point of view
- allows for exploration of solutions
- provides opportunity to practice skills
LIMITATIONS:
- people may be too self-conscious
- not appropriate for large groups
- people may feel threatened

Report-Back Sessions
STRENGTHS:
- allows for large group discussion of role plays, case studies, and small group exercise
- gives people a chance to reflect on experience
- each group takes responsibility for its operation
LIMITATIONS:
- can be repetitive if each small group says the same thing

Worksheets/Surveys
STRENGTHS:
- allows people to thing for themselves without being influences by others
- individual thoughts can then be shared in large group
LIMITATIONS:
- can be used only for short period of time

Index Card Exercise

STRENGTHS:
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- opportunity to explore difficult and complex issues

LIMITATIONS:
- people may not do exercise

Guest Speaker
STRENGTHS:
- personalizes topic
- breaks down audience's stereotypes
LIMITATIONS:
- may not be a good speaker

Values Clarification Exercise

STRENGTHS:
- Opportunity to explore values and beliefs
- allows people to discuss values in a safe environment
- gives structure to discussion
LIMITATION:
- People may not be honest
- People may be too self-conscious

Q#4
Take any subject of your choice and write it’s at least fifteen objectives of teaching with
examples?
Subject :COMPUTER SCIENCE
Meaning
 The science that deals with the theory and methods of processing information in digital
computers, the design of computer hardware and software, and the applications of computers.
 The study of computers and how they can be used.
 The study of computation and computer technology, hardware, and software.
 The study of computers and their architecture, languages, and applications, in all aspects, as
well as the mathematical structures that relate to computers and computation.
Definitions
1. The study of computing, programming, and computation in correspondence with
computer systems. This field of study utilizes theories on how computers work to
design, test, and analyze concepts. Computer science usually has a stronger
mathematical foundation than a scientific one and on some occasions may not focus
directly on computers and their systems.
2. The study of computers,  including both hardware and software design. Computer
science is composed of many broad disciplines, including artificial intelligence and
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software engineering. Most universities now offer bachelor, master, and doctorate
degrees in computer science.
3. Computer science is the study of the theory, experimentation, and engineering that form
the basis for the design and use of computers. It is the scientific and practical approach
to computation and its applications and the systematic study of the feasibility, structure,
expression, and mechanization of the methodical procedures (or algorithms) that
underlie the acquisition, representation, processing, storage, communication of, and
access to information. An alternate, more succinct definition of computer science is the
study of automating algorithmic processes that scale. A computer scientist specializes in
the theory of computation and the design of computational systems.

SCOPE OF COMPUTER
Certain characteristics of computer interaction can make computers well suited for distance
learning. The features listed below the prospect of the computer use look more promising:
1) Access to expert and respected peers.
2) One to One and much communication.
3) Active learner participations.
4) Linking of new learning to concrete on the job problems.
5) Follow up, feedback and implementation support from pears or experts.
6) Self direction control over stop or start, time, pace and place of learning or communication
activity.
USES OF A COMPUTER
            A computer is used in all human life. It has revolutionized all phases of human activities.
The most important have been given as follows:-
1) Routine job handling :
the routine classical and stenotype jobs calculating and formality bits, salaries, updating stocks,
tax return, reservation records and information.
2) Traffic control:
Controlling traffic, traffic lights. Television cameras are used to maintain traffic light routine.
3) Electronic money:
Automatic tellers machine (ATM) is very common in banks. You can deposit and withdraw
money with the ATM.
4) Electronic office:
All type information are stored, manipulated and utilized in the electronic form. A document is
sent to different place with FAX, internet and e-mail.
5) Industrial Application:
It plays an important role in production control. It is bringing efficiency it trade and industry.
6) Telephones:
With help computerized telephone through satellites STD and IST services have been
introduced. It maintains the record of calls and does the billing for you.
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7) Trade:
Every type of trade computer is used successfully. It is used in Banks, stock exchanges to control
stocks and accounts.
8) Scientific research: In every science, the research work becomes economical from time,
energy, money point of new. A large data is analyzed very quickly.
9) Medicine:
There is wide use in medical science e. g. ECG, CAT scan, Ultra sound. The proper and accounts
diagnosis is done with the help of computer. The medical apparatus are controlling
computerized.
10) Space Science:
The satellite controlling I the space with the help of computer. The information’s are collected by
using the computer from the space satellite.
11) Publication: The composing work is done speedily and economical with the help of
computer. The designing work is also done by computer. The quality is maintained is publication
by computer.
12) Communications:
The computer is used for sending message example printer, FAX, e-mail, Internet. The import
and export work is done on internet.
13) Film industry:
It had influenced film industry such as animation; titling etc. The multimedia approach is used in
film production with the help of computer. The cartoon films are developed by computers.
14) Education:
The computer is widely used in the field of education and independent study field of computer
science has developed which is popular these days. At every stage computer is compulsory. The
distance education is using computer for instructional purpose as multimedia approach. The
computer makes teacher learning process effecting by involving audio and visual sense of
learners.

AIMS AND VALUES OF TEACHING COMPUTER SCIENCE

            One cannot teach the subject unless he is very clear about the aims and values of teaching
that particular subject. The aims are considered as the final goal. They are the final product
which we attain after having gone through the objectives and the out come of which is known as
value. Objectives are the guiding steps and only through which one can attain this aim or final
goal. Objectives are measurable. They are the basis through which the long term product the aim
can be reached.

AT THE PRIMARY SCHOOL LEVEL

 The following are some of the chief aims and objectives of teaching basic computer science at
the primary level. They are
(i) Arousing and maintaining interest
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(ii) Developing the habits of observations exploration, classification and a systematic way of
thinking
(iii) Developing the child’s power of manipulation and so on.
AIMS AND OBJECTIVES AT THE MIDDLE STAGE
 In addition to the above, the following aims and objectives should be included at the middle
school stage:
(1) Developing the ability to reach generalizations and to apply them for solving everyday
problems.
(ii) Understanding the Impact of computer science on our way of life.
(iii) Developing interest in hobbies related to computer’s their generations and so on.
AIMS AND OBJECTIVES AT THE HIGHER SECONDARY STAGE
 (I) To familiarize the pupil with the world in which he is living and to make him understand the
Impact of computer science on society so as to enable him to adjust himself to the environments.
(ii) To develop scientific attitude which Includes (a) A desire for accurate knowledge, (b) Belief
in cause and effect (c) Critical thinking (d) intellectual honesty open mindedness and so on.
(iii) To give the students a historical perspectives, so that they may understand the evolution of
computers and development in computers etc.
NEED AND SIGNIFICANCE OF TEACHING COMPUTER SCIENCE
            Technology has struggled to find its way into the classroom in all sorts of ways, from
projectors and televisions to computer labs and student laptops. Along with improving the way
students are taught, it is also vitally important that students learn to use computers to improve
their own work and prepare for careers in a world where computers have become as common as
the pencil and paper.
Modernizing Education
Education has benefited from the inclusion of technology and computers by making it easier for
students to keep up while helping teachers by improving the way lessons can be planned and
taught. Students who use computers learn to use word processors for work, and subsequently
they learn computer jargon and strengthen grammatical skills. Students can also look up lessons
on websites or through email rather than lugging heavy textbooks with them every day.
Improving Student Performance
Students who use computers have been shown to attend school more steadily and perform better
than students who do not use computers. Along with getting higher grades on exams, students
also stated they felt more involved with their lessons and work if they used a computer. Using
computers gets students to become more focused on their work at home, in collaborative projects
with other students and on their own.
Learning Job Skills
Computers play a vital role in the modern business world, and many of even the most basic jobs
involve technology and computers. Teaching students how to use computers helps them prepare
for any number of possible careers, and classes based on computer education can get even more
specific. Many classes teach students to use office suite programs, create presentations and data
sheets, and learn any number of programming languages such as C++ or Java.
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Efficiency
Computers make the learning process a lot more simple and efficient, giving students access to
tools and methods of communication unavailable offline. For example, students can check their
grades or lesson plans online, and also communicate directly with their teachers via email or
educational platforms such as Blackboard. Students can also send work to their teachers from
home or anywhere else, letting them finish work outside the constraints of school hours and
teaching them about procrastination and personal responsibility.
Research
Technology has made research far easier than in the past. Decades ago, students learned history
by going to the library and thumbing through history books and encyclopaedias. Today, many of
those same books are available in digital format and can be accessed online. As the Internet has
grown, so too has the available research options. Students can research topics in minutes rather
than the hours it used to take.

Q#5

“The method provides learning by doing and proved to be quite successful in developed
and developing countries”. Discuss?

LEARNING BY DOING

Learning by doing refers to a theory of education expounded by American philosopher John

Dewey. It's a hands-on approach to learning, meaning students must interact with their
environment in order to adapt and learn. Dewey implemented this idea by setting up the
University of Chicago Laboratory School
Experiential learning focuses on learners reflecting on their experience
of doing something, so as to gain conceptual insight as well as practical expertise.
Learning by doing is still the best way to go
1. An understanding and appreciation of what research has to say about how people learn.
2. The ability to curate, develop, use, and share appropriate educational resources.
3. Skill in discerning the possibilities—and limitations—of technology to support teaching
and learning

Learning by doing is the process whereby people make sense of their experiences, especially
those experiences in which they actively engage in making things and exploring the world. It is
both a conceptual designation applied to a wide variety of learning situations (in fact, as some
would argue, to all learning), and a pedagogical approach in which teachers seek to engage
learners in more hands-on, creative modes of learning.
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The learning-by-doing principle has been advocated widely and in many forms, including learn-
by-doing, trial-and-error learning or discovery versus instruction, practical experience versus
book learning, the practice-theory-practice dialectic, and “proof upon practice.” The
word practice in the last two of these versions is sometimes interpreted to mean repetition, as in a
study by Keeling, Polacek, and Ingram (2009) discussed in the subsection “Learning to Ask
Good Ques
Developed countries Vs. Developing Countries
The two categories are developed nations and developing
nations. Developed nations are generally categorized as countries that are more industrialized
and have higher per capita income levels. ... Developing nations are generally categorized
as countries that are less industrialized and have lower per capita income levels

Learning by Doing in Developed and Developing countries:

Education is a very urgent matter. The quality of human beings in a country

can be measured through the quality of their education. The better the quality of education that a
country has, the better the quality of human beings it has. The function of education is to
develop the ability, the formation of dignified character and national civilization in order to
educate the nation's life, develop the potential of students to become human beings who are
faithful, pious, moral, healthy, knowledgeable, capable, creative, independent, and citizens
who are democratic and responsible. Therefore, education must be designed and have the right
system. A country having a good, strong and characteristic education system will produce good
output as well

There are many different theorists in this area, such as John Dewey (1938) and more recently
David Kolb (1984).

Simon Fraser University defines experiential learning as:

“the strategic, active engagement of students in opportunities to learn through doing, and
reflection on those activities, which empowers them to apply their theoretical knowledge to
practical endeavors in a multitude of settings inside and outside of the classroom.” 

There is a wide range of design models that aim to embed learning within real world contexts,
including:

 laboratory, workshop or studio work;

 apprenticeship;
 problem-based learning;
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 case-based learning;
 project-based learning;
 inquiry-based learning;
 cooperative (work- or community-based) learning.

Today, we take almost for granted that laboratory classes are an essential part of teaching science
and engineering. Workshops and studios are considered critical for many forms of trades training
or the development of creative arts. Labs, workshops and studios serve a number of important
functions or goals, which include:

 to give students hands-on experience in choosing and using common scientific,

engineering or trades equipment appropriately;
 to develop motor skills in using scientific, engineering or industrial tools or creative
media;
 to give students an understanding of the advantages and limitations of laboratory
experiments;
 to enable students to see science, engineering or trade work ‘in action’;
 to enable students to test hypotheses or to see how well concepts, theories, procedures
actually work when tested under laboratory conditions;
 to teach students how to design and/or conduct experiments;
 to enable students to design and create objects or equipment in different physical media.

In most developing countries, few children graduate from secondary school and many don’t even
finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and
of those, less than half can comprehend a simple paragraph. The UNESCO program Education
for All, which as part of the Millennium Development Goals aims to provide free, universal
access to primary schooling, has been successful in dramatically increasing enrollment. But,
according to annual Education for All reports, many kids drop out before finishing school. Why
don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of
schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and
examination fees. And because the quality of education is often poor, parents are forced to pay
for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger
—while they are in school, children forgo opportunities to produce income working on the
family farm or selling in the marketplace. It is not surprising that when education investments do
not result in adequate learning, or even basic literacy and numeracy, parents do not keep their
children in school.
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Even when learning outcomes are adequate, very few students continue on to secondary school.
Job prospects for most people in the developing world are poor, and staying in school past grade
5, or even through grade 10, does not improve them significantly. In impoverished regions, the
vast majority will not secure formal employment and will be supported primarily through
subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions
of children die every year from controllable diseases such as diarrhea, respiratory infections, and
malaria.

Educational programs typically adopt traditional Western models of education, with an emphasis
on math, science, language, and social studies. These programs allocate scarce resources to
topics like Greek mythology, prime numbers, or tectonic plate movement—topics that may
provide intellectual stimulation, but have little relevance in the lives of impoverished children.
High performing students in less developed regions face a much different future from their
counterparts’ in wealthier areas. There are no higher levels of schooling or professional job
opportunities awaiting most of these children; they will likely end up working on family or
neighborhood farms or starting their own small enterprises.

Schooling provides neither the financial literacy students will need to manage the meager
resources under their control, nor the guidance needed to create opportunities for securing a
livelihood or building wealth. In addition, schooling provides little assistance to promote the
physical health needed for economic stability and quality of life. Life expectancy is low in
impoverished regions, and not just because of lack of quality medical care. The devastation
preventable disease wreaks on well-being and financial stability in poor regions can be
dramatically mitigated through instruction on basic health behaviors, such as hand washing.