Advanced Techniques of Instruction

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ADVANCED TECHNIQUES OF INSTRUCTION
(M.Ed., 2nd Year Paper - II)
Author:
Dr. C.THANAVATHI, M.A., M.Phil., M.Ed., M.Phil.,
D.G.T., D.C.A., SET(Edn.), Ph.D., B.A(Eng.).,
Assistant Professor of History,

V.O.C.College of Education,
Thoothukudi – 628001.
CELL: 9629256771
Email: thanavathivoc@rediffmail.com
Preface
I take this opportunity to praise the Almighty for his leading
Hitherto.
It is my great privilege to express my gratitude to my college

president and secretary, motivate me to write book and for their
encouragement.
I extend my grateful thanks to my college Principal and

Colleagues for enthusiastic inspiration, support, adjustment, encouragement
and favor to complete this book.
I am always indebted to My Husband Mr. R. Iyam Perumal, sons

Master I. Bhargavan and Master I. Sanjeevan, Parents, Uncle, Aunty
and Friends for their kind co-operation, prayer, adjustment, encouragement
and support in carrying out this book publication.
This ADVANCED TECHNIQUES OF INSTRUCTION book

description and analysis of the subject is the Indian context. It covers the
syllabus of Tamil Nadu Teachers Education University on this subject in
simple and lucid language drawing examples from our society and Indian
technological system. An attempt has been made to cover up most of the
topics included in M.Ed., 2nd year syllabus of the Tamil Nadu Teachers
Education University.
I am very thankful to my friend Dr. J. Maria Prema, Assistant
Professor of Education, V.O.C.College of Education, Thoothukudi, for
language correction.
I am very thankful to my M.Ed., students N. Stelen Diffani,
M. Nithya, S. Sinduja, K. Shanthi Devi and V. Divya Jeya Arul
V.O.C.College of Education, Thoothukudi, for material collection.
I have presented this book in a very simple, lucid and self contained
manner for the benefit of study and write examinations.
If there is any mistakes in this book please point out to me as it

would be helpful to my growth and professional development.
Last but not least I am thankful to publisher and the printer who
helped in publishing my work.
Thanking you
By,
DR.C.THANAVATHI
M. Ed Degree Programme
Course Code: SPATI
ADVANCED TECHNIQUES OF INSTRUCTION
The prospective teacher-educators will be able to:
1. understand mobile learning
2. use whiteboard for teaching
3. design instructional games
4. apply peer tutoring
5. explain active learning methods
6. describe teaching- learning process model
7. use student-centred teaching methods
8. understand the psychological perspectives in teaching
9. apply the neuro linguistic programming in education
10. use the technological trends in teaching and learning
Unit I: Mobile Learning

Meaning and Definition of mobile technologies – Use of Smart Phones in learning - Smart
Phones in Schools, Colleges and Universities – Smart Phones in Open schools, Colleges and
Universities – Mobile phones in distance learning.
Unit II: Interactive Whiteboard Based Learning
Computer, Projector and Whiteboard – How to use it – Interactive Whiteboard for Higher
Education- As an Instructional tool- features available when using an Interactive Whiteboard-
Interactive teaching- Group Interaction.
Unit III: Instructional Games
Meaning and purpose – Instructional game as a strategy – implementing the strategy – Impact
of Instructional games on student learning – Intelligent tutoring system- Implication for
teaching and learning.
Unit IV: Peer Tutoring
Peer tutoring – online tutoring- peer learning- definition – peer tutoring in the classroom-
Benefits of peer tutoring- Importance of peer tutoring- disadvantages of peer tutoring.
Unit V: Active Learning Methods
Active Learning – Just–in-time teaching - Listening Teams - Structured sharing- Students as
the teachers – Team quizzes.
Unit VI: Teaching–Learning Process Models
Basic teaching model – John Carroll’s model – Proctor’s model – Cruickshank’s model –
Gage and Berliner’s model - Huitt’s model.
UNIT VII: STUDENT- CENTERED TEACHING
Student-centred teaching- meaning, characteristics, need – Implementing student-centred
teaching methods – Types of student-centred methods: active learning, cooperative learning
and inductive teaching- Learner–centred teaching in schools.
Unit VIII: Psychological Perspectives in Teaching
Meaning, nature and importance of Cognitive, Behaviourist and Constructivist strategies of
teaching.
Unit IX: Neuro Linguistic Programming in Education
Neurolinguistic programming – meaning – nature- advantages- Application in teaching.
Unit X: Technological Trends in Teaching and Learning
Smart phones, Tablet, i pad - Chat applications - Instagram, Skype, Facebook, Twitter,
Whatsapp and blogs – RSS (Rich Site Summary) feed and Podcasts and their educational
applications.
Suggested Activities
1. Discussion on mobile learning.
2. A group discussion on peer tutoring.
3. Seminar presentation on the student-centred teaching.
4. A debate on various models of teaching-learning process.
5. Invited talk on neuro-linguistic programming in education.

Childhood and Growing up
hands. Many people use smart phones for different uses for example,
to send and receive emails, do researches, listen to music and play
audios and videos. Smart phones have become a real advantage for
everyone including adults, youth and even teens. This will be easy to
use in the learning environment and in schools. In this unit, briefly discuss
about meaning and definition of mobile technologies, use of smart phones
in learning, smart phones in schools, colleges and universities, smart
UNIT 1 phones in open schools, colleges and universities and mobile phones in
distance learning.
1.2. MEANING OF MOBILE TECHNOLOGIES
MOBILE
Mobile technology is exactly the technology that is portable; it
LEARNING refers to any device that carries with us to perform a wide variety of
“tasks”. It is technology that allows those tasks to be performed via
cellular phone, Personal Digital Assistants (PDA), tablet, laptops, etc.
1.1. INTRODUCTION A standard mobile device has gone from being no more than a simple
two-way pager to being a cellular phone, a Global Positioning System
Mobile learning is the ability to obtain or provide educational
(GPS) navigation system, a web browser, and instant messenger system,
content on personal pocket devices such as Personal Digital Assistants
a video gaming system, and much more. It includes the use of a variety
(PDAs), smart phones and mobile phones. Educational content refers
of transmission media such as: radio wave, microwave, infra-red, GPS
to digital learning assets which include any form of content or media
and bluetooth to allow for the transfer of data via voice, text, video, 2-
made available on a personal device. With our ever increasing capacity
dimensional barcodes and more.
in our world, mobile technology seems to be at the fore-front. It is very
hard to believe that this technology didn’t even exist 100 years ago, An electronic tele-communications device often referred to as
now it is the most used technology in our society today. In the near a cellular phone or cell phone. Mobile phones connect to a wireless
future, there will be more mobile phones than there are people in the communications network through radio wave or satellite transmissions.
world. Almost the entire population will have a mobile phone in their Most mobile phones provide voice communications, Short Message
Service (SMS), Multimedia Message Service (MMS), games,
1 Samyukdha Publications Samyukdha Publications 2

cameras, video players, navigat ional systems, and also “Mobile technology refers to devices that are both transportable
provide internet services such as web browsing and e-mail. They can and offer instantaneous access to information”.
be used over a wide area without a physical connection to a network. – Coates et al., (2009)
1.2.1. Definition of Mobile Technologies “The technology includes ipod, MP3 player, personal digital
assistants, USB Driver, e-book reader, smart phone, ultra mobile, PC
Mobility of Technology and laptop or tablet PC”.
– Adeeb and Hussain, (2009)
Mobility of Learning
“Personal digital assistants (PDA) and smart phones are mobile
devices that are agents for real time communication”.
Mobility or Learners
– Chang et al, (2012)
1.2.2. Mobile Device
Mobile learning (m-learning) is defined as the provision of
education and training on mobile devices, such as Personal Digital Mobile device means any portable technology running an
Assistants (PDAs), smart phones and mobile phones. operating system optimized or designed for mobile computing. A mobile
device (also known as a handheld device, handheld computer or simply
According to Lan and Sie (2010) “Mobile learning (m-learning)
handheld) is a small, hand-held computing device, typically having a
is a kind of learning model allowing learners to obtain learning materials
display screen with touch input and/or a miniature keyboard. Mobile
anywhere and anytime using mobile technologies and the internet”.
devices are;
Laurillard and Pachler (2007) defines, “M-leaning is being the
Cell phones:-
digital support of adaptive, investigate, communicative, collaborate and
productive learning activities in remote locations purposes a wide variety Cell phones are the simplest of them all but still fairly powerful.
of environments in which the teacher can operate”. They can be used for group discussions via text messaging and since
so many cell phones have cameras, they are useful for photography
Mobile technology is the technology used for cellular
based projects as well. Students can also record themselves class
communication mobile Code Division Multiple Access (CDMA)
lectures aloud for classes or practicing speeches.
technology has evolved rapidly over the past few years.


E-book readers:- 1.3. USE OF SMART PHONES IN LEARNING
Their fundamental function of course, if for reading books and The use of smart phones in school, new educational trends is
storing entire libraries. They also provide easy access to dictionaries. actually encouraging the use of mobile devices. The mobile cell phone
Many students also use their e–book readers as a placement for the or smart phone is not just use of what app, sms and facebook, it can
daily paper, since they can read various editions and magazines on it. be used in multimedia of ways from an educational perspective. Smart
phones are creating a powerful, portable communication tool. They
Smart phones:-
carry a variety of features within a small, often light weight frame. They
The older students more like by they are to be wielding one of however vary in size, colour, style and features as many manufacturers
these. Like tablets, smart phones have many computers like functions. seek to remain on par with and even surpass the technology of their
They can run apps and video send and receive email and texts competitors.
functionalities that can easily be channeled into classroom inquiry. A
 Portability
smart phone is a high end mobile phone that integrates the functions of
 Accessibility
a personal digital assistant (PDA) and a mobile phone. Today’s models
 Ease of use
also become a portable media players and camera phone with high
 Apps
resolution touch screens, web browsers and it can access and display
 Built in Features: Camera, Email, etc
standard web pages, GPS navigation, Wi-Fi and as well as mobile
 Personalization
broadband access. Compared to normal mobile phones, smart phones
 Convenience
are added with different. Functionalities for example mobile phones
 Tools to Help and Keep Organized
are made for making phone calls and messaging. A smart phone works
 Information at our fingertips
as a portable digital device or a mini computer. With a smart phone
 Pocket size power
one can do all. Most everything in just a small device that allows serving
the internet, play, games online, send and receive emails, record videos  Faster communication
and so on.  Keep in Touch

 Multimedia Functions
Mobile devices are changing the way one learn with technology,
 Access company data
providing potential advantages that can be applied to the English
 Cheaper than laptops
language teaching field.
 Time efficient
 Keep in touch with social networking Check facts: Probably the most common use of all. Both
 Has a data plan that enables to use the internet students and teachers can now find facts within seconds. This can be
 Video player and PDA (personal digital assistant) all at the very useful when explaining and debating topics.
same time
Take photos: Mobile phones can be used as cameras to
 They’re used to access the internet, schedule homework, and
illustrate work and presentations.
send e-mails to teachers and fellow students regarding
assignments. Make videos: Videos can be used to record experiments and
later include them in projects.
Use of Smart Phones in Higher Education Learning
 Conducting research. Carry out tests: This is probably one of the most interesting
and revolutionary uses of the mobile phone in the schools colleges and
 Updating records or collaborating with peers.
universities. Students can now take quizzes and tests on their mobile
 Embraced M-Learning.
phone that were created earlier by their teacher. In this way, teachers
 Digital note-taking.
can gain valuable real-time insight into the knowledge of their students
 Students can spell-check, modify and amend their class notes
and the effectiveness of their teaching.
on the smart phone.
Read the news: Many teachers often include news articles
 Access to phone, email, organizer and multimedia.
as part of their teaching methods. With an endless amount of news
 Educators distribute course material through the Internet.
gathering mobile applications, one can bring news and current affairs
 Textbook publishers have begun to release e-books.
into the classroom in an instant.
 Software companies have developed smart phone programs
such as dictionaries, thesaurus, word processing software, Dictionary: There are a multitude of dictionary applications
encyclopedias and digital lesson plans. that allow checking the meaning of a word instantly.
 Web browsing using Wifi or cellular network. Translator: This can help with meaning and explanation of a
1.4. SMART PHONES IN SCHOOLS, COLLEGES AND foreign word just like the dictionary application.
UNIVERSITIES Calendar: No more forgetfulness or confusion about exam
Smart phones give students a wealth of creative options to dates or submission deadlines. Now one has applications that allow
enhance the classroom experience in learning, including: synchronizing calendars.

Write down ideas: Smart phones allow us to take down notes

Calculator: There are numerous applications that enable to
any time, any place.
perform all the operations of a scientific calculator. This helps reduce
Listen to music: Easy access to listen music relevant to the the amount of items students must carry in their bags.
topic whenever needed.
Edit videos: Not only make videos, also edit them, add text,
Images: A picture is worth a thousand words. Students find it filters, effects and more.
easier to understand material when there is an image related to an
Edit pictures: The same can be done with images as with
explanation. Mind Maps are a good example of a tool that helps in this
videos.
regard.
Publish in the class blog: Class blogs are an increasingly
Review: Smart phones allow to access resources and material
quickly before an exam. common exercise these days and help develop writing skills.
Stopwatch or timer: Classes, exercises and presentations Make presentations: To carry around external hard drives
often come with time limits. Practice our time management by using and USB sticks, store the material in the mobile phone and connect it
mobile phone’s stopwatch. directly to the projector.
Read eBooks: When learning, applying for a job position or Remote control: whether switching from one slide to another
going to University, reading PDFs and manuals can be mandatory. For during a presentation or stopping and playing a video, there are
this reason, applications like Kindle allow us to read books and manuals applications that enable to use our smart phone as a remote control.
from anywhere. Communicate: If a student must go to the secretary or
Voice recorder: Mobile phone provides students with the principal’s office, communicate with them through a text message.
ability to record explanations. These recordings can be referred to later Store formulae: Smart phones allow us to store mathematical
on and can save a great deal of time instead of writing. In these cases, and scientific formulas close to hand. There are applications that
always remember to get permission from the teacher first. already contain hundreds of commonly used formulae, all have to do is
Document scanner: Although it does not offer the same look for them.
quality as a traditional scanner, the camera of a mobile phone can serve
Control noise in the classroom: Mobile phone can serve
as a scanner. Some teachers even support the delivery of class work
as a decibel meter and tell when the noise level gets too high.
through photos.
Updates: Remind is an app designed to send notifications to Digital whiteboard: Although the majority of apps that serve
parents and/or students without knowing their phone number. as a digital whiteboard are optimized for tablets, there are also some
that can be used directly from our phone and allow projecting everything
Locate points on the map: Applications such as Google Maps
create.
help us to locate ourselves and are great in History and Geography
classes. Weather: Teachers who like to move the lesson outdoors,
weather apps can come in very useful to see the forecast. These apps
Control Attendance: There are many applications that can
can also serve specific lessons in explaining the climatic conditions in
help keep track of the attendance of students direct from our mobile
other regions or countries.
phone.
Measure productivity: There are applications, such as Time
Assess Students: Mobile phones can be used to monitor and
Recording Pro, that allow measuring the time dedicated to a particular
keep track of a student’s course work and exam results. In this way,
task. This can be very useful for teachers and students when taking on
teachers have access at all times to a particular student and can see if
a project that is divided into several phases.
that student is making progress or not.
Play: there is much talk of the gamification of the educational
Clock: Most of the people are reaching for their mobile phone
process, i.e. the need to transform learning into a game as much as
to check the time rather than checking their wristwatch.
possible. There are literally hundreds of educational apps that can make
Inspire: Originality is one of the best ways to keep students learning more enjoyable and easier on the students.
interested. However, sometimes students simply get bored. The mobile
1.5. USES OF SMART PHONES IN OPEN SCHOOLS,
phone provides a window to the world where one can discover topics
COLLEGES AND UNIVERSITIES
and ideas that are otherwise limited by traditional books and
encyclopedias. Definition:-
Share Notes: Many teachers tend to distribute material at the Smart phones are technology that can be accessed anywhere,
beginning or at the end of the class. Instead photocopying large amounts anytime without the use of wires or cables to transmit messages from
of paper and handing them out, our mobile phone allows to easily one device to another. - Kim et al (2004)
performing this function. Social media network is build about one of the bridge between
the student and the teacher. It would be varied with the form of
technology. The technologies should be increased about natural format Role of smart phones: The smart phones applications are very much
of teaching style. It could be anything that formulates the knowledge systematic in the approach.
should be enthusiastic and the way of detailed approach.
Forming group discussion: In the smart phone should be an option
Open School for group discussion which is very much reliable for having discussion
Open school is one of the informal education centers. It is first and collecting information with the experts and the peer groups.
located at Africa in 1914, and then gradually developed in other e-learning: In the open school student should develop about the
countries. thinking the range could be inverse of lot of extenditial form of the
Our Indian Constitution Article no. 26, group should be introduce that permit about easy form of life sector
“Every man compulsory should have education at least may be convenient.
elementary education must have basic education”. e-books: In the smart phones it is easy to download the e-books
So this work is done in open schools. always used to refer the doubts and clear it immediate. It is also used
Admission, to collect the study material.
In the open schools admitted about the e-tutor: In the smart phones always download about e–tutor app the
- drop out students students will work anything and learn to get knowledge about the form
of fully enterprise the same things, that things always have the potential
- adult students
development. Student using smart phones to studying at equal level.
- special students
So their knowledge is still but the format student only exam point of
Are always admitted about the open schools. In the open schools view.
have no age limitations.
Download: In the download option to use only download about the
Open Colleges and Open Universities formation about the form mainly be inviolable.
Open colleges and open universities are educated at the student YouTube: Smart phone should have the YouTube facility to watch
to learn improperly complete about the student to praise the skill and many experts handling class.
talent about qualities. Those who have not completed the 10 +2 pattern Video-chat: If one have any clarification to using the video, chat about
they will be admitted. the problem to use video chat method.

Monitoring student progress and the prevention of drop-out

Calculators: The calculator is used for increasing the speed and
accuracy of calculation. Smart phones are used to monitor the student’s learning
Flipped classroom: The teachers of the present trend flip their progress and also it is used in the prevention of drop outs
classroom. They send subject matter to the smart phones of their student Learner support
to have a review the previous day. The doubts and question regarding
 Short Messaging Service (SMS) messaging is used to provide
it are cleared in the classroom the following day.
students with advice on study skills, time management and
Deliver the content: The teachers deliver the content to the students examination preparation. More sophisticated mobile devices,
using the smart phones. They also share the link of the sources by PDAs and smart phones, are used for diagnostic quizzes, to
sending message. help examination preparation as well as a range of more
Testing the facts: The students can test the true nature of the facts interactive exercises to help with study skills.
and keep themselves upto date.  Learning management system (LMS), which provides access
Dictionary: The students can know the meaning of the words to course content, power point slides of lectures and self
immediately. assessment tests etc. Such a provision is a useful addition to
an already well developed on-line service but cannot be
Videos: The students can download videos related to the subject
regarded as something to which open schooling in developing
matter.
countries might aspire in the short term.
Connecting students outside the class: Audio can be sent to the
 Much more relevant to open schooling is the use of mobile
smart phones of the students by the teacher to replace their absence
telephones to supply purpose designed learning materials, with
due to sickness.
self assessment in short modules.
Administration
Context specific activities
There are a large number of examples of how SMS text
 Several institutions report that mobile technologies are helpful
messages can be used to provide information of an administrative nature
in a range of context specific situations ranging from museum
and to give students a greater sense of their links with the institution
visits, to field work and project work.
concerned. It is useful in admitting the students, maintaining records
 Learning out of the classroom is an example of the creative
about the students, sending, assignments, exam time table and venue
use of handheld mobile technologies. The latest gadgets are
details of the examination and detail of hall tickets class time table.
opening up ever more possibilities for innovative teaching and  Podcasts and videocasts can be created to record, store and
learning. deliver content.
 Drawing on functions such as GPS, camera, video, audio and  Lecturers and students can acquire different technological skills
3G internet access, which are often now incorporated within and competencies they need to understand and know how to
one device, teachers of all subjects and across all ages can use different mobile features and applications for teaching and
capitalise on opportunities for using these technologies in learning.
fieldwork.  There are many learning activities that can be supported by
Support for disabled and institutionalized people cell phones. Students can be asked to access certain Open
The text size can be hard to read. Older learners and those Educational Resources (OER) material on the internet; and be
with sight problems can struggle. Text to voice technology is improving, asked to offer their own ideas and post them in their discussion
albeit slowly, and needs to be considered where the learner constituency forums or in conference sessions where they share them with
demands it. their peers and lecturers. Students can take pictures, share it
with others and hold discussions on how to solve a particular
1.6. MOBILE PHONES IN DISTANCE LEARNING
problem using different cell phone applications.
 Cell phones can be used, in conjunction with printed materials,
CONCLUSION
to give and get feedback from lecturers and students, access
learning games, simulations, self-assessment quizzes, podcasts Almost everyone has a mobile device in their hands. People
and videocasts. everywhere are trying to make the next big app, the cool design, the
fastest technology. With mobile being on the fore-front of people’s
 A lecturer can send an SMS that is meant to trigger discussion
minds and one of the biggest markets today, anticipate an alarming
on a particular topic and then encourage students to engage in
rate of inventions and technologies to come in the near days ahead.
a discussion.
The possibilities are endless. There is a current patent for a tattoo
 Students can form peer support study groups through cell
device linking to our mobile. Technology is taking over the world as
phone social networks such as whatsapp, facebook and twitter.
one knows it. All are now totally reliable on technology, especially
 Students can interact or get clarity on a difficult concept by Mobile Technology. All are the mobile generation.
checking it on the internet using cell phones. In an increasingly mobile world, the smart phone has become
a lifestyle changing device. The smart phone is the device to provide
instant access to the internet and online information resources wherever

learners go. Time starved learner says that smart phones improve their
quality of life by allowing them to multi-task on the move. For
marketers, this creates a new opportunity to maintain contact with
learners throughout the day and influence learning decisions in ways
never before possible.
These uses of smart phones in school are first the beginning.
The teaching and learning process can be enriched by embracing these UNIT 2
ideas provided they are monitored and conducted in the safest manner;
smart phones use in school is going to be the big thing. Thus the use of INTERACTIVE
smart phone for learning is broad and wide. Now-a-days smart phones WHITEBOARD BASED
have become one of the most important education tools in the schools, LEARNING
colleges, universities, open schools, open colleges and open universities
and distance learning.
2.1. INTRODUCTION
An interactive whiteboard is a large, touch sensitive board which
 is connected to a digital projector and a computer. The projector
displays the image from the computer screen on the board. The
computer can then be controlled by touching the board, either directly
or with a special pen.
2.1.1. History
 The first Interactive Whiteboard was developed by Canadian
company SMART Technologies in 1991.
 Initially Interactive Whiteboard sales were slow due to little
knowledge about their potential until SMART formed an
alliance with American computer giant Intel Corporation.

 This alliance led to increased marketing and gradually teachers million simple instructions per second. Computers are used in so many
and other Interactive Whiteboard users were realising the fields in our daily life. From Engineers to Doctors, Students, Teachers
benefits associated with a more interacting approach leading and Government Organization they all use computers to perform specific
to a steady rise in their popularity and sales. tasks, for entertainment or just to finish office work. Computers make
2.1.2. Interactive Whiteboards the learning process a lot more simple and efficient. Increases student
 Interactive Whiteboards are a teaching and learning resource engagement and motivation; and accelerates learning.
used for displaying and interacting with content. A projector or image projector is an optical device that projects
 They are generally used throughout schools and workplaces. an image onto a surface, commonly a projection screen.
Most projectors create an image by shining a light through a small
 They display a computer screen via a projector which can be
transparent lens, but some newer types of projectors can project the
manipulated by teachers and students using either their hands
image directly, by using lasers. The most common type of projector
as a mouse or specialised pens which are included with the
used today is called a video projector. Video projectors are digital
software.
replacements for earlier types of projectors such as slide
 The computer screen remains the same only enlarged on the projectors and overhead projectors. These earlier types of projectors
whiteboard so teachers and students can interact with the screen
were mostly replaced with digital video projectors throughout the 1990s
just as if it was on the computer by opening files and completing
and early 2000s (decade), but old analog projectors are still used at
any other general computer applications using our hand or a pen.
some places. The newest types of projectors are handheld
2.2. COMPUTER, PROJECTOR AND WHITEBOARD projectors that use lasers or LEDs to project images.
A computer is a device that accepts information (in the form A whiteboard is a non-electronic variation of the traditional
of digitalized data) and manipulates it for some result based on “rewriteable” school room blackboard, but is white instead of black
a program or sequence of instructions on how the data is to be and of a material that can be written on with colored markers (known
processed. Complex computers also include the means for storing data as dry erase markers). Dry erase markers are easier to erase than the
for some necessary duration. A program may be invariable and built chalk used on a blackboard.
into the computer or different programs may be provided to the 2.3. HOW TO USE IT
computer. Today’s computers have both kinds of programming. The Presentations and Projects
characteristics of computers that have made them so powerful and
Students can present multimedia projects with the whiteboard,
universally useful are speed, accuracy, diligence, versatility and storage
controlling the entire presentation without touching a computer
capacity. A powerful computer is capable of performing about 3-4
keyboard.
Web Streaming and Video  Capturing images and text from a range of sources.
Teachers can show streamed or downloaded video clips using  Emphasising text, spotlight or reveal tool allows focus or revealing
programs like Windows Media Player and Quick Time. Clips embedded of different areas of the screen.
into multimedia presentation programs can easily be shown as well.  Annotating and modifying by adding text and moving items around.
The interactive features of the whiteboard allow users to pause, circle,  Linking information with hyperlinks between files, programs and
annotate, highlight, and more. DVD or Video Home School (VHS) internet sites.
player can be connected to the projector, too.  Storing any activity that was completed during the Interactive White
Printing and Saving Notes Board (IWB) lesson, in the form of flipchart pages. With the IWB
Interactive whiteboards let users print or save anything they the learners are able to create art facts that can be reused later to
have written. Teachers can put notes in a file on a shared server for support further learning.
students to download or post notes on a web page or blog. Notes can  Interactive whiteboards can be used in a variety of different ways
also be printed out and distributed, allowing students to participate in within the classroom including as an ordinary whiteboard, projector
the presentation instead of simply copying from the board. screen and electronic copy board or most commonly as a computer
Encouraging Critical Thinking projector screen.
 To use it as a computer projector screen will need the Interactive
Interactive whiteboards encourage critical thinking. Imagine
Whiteboard as well as a computer and data projector.
using the whiteboard with concept mapping software like Inspiration
or Kidspiration, for example. Students’ ideas could be written directly  The board can be used as a computer being controlled by students
on the whiteboard; if the teachers switch to outline view, the class can and teachers using their hands or pens.
brainstorm together in an organized fashion.  Teachers may display websites relevant to their lessons or any
other educational software.
For Students with Special Needs
 The board’s surface can be written or drawn on, with the image
Interactive whiteboards may be beneficial to students with
saved to the computer, printed off or distributed over a network.
special educational needs. The large fonts and bright colors might be
 Some other examples of how Interactive Whiteboards can be used
helpful for both visually impaired students and those who have trouble
in the classroom include:
staying on task, while students who respond well to kinesthetic learning
will benefit from touching the board.  Saving lessons.
 Giving demonstrations.

 Using built in maps to teach Geography. Classroom applications for using interactive whiteboards include:
 Presenting teacher/student presentations.  Multimedia lessons and presentations including audio and video.
 Digital Storytelling.  Collaborative problem solving.
 Brainstorming.  Showcasing student projects and presentations.
 Teaching students how to navigate the Internet.  Virtual field trips.
2.4. INTERACTIVE WHITEBOARD FOR HIGHER  Recorded lessons that can be used by substitute teachers.
EDUCATION  Documentation of student achievement.
An interactive whiteboard combines a dry erase whiteboard Students learn better when they are fully engaged and that
with a Liquid Crystal Display (LCD) projector and is usually mounted multisensory, hands-on learning is the best way to engage them.
Interactive whiteboards facilitate multisensory.
on a wall or floor stand. Powered by easy-to-use software, the
whiteboard becomes a computer screen viewable by an entire 2.5. INTERACTIVE WHITEBOARDSAS AN INSTRUCTIONAL
classroom. The projector projects the content from a computer onto TOOL
the surface of the board while the teacher controls the content either An interactive whiteboard is an instructional tool that allows
with a pointer or a touch of the hand instead of a keyboard and mouse. computer images to be displayed onto a board using a digital projector.
The combination of software with the projector results in much more The instructor manipulate the elements on the board by using his finger
as a mouse, directly on the screen. Items can be dragged, clicked and
than simply a projected image.
copied and the lecturer can handwrite notes, which can be transformed
Anything that can be done on a computer monitor can be
into text and saved.
replicated on the interactive white board. A teacher can create engaging
This type of tool promotes creative teaching and motivates
lessons that focus on one task such as a matching activity where students
students into absorbing information. Teaching with an interactive
use either their fingers or a pen to match items. Another teacher might
whiteboard allows lecturers to accommodate all different learning styles:
integrate multiple items into a lesson plan such as websites, photos and
 Tactile learners get to touch and move things around the
music that students can interact with, respond to verbally or even write
board. They can also make notes and highlight elements.
comments on the board itself. Image size and placement can change
 Visual learners benefit from a clear view of what is
with a simple touch to the screen. This technology makes the one
happening on the board.
computer classroom a workable instructional model.
 Audio learners can participate in a class discussion.
2.6. FEATURES AVAILABLE WHEN USING AN Calculator - It opens the calculator available on your
INTERACTIVE WHITEBOARD computer.
Any application that runs on computer can be used on an interactive Pointer - It allows to highlight key areas with a pointer. Drag
whiteboard. the pointer around to the area would like to highlight. Double clicking
 Add annotation. the pointer removes it.
 Highlight text. The screen capture toolbar - It allows to capture images of
 Add notes and drawings and then save them to be printed out our screen. The Smart Notebook software will automatically open
and shared, or added to a virtual learning environment. and display the captured image.
 Show pictures and educational videos to the whole lecture Transparency - It controls how dark the background is.
theatre. Students can label parts or highlight elements of an Shape - It allows to change the focused area from a circle to
image. a rectangle or a star.
 Demonstrate the content available on a website in a teacher Exit - It allows to close the spotlight.
directed activity. 2.7. INTERACTIVE TEACHING
Some of the features useful for teaching at university level using
Interactive teaching is a two way process wherein the lecturer
an interactive whiteboard: modifies his or her approach in response to the needs of the learner(s).
Screen shade - The screen shade lets cover screen, allowing The interactive lecturer is keenly aware of the learners and their different
to gradually reveal information to our audience. learning styles. All good lecturers are interactive lecturers. It is not
Spotlight - Spotlight allows focusing the attention of our possible to teach effectively without interaction. Interactive learning is
audience on a specific area of the screen. also a two way process but the learner may be interacting with the
Magnifier - The magnifier enlarges a certain area of the screen lecturer, with peers, with resources or with all three. For example,
envisage the following key skills lesson in which the lecturer aims to
which can be useful when you want to show a close-up of a spreadsheet
develop students’ ability to estimate angles.
or a web address. The small window is used by the lecturer to show
which part of the screen is being magnified, while the large window The first thing to realize about interactive teaching is that it is
not something new or mysterious. If a teacher ask questions in class,
displays the selected information. Move the small window around to
assign and check homework, or hold class or group discussions, then
focus on a different area of the screen.
already teach interactively. Interactive teaching is just giving students
something to do, getting back what they have done, and then assimilating However, whatever the cause, without interacting with the
it ourself, so that one can decide what would be best to do next. students, a teacher has no way to know if his/her efforts to explain the
But, almost all teachers do these things one has to step away topic were successful. This brings to the first of three distinct reasons
from teaching and think about learning. Over the last twenty years, the for interactive teaching. It is an attempt to see what actually exists in
field of cognitive science has taught us a lot about how people learn. A the brains of our students. This is the “summative” aspect. It is the
central principle that has been generally accepted is that everything easiest aspect to understand and it is well described in the literature.
one learn, one “construct” for ourselves. Any outside agent is essentially But, it is far from being the only perspective. The second reason is
powerless to have a direct effect on what one learn. If our brain does “formative”, where the teacher aims through the assigned task to direct
not do it, that is, take-in information, look for connections, interpret students’ mental processing along an appropriate path in “concept-
and make sense of it, no outside force will have any effect. This does
space”. The intent is that, as students think through the issues necessary
not mean that the effort has to be expressly voluntary and conscious
in traversing the path, the resulting mental construction that is developed
on our parts. Our brains take-in information and operate continuously
in the student’s head will possess those properties that the teacher is
on many kinds of levels, only some of which are consciously directed.
trying to teach. As Socrates discovered, a good question can
But, conscious or not, the important thing to understand is that it is our
accomplish this result better than, just telling the answer.
brains that are doing the learning, and that this process is only indirectly
related to the teacher and the teaching. For example, even the most The third may be termed “motivational”. Learning is hard work,
lucid and brilliant exposition of a subject by a teacher in a lecture, may and an injection of motivation at the right moment can make all the
result in limited learning if the students’ brains do not do the necessary difference. One motivating factor provided by the interactive teacher
work to process it. There are several possible causes why students’ is the requirement of a response to a live classroom task. This serves
learning may fall short of expectations in such a situation. They may, to jont the student into action, to get his brain off the couch, so to
 not understand a crucial concept partway into the lecture and speak. Additional more subtle and pleasant events follow immediately
so what follows is unintelligible, capitalizing on the momentum created by this initial burst. One of these
 be missing prior information or not have a good understanding is a result of our human social tendencies. When teachers ask students
of what went before, so the conceptual structures on which to work together in small groups to solve a problem, a discussion ensues
the lecture is based are absent, that not only serves in itself to build more robust knowledge structures,
 lack the interest, motivation, or desire to expend the mental but also to motivate. The anticipation of immediate feedback in the
effort to follow the presentation, understand the arguments, form of reaction from their peers, or from the teacher is a very strong
make sense of the positions, and validate the inferences.
motivator. If it is not embarrassing or threatening, students want to to enable issues to be resolved. Management and practitioners should
know desperately whether their understanding is progressing or just be aware of potential issues arising from peer pressure, to avoid
drifting aimlessly in concept space. Knowing that they are not allowed compromising operational safety. Early identification and communication
to drift too far off track provides tremendous energy to continue. of staff conflicts may prevent issues developing. This may enable
2.8. GROUP INTERACTION potential safety significant implications to be avoided. Group Interaction
“A group is two or more persons who are interacting with one is a more formal version of Conversation. In Conversation, the person
another in such a manner that each person influences and is influenced with the new learning does most of the talking, presenting to one or
by each other person”. - Shaw (1971) more other people, who can ask questions. In group interaction, the
For a collection of people to be defined as a group, the members must: questions and interactions are nearly scripted, to make sure that certain
 interact with one another. questions and certain thought pathways are included.
 be socially attracted to each other. Method

 share goals or objectives. Whether the group is just a dyad (two people) or a small group
 have a shared identity which distinguishes them from other of four or five, it’s a good idea to include these features:
groups. Clarification
Interactive whiteboards promote group discussion and The presenter needs to be able to communicate his or her
participation. They are an effective tool for brainstorming as notes made knowledge in a clear and understandable way, and support the knowledge
on the screen can be turned into text, and saved to be shared and claims with appropriate evidence, arguments, and reasons. In the course
distributed later. They are an ideal tool for small group work and of the presentation, then, at various intervals, the listener(s) should
collaborative learning, as students can huddle around the board
 paraphrase the presenter’s important points
developing ideas, and then save the work for sharing over a network
 explain the structure of the presenter’s argument: thesis (central
or by email. Group interaction refers to the dynamics of the team and
the way individuals in the group interact with one another. idea) and reasons
Conflicts may occur between certain individuals and may have  generate a list of confirming and disconfirming arguments
the potential to cause a distraction to the tasks undertaken. Practitioners applicable to the presenter’s thesis
should be aware of potential implications resulting from conflicts.  list or draw the sequence of steps in the process, the points
Practitioners should be encouraged to communicate any issues arising made, or reasons supporting the argument
 outline the presentation and discuss the outline with the presenter  What one thing (or two or three things) that you learned
to see how well the outline captures the presenter’s intention. impacted you the most on a personal level?
Exploring in the box. The listeners to the presentation should ask the  What are you still curious about?
following questions in an interview-style interaction when the presenter  Will you be doing additional research in this area? Why? Why
is finished: not? What?
 Why is this important? That is, now that you and we know High Performance Learning
this, so what? When the information is complex or has more than one position,
 Please explain this aspect more fully or clarify this idea. two presenters can deliver aspects of the same idea or arguments for
 What would be another example? opposing positions. In the latter case, the format is a debate. The
Exploring out of the box. These questions take the presenter and audience (the other members of the small group or class) can then
the audience beyond the immediate information just learned into the question each presenter in turn using some of the structured questions
context around it. It’s important to be able to fit new knowledge into above.
current knowledge. This is a process known as integration. Pros
 Can you give us a non-example?  Increase student motivation and engagement.
 What would be an example of disconfirming evidence?  Cater to variety of learning styles

(Evidence that would argue against the presenter’s information  Scaffold learning
or central idea.)  Provide effective feedback
 Who disagrees with your conclusions, and what do they say?  Promote active participation
 What are the weak points in your conclusions?  Great teacher tool kit
 How does this new knowledge fit in with your current  The students are engaged and involved.
knowledge?  Immediate access to internet, video, sounds, interactive
Personal response. Learning that impacts us personally is much more website, and the list goes on.
likely to be remembered than something one just memorized off hand  Students get to learn new technology.
and only for a test. Here are some personalization questions.  Research shows that some students learn better.
 What surprised you the most about learning this?  Immediate formative assessment with voters.

 Once the flip charts are made they can use them for the following
year.
 Most of all students enjoy it!
Cons
 Information overloads (faster paced highly visual lessons).
 Substitution mentality – still ‘chalk and talk’
 Students as spectators
 Template thinking (use of provided resources)
UNIT 3
 Expensive (Cost to Use)
INSTRUCTIONAL
 The board will only work as well as the teacher using it.
 Extra time for teachers to make interactive lessons.
GAMES
 Sometimes technology doesn’t work.
 Substitutes have a difficult time using them. 3.1. INTRODUCTION
CONCLUSION All types of games may be used in an educational environment.
Thus the combination of computer, projector and whiteboard Instructional games are games that are designed to help people to learn
forms the interactive whiteboard. The interactive whiteboards have about certain subjects, expand concepts, reinforce development,
become popular over the last few years and it appears that their use understand a historical event or culture or assist them in learning a skill
will continue to grow exponentially. as they play. Instructional games the goal of each student practice
strategy in this program is to provide students who have learning
 problems multiple opportunities to respond to a particular learning task,
a learning activity that encourages students to perform math skills in
a game format. Basically it is activities that designed to motivate, engage,
involve learners with the course content by addition some techniques
and rules to those activities. In this unit briefly discuss about meaning
and purpose of instructional games, instructional game as a strategy,

implementing the strategy, impact of instructional games on student learning, Instructional games refer to all types of games that can be used
intelligent tutoring system and implication for teaching and learning. to facilitate learning such as: board games, computer games, locally
3.2. INSTRUCTIONAL GAMES - MEANING constructed or commercial games, physical games, puzzle games, online
games, card games, etc. Many people believe the definition of game to
Instructional games are games explicitly designed
be all about fun which is wrong. In fact, some games are quite
with educational purposes, or which have incidental or secondary
complicated and extremely serious.
educational value. All types of games may be used in an educational
environment. Educational games are games that are designed to help Some games are competitive, cooperative and interactive in
people to learn about certain subjects, expand concepts, reinforce nature while some are just for fun (Harris, 2009). Longman Dictionary
development, understand a historical event or culture, or assist them in of Contemporary English defines a game as an activity in which people
learning a skill as they play. Game types include board, card, and video compete with each other according to agreed rules. Instructional games
games. An educational game is a game designed to teach humans about are games built to teach a particular subjects or a skill and game is a
a specific subject and to teach them a skill. As educators, governments, form of play that teaches us goals, interaction, and rules, in problem
and parents realize the psychological need and benefits of gaming have solving, all encompassed as a story. It gives to learners the basic skills
on learning, this educational tool has become mainstream. Games are they need to learn effectively by providing fun while learning, intrinsic
interactive play that teach us goals, rules, adaptation, problem solving, motivation, ego satisfaction, creativity, social interaction and positive
interaction, all represented as a story. They satisfy our fundamental attitude towards the subject (Prensky 2001). Byrne (1995) defined
need to learn by providing enjoyment, passionate involvement, structure, instructional games as a kind of play governed by rules that should be
motivation, ego gratification, adrenaline, creativity, social interaction enjoyed. It is not just a means for relaxation after a long day of activities,
and emotion in the game itself while the learning takes place. but a means of making the learners understand the subject better.
3.2.1. INSTRUCTIONAL GAMES - DEFINITION A working definition of instructional games are games designed
According to M.D Roblyer (2000), an instructional game is to enhance learning through play governed by rules in order to reduce
instructional software designed to encourage student motivation to the rigid and regimental process of teaching and learning to a more flexible
include learning within a fun activity. Instructional games provide a one. The function of any instructional game is to promote learning. This
different resource for students with a learning disability. It is a learning function is constant no matter the type instructional game whether
resource that is tailored to a classroom small group or an individualized commercially produced, student or teacher made. If the game produced
focus upon a particular content area or topic. It is a learning resource does not enhance learning then it is not an instructional game. To be
that provides skill for the user. sure, educational games are not a panacea intended to replace all other
methods of instruction. Their function is, at best, one of supplementing  The game must provide means for evaluating the learner’s
the many existing practices which have been recognized as sound teaching performance to see if the intended instructional objectives of the
methods, and have withstood the test of time. lesson have been achieved.
Students’ are more involved in learning when their learning  The game must provide a means for immediate feedback. The
experiences are active and exploratory. Prensky (2001) believes that feedback should be given to the learners as soon as possible for
instructional games help shape students’ experiences and achievement corrective measures or remediation.
because student s prefer rich graphics and multitasking  The game should be developed based on the ability level of the
interfaces. Instructional games should be treated as important and not learners. If the task to be accomplished is too difficult, the
as a secondary activity that turn away time when there is no class students may give up easily and may become bored if it is too
activity. Games should be inculcated at every step in a lesson, provided easy.
that they are appropriate for the class to achieve its stated objectives. 3.2.2. PURPOSE OF INSTRUCTIONAL GAMES
Ways of Developing Instructional Games There are many purposes of using instructional games in the
All games are not to be utilized as a medium of instruction. classroom:
Some games are developed just for fun with no educational benefit Instructional games enhance learning:
attached to it. Instructional should be designed to support the achievement
Learning requires a great deal of effort; games help students
of instructional objectives backed with a good design model (Hays,
to make and sustain the effort of learning. The use of innovative
2005). Teachers and game developers should bear in mind that games
educational games in the classroom can increase enthusiasm and reinforce
are not reality. Therefore the activities to been countered in games
previously presented didactic information. Games increase attention span
should have some forms of reality by providing real competitive
and concentration.
environment backed up with rules where a learner is to achieve a goal.
Games are useful in providing for individual differences:
For a game to be accepted as a medium of instruction it should possess
the following characteristics. Games provide personalized learning where schools tailor
education to ensure that every pupil achieves the highest standard
 The game designed must support the stated instructional
possible. Games enhance cognitive learning and students’ can learn
objectives.
from games. Games should be chosen because they provide learners with
 The game must provide opportunity for learners to have different characteristics the interactive experiences that help them meet
meaningful interaction with the learning content. instructional objectives.
Instructional games act as motivator and interest builder: Instructional games encourage students to interaction:
Instructional games provide a positive, interactive alternative Instructional games encourage team learning, cooperation and
method of teaching and information sharing especially when the students active peer-to-peer instructions are strongly reinforced by educational
feel tired. Games increase students’ involvement, motivation, and interest games.
in the material taught, and allows the instructor to be creative and original Instructional games make learning student-centered:
when presenting topics. Motivation can be assessed by the amount of
Games reduce the authoritarian role of the teacher, and produce
involvement players demonstrate in a game. Hays (2005) examined
more desirable teacher-student relationships. Games provide an aspect
three game characteristics (control, challenge, and complexity) to
of realism that requires students to make their own decisions and evaluate
determine their effects on learner involvement. This research
their own results. Instructional games changes the role of a teacher
demonstrates that specific game designs can positively affect learning
from that of an instructor, organizer, or moderator of a class. It reduces
outcomes. Thus, it is important to design instructional games that
the dominion a teacher has over the class. The teacher introduces the
increases learner’s involvement most especially the slow learners.
concept in the lesson and rules for the game and observes while the
Instructional games challenge students: students take charge.
Games challenge students to apply information, thus allowing Instructional games can act as an evaluation tool:
them to evaluate their critical thinking skills. It creates a challenging
Instructional games can act as an evaluation tool because it
constructively competitive atmosphere that facilitates interaction among
exposes the weaknesses and strength of the students. The teacher
students in a friendly and fun environment.
evaluates while observing the students; the teacher notes the strength and
Instructional games ease stress and boredom: weakness of the students and students get their feed back immediately
Games are a welcome break from the usual routine of the even without the help of the teacher. Instructional games provide a
classroom learning. Games can be used to make practice periods pleasant better form of assessment for quantifying knowledge and abilities than
and successful. Instructional games help reduce the stress of learning a the traditional methods. Assessment occurs at the same time with the
new lesson because it provides a relaxed environment. They also noted gaming process. Players are provided immediate feedback; they know
that sometimes learners are lazy and do not want to do the tasks asked if they have lost or are still in the game, they know if they are to proceed
of them in class; providing games is one way to get readers motivated to to the next level or try again, they know the exact area of weakness and
participate and engaged in learning rather than being forced to learn. try to excel in that area in order to remain in the game. Students do not
need to depend on teachers for assessment because it occurs naturally in
the game. Games provide the capacity to obtain data about students’ guessing games, have seen students’ ability to use circumlocution
academic strengths and weakness in order to proffer solution therefore improve dramatically. Watch students’ creativity during game
games canal so provide diagnostic evaluation. sessions.
3.3. INSTRUCTIONAL GAME AS A STRATEGY  While playing games, students develop a variety of connections
with the content and can form positive memories of learning.
 Students learn through the process of playing the game. By
Some of favorite classroom memories are from game times.
playing a game, students may be able to understand a new
Never forget watching around the classroom to help his peers
concept or idea, take on a different perspective, or experiment
guess the word “Mono” (monkey). Fortunately, the students
with different options or variables. For example, in beginning
won’t forget it either. The fun, silly or interesting moments tend
English classes, often played a card game the first week of
to stand out in students’ memories, and they latch on to the
school. The students were in groups of 4-5. Each person read
vocabulary or structures all are studying. A positive emotional
through the directions to the card game; then, the game was
connection can facilitate learning. Furthermore, many games
played in complete silence. After the first round, one student
feature a variety of different stimuli; some students might
from each group moved to a different group. All typically played
remember the vocabulary words from acting them out, others
three or four rounds.
remember reading the clues, and other students remember
 Games provide a context for engaging practice. As a world
hearing classmates call out answers. Games can provide a
languages teacher, know students need a lot of practice to
variety of sensory experiences for students.
internalize important vocabulary and structures. However, for
 Games grab students’ attention and actively engage
the practice to be meaningful, students must be engaged.
them. Students really enjoy playing games, it is a good way to
Through lively games of charades, pyramid, or others, students
focus their attention and actively immerse them in learning. This
willingly use the vocabulary and structures, repeatedly gaining
can be especially useful in a wide variety of ways. For example,
much-needed practice.
after a fire drill students sometimes have trouble settling down
 Through games, students can learn a variety of important skills.
and returning to class. A game allows students to quickly engage
There are countless skills that students can develop through
and transition back to the content we were working on. After
game playing such as critical thinking skills, creativity, teamwork,
hours of state-mandated standardized tests, students are often
and good sportsmanship. For example, Spanish students,
tired of sitting and full of energy; an energetic game with lots of
circumlocution is a very important skill. By playing word
movement may be just what they need.
 A learning activity that encourages students to perform math  Teacher models math skill(s) that are to be used in the game
skills in a game format. before the game is played.
 It is a student practice strategy.  Teacher provides explicit directions for the game and models
 Student should have both received prior instruction for the math how it is played.
skill(s) included in the game and demonstrated they can perform  Behavioral expectations are explicitly stated, and, when
the skill with at least moderate success. appropriate, modeled by the teacher.
 Assists students to master appropriate math skills, to develop  Game context and format should be age or interest appropriate.
automaticity (fluency), and/or to maintain their mastery of skills  To maintain student engagement, a relatively lively pace should
over a period of time. be maintained.
 Examples of game procedures that can be adapted include  Corrective feedback and positive reinforcement should be
checkers, cards, dice, spinners, and game boards. continually provided as appropriate.
 Individualized, small group and whole class. 3.4. IMPLEMENTING THE STRATEGY
 One of the greatest challenges facing educators today is that 1. Determine math skill(s) for which target students have received
of engaging a wide and diverse group of students. Students prior instruction and which they can perform with at least
come to the learning experience with varying degrees of moderate success.
motivation, commitment, ability, and learning styles or 2. Select a student age or interest appropriate game context in
approaches. which the target math skill can be performed.
 Instructional games as a teaching tool work in expanding the 3. Develop game procedures that allow for many math-skill
learning matrix to include social and practical dimensions of practice opportunities.
learning. 4. Provide students with necessary materials to play the game.
 Instructional games as a motivating learning tool. 5. Model the math skill(s) to be practiced at least once in isolation
 Value added benefits of instructional games. and at least once within the game context before the game is played.
6. Provide explicit directions for playing the game and model game
The critical elements of this strategy
procedures.
 The instructional game must only include math skills which
7. State behavioral expectations and model essential game-playing
students can perform independently with at least moderate
behaviors.
success.
8. Invite several students to model playing the game before game  The instructional game tool is usually repetitive that allows
begins. Provide an opportunity for students to ask questions increased learn within a skills the student previous did not
and to clarify misconceptions. understand.
9. Monitor students as they play the game, providing specific  The instructional game is similar to the layout of video game
except it encourage learning and it promote positive learning
corrective feedback, modeling skills when appropriate, and
and encouragement.
providing positive reinforcement. Demonstrate enthusiasm for
 Student will enjoy the instructional game unlike class
game as students play
assignments or home works.
10. Provide a way for students to show their work so that one can
 Encourage student with content area or topic.
evaluate their performance after the game is completed.
 Instructional game are fun, exciting and motivating.
3.5. IMPACT OF INSTRUCTIONAL GAMES ON STUDENT
Purpose:-
LEARNING
 The instructional games are encourage students to learn the
All types of games may be used in an educational environment.
subject area content or a specific skill with in a content area.
Educational games are games that are designed to help people to learn
 The game consists of fun, interactive and engaging visuals, which
about certain subjects, expand concepts, reinforce development,
stimulate learning. In addition, it promotes healthy learning, the
understand a historical event or culture or assist them in learning a skill
skills are learned in small increments and it includes
as they play. Instructional objectives can be defined as a group of
encouragement for the student to complete the task.
statement formulated by the teacher for describing what the pupils are
 It develops changes in attitudes.
expected to do or will be able to do once the process of classroom
 To change specific behaviours.
instructional over. If one teaching vocabulary at with trading cards so
 To prepare participants for assuming new role in the future.
many relative adavantages are there.
 To help individuals to understand their current roles.
Relative Advantage:-
 To increase the student’s ability to apply principles.
 This tool encourages a fun, learning and active learning
 Analyze the current movement toward using games and game
environment within a video game. design to enhance teaching and learning.
 Student learning will increase as the student masters the  Create an environment that can analyze the perspective,
assigned skills. narrative, and interactively of the learners amongst one another.
 Interactivity –learners participating in a game to promotes their Major impacts:-

learning. 1. Educational games are games explicitly designed with
 Improving students’ conceptual understanding and motivational educational purpose or which have incidental or secondary
levels to do academic work. educational value.
Instructional Software 2. Game based learning provides versatility for more than one learning
The use of the instructional software below is utilized an English style and also can affect cognitive and psychomotor skills.
as a Second Language (ESL) or English Language Learner (ELL) 3. For stimulation based games, to massively, multiplayer, online
keyboarding, math, social studies, or language arts content area. (Massively Multiplayer Online (MMO)) games, to alternate
reality games.
Examples:-
 Adventure and role playing games 3.6. INTELLIGENT TUTORING SYSTEM
 Business games An Intelligent Tutoring System (ITS) is a computer system that

 Board games aims to provide immediate and customized instruction or feedback to
learners, usually without intervention from a human teacher. Intelligent
 Combat games
Tutoring Systems (ITSs) have the common goal of enabling learning in
 Language games and puzzles
a meaningful and effective manner by using a variety of computing
 Word games technologies. There are many examples of ITSs being used in both
Computer software used for the primary purpose of teaching formal education and professional settings in which they have
and self-instruction. Categories of instructional software include. demonstrated their capabilities and limitations. There is a close
 Drill and practice relationship between intelligent tutoring, cognitive learning theories and
 Tutorial design; and there is ongoing research to improve the effectiveness of
 Simulation ITS. An ITS aims to solve the problem of over-dependency of students
 Instructional games over teachers for quality education. It aims to provide access to high
quality education to each and every student, thus reforming the entire
 Problem solving
education system.
It provides an easy to use and interactive tutorial for learning
the basic in communication in the language. The possibility of intelligent machines has been discussed for
centuries. Blaise Pascal created the first calculating machine capable of

mathematical functions in the 17th century simply called Pascal’s Calculator. An intelligent tutoring system is a computer system that tutors
At this time the mathematician and philosopher Gottfried Wilhelm students in some domain of study. An effective tutor knows not only
Leibniz envisioned machines capable of reasoning and applying rules of when a response is incorrect but how a student might have been led to
logic to settle disputes. These early works contributed to the development select it and to present the student with problems that test a particular
of the computer and future applications. The concept of intelligent machines concept until they have determined that the student has mastered that
for instructional use date back as early as 1924, when Sidney Pressey of concept. When the student succeeds, the tutor makes a note of how
Ohio State University created a mechanical teaching machine to instruct long the lesson took.
students without a human teacher. His machine resembled closely a An intelligent tutoring system is computer software designed
typewriter with several keys and a window that provided the learner with to do all these things and more. Unlike other computer-aided forms of
questions. The Pressey Machine allowed user input and provided immediate instruction, intelligent tutoring systems can interpret complex human
feedback by recording their score on a counter. responses and learn as they operate, adjusting their feedback style
Pressey himself was influenced by Edward L. Thorndike, a and content focus to align with students’ learning needs. It has been
learning theorist and educational psychologist at the Columbia University constructed to help students learn geography, circuits, medical
Teacher College of the late 19th and early 20th centuries. Thorndike diagnoses, computer programming, mathematics, physics, genetics,
oposited laws for maximizing learning. Thorndike’s laws included the law chemistry, and countless other subjects. Intelligent Language Tutoring
of effect, the law of exercise, and the law of regency. Following later Systems (ILTS) teach natural language to first or second language
standards, Pressey’s teaching and testing machine would not considered learners, and require specialized natural language processing tools such
intelligent as it was mechanically run and was based on one question as large dictionaries and morphological and grammatical analyzers with
and answer at a time, but it set an early precedent for future projects. acceptable coverage.
By the 1950s and 1960s, new perspectives on learning were For example, in a tutoring system to teach elementary physics,
emerging. Burrhus Frederic “B.F.” Skinner at Harvard University did such as mechanics, the system may present the theory and worked-
not agree with Thorndike’s learning theory of connectionism or out examples. The system can ask the student questions and it must be
Pressey’s teaching machine. Rather, Skinner was a behaviourist who able to understand the student’s answers, as well as determine the
believed that learners should construct their answers and not rely on student’s knowledge based on what answers were given. This should
recognition. He too, constructed a teaching machine structured using then affect what is presented and what other questions are asked of
an incremental mechanical system that would reward students for the student. The student can ask questions of the system, and so the
correct responses to questions. system should be able to solve problems in the physics domain.
The definition of an intelligent tutoring system has the following with subject matter experts and/or instructor(s). The goal is to specify
as inputs: learning goals and to outline a general plan for the curriculum. Three
 prior knowledge, provided by the agent designer, about crucial dimensions are dealt with at this stage: (1) the probability a
the subject matter being taught, teaching strategies, possible student is able to solve problems; (2) the time it takes to reach
errors, and misconceptions of the students. this performance level, and (3) the probability the student will actively
 past experience, which the tutoring system has acquired by use this knowledge in the future. Another important aspect that requires
interacting with students, about what errors students make, analysis is cost effectiveness of the interface. Moreover, teachers and
how many examples it takes to learn something, and what student entry characteristics such as prior knowledge must be assessed
students forget. This can be information about students in since both groups are going to be system users.
general or about a particular student. 2. Cognitive task analysis: The second step develops a valid
 preferences about the importance of each topic, the level computational model of the required problem solving knowledge. Chief
of achievement of the student that is desired, and costs methods for developing a domain model include: (1) interviewing
associated with usability. There are often complex trade- domain experts, (2) conducting “think aloud” protocol studies with
offs among these. domain experts, (3) conducting “think aloud” studies with novices, and
(4) observation of teaching and learning behavior. The “think aloud”
 observations of a student’s test results and observations of
methods involve experts asking learners to report aloud what they are
the student’s interaction (or non-interaction) with the system.
thinking when solving typical problems. Observation of actual online
Students can also ask questions or provide new examples
interactions between tutors and students provides information related
with which they want help. The output of the tutoring system
to the processes used in problem-solving, which is useful for building
is the information presented to the student, tests the students
dialogue or interactivity into tutoring systems.
should take, answers to questions, and reports to parents
and teachers. 3. Initial tutor implementation: This stage involves setting up a
problem solving environment to enable and support an authentic
The development of an intelligent tutoring system involves four
learning process. It is followed by a series of evaluation activities as
iterative stages: (1) needs assessment, (2) cognitive task analysis, (3)
the final stage, which is characteristic of any software development
initial tutor implementation, and (4) evaluation.
process.
1. Needs assessment: As is the case with any instructional design
4. Evaluation: The final stage includes (1) pilot studies to confirm
process, the first step involves a learner analysis and a consultation
basic usability and educational impact; (2) formative evaluations of the
53 Samyukdha Publications
system under development, (3) parametric studies that examine the 5) Afford educators the opportunity to create individualized
effectiveness of system features, and (4) summative evaluations of the programs due to their personalized nature.
final tutor’s effect: learning rate and achievement levels.
6) Yield higher test scores than traditional systems, especially in
Effective intelligent tutoring systems should, in theory: students from special education, non-native English, and low-
1. Enable the student to work to the successful conclusion of income backgrounds.
problem solving. 7) Provide immediate yes/no feedback, individual task selection,
2. Represent student competence as a production set. on-demand hints, and support for mastery learning.
3. Communicate the goal structure underlying the problem solving. 3.7. IMPLICATION FOR TEACHING AND LEARNING
4. Provide instruction in the problem solving context. Enjoyment and motivation participating teachers have indicated
5. Promote an abstract understanding of the problem-solving they valued participating in the projects as much as their pupils, due in
knowledge. no small part to the enjoyment and motivation they see in the children;
6. Minimize working memory load. this came through strongly when we asked teachers what had pleased
7. Provide immediate feedback on errors. them most. Teachers are finding that their role is changing in various
ways. A secondary teacher has been enjoying the chance to interact
8. Adjust the grain size of instruction with learning.
more with groups. Impact on learning, learners in the pilot was not
9. Facilitate successive approximations to the target skill.
only highly engaged but they were helping lead the direction of the
Benefits of Intelligent Tutoring Systems
project and the inquiry that was conducted. Effective teaching and
Intelligent tutoring systems can: learning requires the utilization of appropriate methodologies and
1) Be available at any time of the day, even late at night before an pedagogies to meet the needs and demands of students of this present
exam. generation and also, to be in line with the varying events in the educational
2) Provide real-time data to instructors and developers looking system worldwide.
to refine teaching methods. All this is a substantial amount of work, even if authoring
3) Reduce the dependence on human resources tools have become available to ease the task. This means that building
4) Help students better understand material by allowing them to an ITS is an option only in situations in which they, in spite of their
first explain what they know, then by catering responses relatively high development costs, still reduce the overall costs through
accordingly reducing the need for human instructors or sufficiently boosting overall
productivity. Such situations occur when large groups need to be tutored feedback, and flexibility in time and space. While intelligent tutoring
simultaneously or many replicated tutoring efforts are needed. Cases systems evolved from research in cognitive psychology and artificial
in point are technical training situations such as training of military intelligence, there are now many applications found in education and in
recruits and high school mathematics. Intelligent tutoring systems have organizations. Intelligent tutoring systems can be found in online
been constructed to help students learn geography, circuits, medical environments or in a traditional classroom computer lab, and are used
diagnosis, computer programming, mathematics, physics, genetics, in classrooms as well as in universities. There are a number of programs
chemistry, etc. Intelligent Language Tutoring Systems (ILTS), teach that target mathematics but applications can be found in health sciences,
natural language to first or second language learners. ILTS requires language acquisition, and other areas of formalized learning.
specialized natural language processing tools such as large dictionaries Reports of improvement in student comprehension,
and morphological and grammatical analyzers with acceptable coverage. engagement, attitude, motivation, and academic results have all
During the rapid expansion of the web boom, new computer- contributed to the ongoing interest in the investment in and research of
aided instruction paradigms, such as e-learning and distributed learning, these systems. The personalized nature of the intelligent tutoring systems
provided an excellent platform for ITS ideas. Areas that have used affords educators the opportunity to create individualized programs.
ITS include natural language processing, machine learning, Assessing the effectiveness of ITS programs is problematic. ITS vary
planning, multi-agent systems, ontology, semantic web, and social and greatly in design, implementation, and educational focus. When ITS
emotional computing. In addition, other technologies such as are used in a classroom, the system is not only used by students, but
multimedia, object-oriented systems, modeling, simulation, and statistics by teachers as well. This usage can create barriers to effective evaluation
have also been connected to or combined with ITS. Historically non- for a number of reasons; most notably due to teacher intervention in
technological areas such as the educational sciences and psychology student learning. Teachers often have the capability to enter new
have also been influenced by the success of ITS. problems into the system, adjusting the curriculum and creating
In recent years, ITS has begun to move away from the search- interactions with the students as they learn. All of these variables make
based to include a range of practical applications. ITS have expanded evaluation of an ITS complex.
across many critical and complex cognitive domains, and the results Some recognized strengths of ITS are their ability to provide
have been far reaching. ITS systems have cemented a place within immediate yes or no feedback, individual task selection, on-demand
formal education and these systems have found homes in the sphere of hints, and support mastery learning. Intelligent tutoring systems are
corporate training and organizational learning. ITS offers learners expensive both to develop and implement. Intelligent tutoring systems
several affordances such as individualized learning, just in time are less capable than human tutors in the areas of dialogue and feedback.
Human tutors are able to interpret the affective state of the student.
Research is looking for how to improve these areas of ITS to make it
more effective.
CONCLUSION
In instructional gaming, the ability to capture immediate, in depth
data about each student’s performance open the door entirely new
modes of progress and achievements. The success of instructional
games in the teaching and learning process depends largelyon the teachers
who are to ensure that it is effectively utilized. Teachers play a fundamental
role in the effective implementation of games as an instructional material UNIT 4
in addition to their impact on their learners. Teachers should be
academically sound in their subject and be ready to embrace new
PEER
technologies and innovations so they can be a positive influence to TUTORING
their students. Most students take their teachers as role models and
will want to love what their teacher loves. Therefore, a student will
appreciate games as a medium of instruction if thier teacher does same. 4.1. INTRODUCTION
The main concern of curriculum development is the learners. Therefore,
Many people feel more comfortable working with and asking
teachers should use teaching methods and materials exciting to students, questions of others in their same peer group because there is less of a
this way they will get attracted and motivated to learn. Teachers should power dynamic; the distinction between teacher and student is less
understand that students no matter their level enjoy fun. Therefore they pronounced. Peer tutoring allows both the tutor and the student to
should endeavour to make the students know that all subjects can be better understand information. As the tutor and student work through
interesting to study. assignments and practice the concepts, both individuals gain a broader
and deeper understanding of the material. The tutor learns not only
how to ask useful questions, but also develops social listening skills
that are a sought-after ability in the professional world.

4.2. PEER TUTORING Goodlad and Hurst (1989) and Topping (1998) note that
The term ‘peer’ signifies people of same age, same status academic peer tutoring at the college level takes many different forms.
colleagues and more. Accordingly, peer tutoring is learning and Surrogate teaching, common at larger universities, involves giving older
consultation among equals. The term ‘peer tutoring’ was coined by students, often graduates or advanced undergraduates, some or all of
the teaching responsibility for undergraduate courses. Proctoring
Kenneth Bruffee. In the 1970s as a professor for the Newyork
programs involve one-on-one tutoring by students who are slightly
Brooklyn College he noticed that consultations for academic writing
ahead of other students, or who have successfully demonstrated
offered by students were decisively more successful than those offered
proficiency with the material in the recent past. Cooperative learning
by teachers. Peer tutoring refers to an instructional method that uses
divides classmates into small groups, with each person in the group
pairings of high-performing students to tutor lower-performing students
responsible for teaching others, and each contributing a unique piece
in a class-wide setting or in a common venue outside of school under
to the group performance on a task. Reciprocal peer tutoring (RPT), a
the supervision of a teacher. The terms “tutoring” and “mentoring” will
more specific version of cooperative learning, groups classmates into
be used synonymously, as the role of tutor also includes maintaining a
pairs to tutor each other.
supportive and encouraging relationship with the tutee.
Goals and Objectives
Peer tutoring, also known as ‘peer mentoring’ and ‘peer assisted
The main goal of this tutorial is to introduce learners to essential
learning’, is an effective and affordable way of providing students with
peer tutoring techniques. Upon completion of this tutorial, a person
academic and personal support from other students. Typically, an older
will be able to:
student uses their experience and knowledge to help junior students
 Identify good environments for holding peer tutoring sessions.
with subjects and topics they are struggling with. The flexibility of these
programs allow them to happen outside of normal school hours and  Identify elements necessary to build a good rapport with a
can take place in more comfortable environments. They can also take student.
several different forms, like study groups, one-on-one study sessions  Identify important elements of the role of a tutor.
with an older tutor, or a buddy system with people in the same  Demonstrate understanding of basic listening skills a tutor should
class. Unlike a traditional structured class, peer tutoring allows all use in any peer tutoring situation.
participants to share knowledge, ideas and experiences in a much more  Demonstrate understanding of basic questioning skills a tutor
personal and collaborative way, allowing more opportunities for should use in any peer tutoring situation.
personalised learning.  Demonstrate understanding of basic feedback techniques a
tutor should use in any peer tutoring situation.
4.4. ONLINE TUTORING construction, collaborative or group-based learning, online

Online tutoring is the process of tutoring in an online, virtual discussion, transformative learning and communities of practice. These
environment or networked environment in which teachers and learners functions of moderation are based on constructivist or social-
are separated by time and space. Online tutoring, as a reflection of the constructivist principles of learning.
diversity of the wider Internet, is practiced using many different 4.5. PEER LEARNING
approaches and is addressed to distinct sets of users. The distinctions One of the most visible approaches to peer learning comes
are in online content and interface, as well as in tutoring and tutor- out of cognitive psychology, and is applied within a
training methodologies. Definitions associated with online tutoring vary “mainstream” educational framework: “Peer learning is an educational
widely, reflecting the ongoing evolution of the technology, the refinement practice in which students interact with other students to attain
and variation in online learning methodology, and the interactions of educational goals”. In this context, it can be compared to the practices
the organizations that deliver online tutoring services with the institutions, that go by the name cooperative learning. However, other contemporary
individuals, and learners that employ the services. This form of Internet views on peer learning relax the constraints, and position “peer-to-
service is a classical micropublishing situation. peer learning” as a mode of “learning for everyone, by everyone, about
Online environments applied in education usually involve the almost anything.” Whether it takes place in a formal or informal learning
use of learning management systems or Virtual Learning Environments context, in small groups or online, peer learning manifests aspects
such as Moodle, Sakai, Web CT, Blackboard. Online tutoring may be of self-organization that are mostly absent from pedagogical models
offered either directly through the virtual learning environment of a of teaching and learning.
tutoring service or via a link in a learning management system. In the 4.6. PEER TUTORING IN THE CLASSROOM
first case, the learner or his or her parents may be required to pay for
Think-Pair-Share:-
tutoring time before the delivery of service, whereas many educational
institutions and major textbook publishers sponsor a certain amount of After posing a question, give students five students five minutes
tutoring without a direct charge to the learner. to think about it, perhaps even jet down some notes, after which one
have them partner up for a quick discussion about what they think and
The tutoring may take the form of a group of learners
why. After giving ample time for discussion, ask partners to share their
simultaneously logged in and receiving instruction from a single tutor,
insights with the entire class. This strategy is helpful in engaging students
also known as many-to-one tutoring. This is often known as e-
in a more meaningful way. Think-Pair-Share provides time to think
moderation, defined as the facilitation of the achievement of goals of
about the answer to a question or problem and time to discuss it with
independent learning, learner autonomy, self-reflection, knowledge
a cohort, before proposing an answer or solution to the entire class.
Regardless of whether the result ends up being shared in the larger offers credit for supervised college teaching-many of them do-offer
class discussion, the process often leads to more through, deeper one or two as compensation. The students gain the most out of a study
thinking on the part of each student. or discussion group when that group stays on task. Having
Peer Instruction using Clickers: undergraduate teaching assistants roaming the lecture hall randomly
participating in small group discussions, or leading study groups outside
One well-researched peer instruction model involves both
of class, helps ensure more time spent on task. In addition, it makes
individual and group work. Students are assigned a reading prior to
more people available from whom individual students may turn for
class and then quizzed on one or two of the more difficult or complex
assistance.
items using clickers to submit their answers, students then form groups,
discuss the quiz question, and resubmit a group answer. Instructors 4.7. BENEFITS OF PEER TUTORING
can then instaneously see where clarification is needed based on what Currently, there is sufficient research that documents the benefits
the groups struggled with, or when they over whaldimingly choice an of peer tutoring as a supplement to traditional instruction. Peer tutoring
incorrect answer. has been used across academic subjects, and has been found to result
Reciprocal Peer Tutoring:- in improvement in academic achievement for a diversity of learners
within a wide range of content areas. Common components of peer
Live students time in class to pair up in an in-class tutor or
tutoring programs facilitate both cognitive and social gains in both higher-
tutee relationship taking turns between being the tutor and the tutee.
performing mentors and low-performing mentees in an individualized
They will benefit in two ways: 1. From explaining their own personal
and positive way.
understanding of the material to another and 2. From hearing the other
explains, from their understanding or viewpoint, the same material. In Academic and Cognitive Gains through Peer Tutoring:
this model, students spend time summarizing information, assessing the Positively affects mathematics performance. Overall, peer
work or ideas of a peer, and explaining rationales all meaningful activities tutoring in mathematics is most effective in improving mathematics
that promote critical thinking and long-term retention of information. performance for students at risk for or experiencing mathematics
This type of peer instruction is associated with the promotion of critical disabilities, elementary-aged participants, and mathematics computation
thinking skills as well as understanding of complex scientific concepts. content. Improves reading achievement for students of all levels. Some
Use Undergraduate Teaching Assistants:- established positive outcomes of peer tutoring in reading classes include
improvements in key reading skills as well as gains in self-concept and
Recruit students who have performed well in a previous
competency in reading. The peer tutoring reading programs in middle
semester to serve as teaching assistants in the next. If the department
schools indicated that students’ oral reading rate increased.
Accommodates diverse students within a classroom: take responsibility for their learning, and their ability to recognize and
Inclusive learning, which is the practice of teaching disabled accept responsibility for academic failures.
students alongside non-disabled peers in regular classroom settings,  Learning occurs across different domains.
can be facilitated through an emphasis on differentiated learning, where  Great transferability –this teaching style can be used in all
students of varying academic levels receive instruction appropriate for lessons not just Physical Education.
their individual learning styles and speeds. Differentiated learning, which
 Pupils gain more feedback as they are working with a tutor to
emphasizes providing students with varied opportunities to acquire
reinforce points. Specific development in cognitive, psycho-
knowledge and master skills, can be difficult to implement in a traditional
motor and affective domain.
classroom setting. Peer tutoring can be an effective strategy for
educators to facilitate differentiated learning without stigmatizing and  Tutors gain some training to teach –teaching and communication
alienating students. When peer tutoring is implemented in a class-wide students use in this can act as experience for later life.
setting, students are able to approach the curriculum at their individual  Tutees begin to rely more on their tutor rather than the teacher.
learning level, using strategies tailored to individual mentees.  Gives student importance within the lesson-keeping them in
Promotes higher-order thinking: charge if they have something they must complete.
By explaining concepts in detail, high-level questioning, and  Learner may listen to their friends better than their teacher.
the use of supportive communication skills, peer tutors can help low-  Students receive more time for individualized learning.
performing students master material previously introduced in a
 Direct interaction between students promotes active learning.
traditional classroom setting and build on their knowledge using higher-
ordering thinking skills.  Peer teachers reinforce their own learning by instructing others.
Social and Behavioral Gains through Peer Tutoring:  Students feel more comfortable and open when interacting with
a peer.
Social, self-concept, and behavioral outcomes were affected
positively with the use of peer-assisted learning strategies, including  Peers and students share a similar discourse, allowing for greater
peer tutoring. Peer tutoring increases students’ sense of internal understanding.
responsibility for their achievement. Peer tutoring programs have also  Peer teaching is a financially efficient alternative to hiring more
been shown to improve student’s ability to accept constructive feedback staff members.
from adults. Training students in peer tutoring strategies can help students  Teachers receive more time to focus on the next lesson.
4.8. IMPORTANCE OF PEER TUTORING students. The teachers matches tutors to students based on who seems
Improves learning to be a good match academically and socially. Tutors receive quality
training in effective ways to work with their tutees. This peer tutoring
Peer mentoring improves the learning experiences of both the
led to a significant improvement in core subject letter grades for all
tutors and students. When peer tutors participate in these schemes,
participants. In an evaluation of the program, participants also
they not only improve their own understanding of the subject areas,
demonstrated increased responsibility, completion of homework
they also develop important communication and teamwork skills. Peer- assignments, and significantly improved work habits.
assisted learning also provides a more comfortable learning environment
Use a reward system
to allow students to feel at ease and be more focused on the content,
Peer tutoring program apart from common peer tutoring
which leads to overall better performance in class.
practices is the inclusion of a reward system for students to encourage
Boosts self-confidence participation and on-task behavior. During the sessions, the teacher
Studying with someone close to our own age can generally supervised all activities and passed out raffle tickets to students exhibiting
helps us feel more relaxed, making less hesitant to ask questions or good tutoring or on-task behavior. Students wrote their names on earned
clarify an issue. Peer mentoring can also help to build confidence so tickets and placed them in a collection throughout each week. At the
voice their concerns without feeling embarrassed. end of each week, the teacher would draw several names of students
Builds essential skills who could each choose a small prize from a box of inexpensive toys.
Evaluation of the class-wide peer tutoring model with rewards for good
Peer tutoring is an incredibly beneficial system that not only
behavior showed substantial letter grade improvements for the students.
helps students and tutors learn more, but is also an excellent way to The lottery system for reinforcing participation and on-task behavior
gain practical skills. For instance, teamwork, critical thinking, decision was show to overcome challenges to student motivation.
making skills and problem solving skills are developed when students
Emphasize confidentiality, positive reinforcement and adequate
work together to solve any issue may throw at them. In addition, learning
response time
with peers improves personal relationships between tutors and students,
The tutors at Student-2-Student are taught to demonstrate three
while promoting positive social behaviours and enhancing
important things during any given tutoring session: confidentiality, positive
communication skills.
reinforcement, and adequate response time when asking questions.
Tutors are trained The training process also instructed tutors on explaining directions,
High citizenship must complete an application process and designing work for extra practice, watching for and correcting mistakes,
obtain approval from their teachers before being paired with struggling and providing positive feedback and encouragement.
Choose the learning exercise and the appropriate vehicle for it compare their answers with each other’s. A whole-class
Simply placing students in groups or pairs and telling them to discussion subsequently examines the array of answers that
“work together” is not going to automatically yield results. One must still seem justifiable and the reasons for their validity.
consciously orchestrate the learning exercise and choose the appropriate Use role playing and modeling
vehicle for it. Only then will students in fact engage in peer learning and
During reading program, teachers explained the tutoring
reap the benefits of peer teaching.
procedures and the lottery, modeled each component of the program,
Use group strategies and used role-playing to effectively demonstrate ways to praise and
To facilitate successful peer learning, teachers may choose from correct their peers.
an array of strategies:
Emphasize the importance of active learning
 Buzz Groups: A large group of students is subdivided into
Many institutions of learning now promote instructional methods
smaller groups of 4–5 students to consider the issues
involving “active” learning that present opportunities for students to
surrounding a problem. After about 20 minutes of discussion,
formulate their own questions, discuss issues, explain their viewpoints,
one member of each sub-group presents the findings of the
and engage in cooperative learning by working in teams on problems
sub-group to the whole group.
and projects. Critique sessions, role-play, debates, case studies and
 Affinity Groups: Groups of 4–5 students are each assigned integrated projects are other exciting and effective teaching strategies
particular tasks to work on outside of formal contact time. At that stir students’ enthusiasm and encourage peer learning.
the next formal meeting with the teacher, the sub-group, or a
Teach instructional scaffolding
group representative, presents the sub-group’s findings to the
whole tutorial group. To reap the benefits of peer teaching, tutees must reach a point
when they are practicing a new task on their own. Tutors can help
 Solution and Critic Groups: One sub-group is assigned a
prepare student s for independent demonstrat ion by
discussion topic for a tutorial and the other groups constitute
providing instructional scaffolding, a method by which the tutor gradually
“critics” who observe, offer comments and evaluate the sub-
reduces their influence on a tutee’s comprehension.
group’s presentation.
Explain directive versus nondirective tutoring
 Teach-Write-Discuss: At the end of a unit of instruction,
students have to answer short questions and justify their A tutor who engages in directive tutoring becomes a surrogate
answers. After working on the questions individually, students teacher, taking the role of an authority and imparting knowledge. The
tutor who takes the non-directive approach is more of a facilitator,
helping the student draw out the knowledge they already possesses.  Social development could lack if people only work with the
Under the directive approach, the tutor imparts knowledge on the tutee same person every-time. Individuals may not learn as much
and explains or tells the tutee what they should think about a given because tutors are not as experienced as their teacher.
topic. Under the non-directive approach, the tutor draws knowledge  Does not promote positive relationship between pupils and
out of the tutee, asking open-ended questions to help the student come teacher if they are only working with other pupils.
to their own conclusions about the topic. Both are valid methods, but  People who are normally the leaders within the student group
different levels of each should be used with different students and in may take charge too much meaning others do not get a chance
different scenarios. to take part in the teaching side.
Explain how to provide feedback  Peer teaching or peer tutoring is a for more instrumental strategy
Positive verbal feedback: Teach our tutors the importance of in which advanced students, or those in later years, take on a
positive verbal feedback. Prompt students to come up with a list of limited instructional role.
standard statements which they feel may be positively reinforcing. They  Peer teaching is a well-established practice in many universities,
also need to be taught how much positive feedback to give. Giving whereas reciprocal peer learning is often considered to be
feedback after each and every response can take too much time and incidental a component of other more familiar strategies, such
diminish its effect. Teach tutors to give genuine praise after every third as the discussion group.
or fourth correct response and after particularly difficult problems. CONCLUSION
Make sure to have them practice.
It should be noted that the majority of peer-tutoring programs
Corrective feedback: Teach our tutors how to respond when for students are intended to complement, not substitute for, regular
an incorrect answer is given. When an incorrect answer is given, the classroom instruction. Tutoring should never be a substitute for
tutor should promptly give and explain the correct answer or draw the professional teaching. An ideal learning atmosphere is as a rich blend
correct answer out of the tutee without being critical of the tutee, and of peer and adult instructional strategies. Peer learning activities typically
then give the tutee an opportunity to repeat the correct answer. yield the team-building spirit and more supportive relationships, greater
4.9. DISADVANTAGES OF PEER TUTORING psychological well-being, social competence, communication skills and
self-esteem and higher achievement and greater productivity in terms
 Students may go off task as they are working with their friends.
of enhanced learning outcomes both tutor and tutee.
 Tutors must meet a certain criteria to be appointed, meaning
some individuals could miss out.

5.2. ACTIVE LEARNING - MEANING

Active learning is a student centered approach in which the
responsibility for learning is placed upon the student, often working in
collaboration with classmates. In active learning teachers are facilitators
rather than one way providers of information. The presentation of facts,
so often introduced through straight lecture, is de-emphasized in favor
of class discussion, problem solving, cooperative learning, and writing
exercises. Other examples of active learning techniques include role-
UNIT 5 playing, case studies, group projects, think-pair-share, peer teaching,

debates, just-in-time teaching and short demonstrations followed by
class discussion.
ACTIVE LEARNING There are two easy ways to promote active learning through
METHODS the discussion. The first method is the mini lecture format in which the
instructor talks ten to twenty minutes about a particular topic and then
pauses for students to consolidate their notes, find gaps, and work
with classmates to fill in gaps. The second technique is an active listening
5.1. INTRODUCTION
lecture where students just listen to a lecture without writing notes and
Active learning is a process whereby students engage in then, after ten to twenty minutes, the student works with a classmate
activities, such as reading, writing, discussion, or problem solving that or small group to recall, clarify, and elaborate on the lecture’s content.
promote analysis, synthesis and evaluation of class content.
5.2.1. ACTIVE LEARNING - DEFINITION
Cooperative learning, problem-based learning, and the use of case
methods and simulations are some approaches that promote active “Learning is not a spectator sport. Students do not learn much
learning. Learn about what active learning is and how to achieve it. just by sitting in class listening to teachers, memorizing prepackaged
This unit provides five active learning methods: just-in-time-teachings assignments, and spitting out answers. They must talk about what they
listening teams, structured sharing, students as teachers, and team are learning, write about it, relate it to past experiences, apply it to
quizzes. their daily lives. They must make what they learn part of themselves.”
– Arthur W. Chickering and Zelda F. Gamson (1987)
Nature of Active Learning 5. Complex: students compare learning tasks with complexities

There are diverse range of alternatives for the term “active existing in real life and making reflective analysis.
learning” like learning through play, technology based learning, activity 6. Situation-driven: the need of the situation is considered in order
based learning, group work, project method, etc. The underlying factor to establish learning tasks.
behind these are some significant qualities and characteristics of active
7. Engaged: real life tasks are reflected in the activities conducted
learning. Active learning is the opposite of passive learning; it is learner-
for learning.
centered, not teacher-centered, and requires more than just listening;
Act ive learning requires appropriat e learning
active participation of each and every student is a necessary aspect in
environments through the implementation of correct strategy.
active learning. Students must be doing things and simultaneously think
Characteristics of learning environment are:
about the work done and the purpose behind it so that they can enhance
their higher order thinking capabilities. Active learning as a strategy has 1. Aligned with constructivist strategies and evolved from
promoted achievement levels and content mastery is possible through traditional philosophies.
active learning strategies. However, some students as well as teachers 2. Promoting research based learning through investigation and
find it difficult to adapt to the new learning technique. Active learning contains authentic scholarly content.
should transform students from passive listeners to active participants, 3. Encouraging leadership skills of the students through self-
helps the student understand the subject through inquiry, gathering and development activities.
analyzing data to solving higher order cognitive problems. There is 4. Creating atmosphere suitable for collaborative learning for
intensive use of scientific and quantitative literacy across the curriculum building knowledgeable learning communities.
and technology based learning is also in high demand in concern with
5. Cultivating a dynamic environment through interdisciplinary
active learning.
learning and generating high-profile activities for better learning
Barnes (1989) suggested principles of active learning: experience.
1. Purposive: the relevance of the task with the students’ concerns. 6. Integration of prior knowledge with new ones to incur rich
2. Reflective: students’ reflection on the meaning of what is learnt. structure of knowledge among the students.
3. Negotiated: negotiation of goals and methods of learning 7. Task based performance enhancement by giving the student’s
between students and teachers. a realistic practical sense of the subject matter learnt in the
4. Critical: students appreciate different ways and means of learning classroom.
the content.
5.2.2. ACTIVE LEARNING METHODS and the instructor read the students need. Thus the heart of JITT is the
Active learning is a very popular topic in educational literature, ‘feedback loop’ formed by the study outside of class preparation that
and encourage it as a means to improve teaching and learning is the fundamentally affects what happens during the subsequent in class time
classroom. Below detailed instructions for five sample techniques for together.
increasing active learning from our long list of potential active learning Just-in –time designed to accomplish:-
activities.
JITT is aimed out many of the challenges facing students and
1. Just-in-time teaching instructors today’s classroom. Active learner environments yield better
2. Listening teams results but they are harder to manage than lecture oriented approaches.
3. Structured sharing
Goal in Just-in-Time teaching:-
4. Students as the teacher
1. To maximize the efficacy of the classroom session, where
5. Team quizzes
human instructors are present.
5.3. JUST IN TIME TEACHING (JITT)
2. To structure the out-of –class time for maximum learning
Just in Time Teaching was developed for university level physics benefit.
instructors in the late 1990’s. After it spread too many academic
3. To create and sustain team spirit, students and instructors work
disciplines, early work was done in physics department at Indian
as a team towards the same objective to help all students pass
university. JITT is used primarily at the college level although some
the course with the maximum amount of retainable knowledge.
faculty members have used in school level. It promotes active student
engagement and increased learning by intentionary linking out of class Methodology:-
and in class activities. JITT is a flexible teaching. JITT can be JITT may be described as a method by which some or all of
implemented with current teaching practices used in any discipline and the time students spend in preparation for class is used to leverage the
any course level and combined with other pedagogical innovations. quality of time spent in class. To accomplish, JITT on pre class
Just in Time Teaching - Meaning assignments completed by students 1-24 hours before class meetings
as “warm up exercises”. These assignments are usually completed online,
Just in Time Teaching is a teaching and learning strategy based
either through course website or through learning management systems.
on the interaction between web based study assignments and an active
learner classroom. Students respond electronically too carefully. The pre class assignments provide a strong incentive for students to
Constructed web-based assignments which are due shortly before class complete the assigned reading or other predatory work before class.
lecture or student activities, is informed by an analysis of various student

This allows the faculty member to review the student’s answers
responses.
before class. In most course faculty members use this review to make
adjustments to planned classroom activities. Faculty using just in time The give and take in the classroom suggest future warm up
teaching often use quotes from students responses to the pre-class questions that will reflect the mood and the level of expertise in the
assignments as talking points. During the class period this emphasis on class at hand. In this way the feedback loop is closed with the students
student work as the starting point or a touchstone during class helps to having played a major part in the endeavor. JITT to improve student
make the class more student-centered and promotes interactive learning. learning in our own classrooms and have been encouraged by the results,
both attitudinal and cognitive.
Methods describe single class meeting:-
1. Students reading or preparatory work. The JITT feedback loop:-
2. Students complete pre-class assignments. The web component: JITT web pages fall into three major
3. Faculty member reviews pre-class assignment and consider categories.
changes to classroom emphasis. 1. Student assignments in preparation for the classroom activity,
4. Faculty member selects quotes for pre-class assignments. warm ups and puzzles.
5. During class faculty member uses quotes from student work 2. Enrichment pages short essays of practical, everyday
to lead discussion. application of the course subject matter. There essays have
6. During class student engage in discussion of the material with proven themselves to be important motivating factor in
the faculty member. introductory service courses.
7. Faculty member creates or adjust next pre-class assignment 3. Stand alone instructional material such as simulation programs
to best meet students needs. and spread sheet exercises.
The active learner classroom:- Subject mastery:-
The JITT classroom session is intimately linked to the electronic The essence of JITT is feedback students are asked to work
preparatory assignments the students complete outside of class. Exactly in preparation for each class and faculty use this work to improve the
how the classroom time is spent depends on a variety of issues such as class itself. In turn, faculty considers the success and failures of each
class size, classroom facilities and student and instructor personalities. class and uses this information to adjust subsequent assignments. Warm
Mini-lectures are often interspersed with demo classroom discussion, up exercises are delivered via the www and online two hours before
worksheet exercises and even have on mini-labs. Regardless, the the lecture sessions. The warm up ask the students to read the text in
common key is that the classroom component, whether interactive preparation for the lecture and answer two to four conceptual questions.
This is effect is achieve about with house of classroom times warm up learn both to write clearly and concisely. They are encourages to
responses are due well before class, faculty review the students answers highlight in essentials and make note of potential complication that are
and make just in time adjustments to their intended presentation. If not considered future, but which could be expended upon. Just-in-
most of the students have clearly master a point in the reading then the time teaching is a highly flexible that can be adapted to different class
subject can handled quickly. schedules and levels, different subject areas and the personal
Warm up can be particularly powerful when introducing preferences of different instructors. By enhancing and relying on this
students to complex new ideas. The questions can prompt students to feedback, instructors and their students can achieve many benefits.
touch on many important aspects of new concept method. New idea 5.4. LISTENING TEAMS
but different students will pick on different aspects. Listening teams keep students focused during lecture modules or
Designing follow–up classroom activities: video presentation. They also provide opportunities for questioning and
Students have completed the required reading, reflected on it group discussion of key course concepts. The set up of listening teams.
and answered questions about it, our options for what to do during Create groups of four students. Each student will take on one
class expend exponentially. The language used in class to present and of the roles. Then mix up roles within classes or between classes to
discuss the content comes directly from the student responses. Each keep students engaged.
class session is unique because the students in each class are unique. 1. Student 1. Example givers (Facilitator or Tutors): gives
JITT with other pedagogies:- examples or application of key concept.
2. Student 2. Questioner (Inquisitive Students) asks to
One of the greatest strengths of just-in-time teaching is its
clarifying questions about the material.
flexibility as a teaching tool. JITT exercise can easily combine with a
variety of innovative, student-centered, teaching practices and other 3. Student 3. Devil’s advocate (Critical Thinker): Identifies
pedagogies. to area of disagreement within the content and explain why.
4. Student 4. Team player (positive behaviour) points out two
Classroom experiments:-
areas of agreement with lecture content and explain why.
JITT exercises can be used to generate predictions ahead of
Once we have the teams set up. Give them their assignment:
the actual in-class experiments.
1. While listening to the lecture or video think of examples.
Skills:- Questions and areas of disagreement and agreement.
JITT also helps students to develop and practice writing skills 2. After the presentation, meet as a group for 5-10 minutes
and to deal with ill defined problems. In orders to excel students must to share ideas and finalize our contributions.
3. Groups will share examples and ask clarifying questions 1. Present the lecture. After is over give teams a few minute to
of the professor or other groups to solidify their complete this assignment.
understanding of the key concepts. 2. Call on each team to question to agree and so forth. If one
Characteristic of listening teams:- have a large participant group to may choose to assign task to
1. Have a clear sense of purpose multiple groups.
2. Communicate openly and honestly 5.5. STRUCTURE SHARING
3. Research decisions by consensus Structure sharing concerns a way to represent derived clauses
4. Think creatively in a resolution theorem prove. A derived clause is obtained from two
parent clauses by substituting certain terms for variables, deleting certain
5. Remain focused
elements of the parents and unioning together the results. It is a technique
6. Resolve conflict effectively
that helps students review the content of the class or presentation from
Importance of listening teams:-
different points of view, and at the same help to assess whether the
Listening teams are the important part of effective students are learning the intended information and discover what
communication. Their importance in the work and physical ability. questions they may still have. Any member of students can participate
Listening teams are a great way to engage participants while presenting but best size is between 20 to 30. Each student will need three 3” x 5”
a lecture format. cards, and one will need about 10 more for our own ideas. A structure
Divide the participants into four team and give them these assignments. sharing activity takes about 15 to 20 minutes. One can easily expand
or contract the activity to fill available time.
Team Role Assignment
Before class, identify a superlative one would like focus on.
1 Questioners After the lectures create two questions
regarding the content look for issues that During the activity, the students will respond with their ideas about the
were left untouched during the lectures. superlative to choose.
2 Agrees After the lecture target the two most vital  What are the most important points from the day’s lesson and/
or important points present in the group.
or reading?
3 Nay- sayer After the lecture. Comment on which
points thus disagreed with or would like  What are the most useful ideas?
to challenge.  Which are the most relevant to our times?
4 Example giver After the lecture, give three example or Here are a few more ideas for superlatives:-
applications of the material presented
 Most confusing
 Most amusing  Explain basic teaching skills to the students.

 Most controversial  Define how will evaluate the student’s performance on this task,
 Most usual Eg.
 Most difficult  To evaluate based on the adherence to their lesson
 Most credible outline.
 Most surprising  To use their peers understanding of the topic to
 Most trivial evaluate their performance.
At the beginning of class, pass out three blank 3”x5” cards to  Have clear cut topics for the students to teach.
each student tell them that by the end of class today they are to write  Give examples of reliable resources for students to use in
down the three most - (fill in the blank with what one have classroom lesson preparation.
on each card.  Allow the student’s creativity to take over.
Variations:-  Assign pairs of students to team teach.
If the room has desk or counter top-shape, spread the cards  Here the students teach their topic to a group of their peers
after called them end of the first card period the beginning the next. outside of class.
5.6. STUDENTS AS THE TEACHER  Require students to turn in their lesson outline.
In this type of active learning experience. The student prepare  Provide teacher evaluation sheets for the student to give
an actual lesson on a given topic. The student’s lesson can range from to their peers.
10 minutes in a small group to 30-minutes activity presented in a whole  Have students submit completed evaluation sheets with
class. Don’t confuse this with a simple student presentation the students lesson outline.
must given an actual lesson that include lesson objectives or evaluation.  Evaluation sheets can include the following;
Their “class” is encouraged to ask questions and discuss points that  Likert scales asking the peers to rate
the students presents. * student’s ability to cover topic
The online twist:- * student’s preparation
This is also an activity that online environment. * Student’s presentation method.
Key to success in an online environment:- * Effectiveness of student’s evaluation methods.
 Create a basic lesson outline for students to follow.
 Short questions regarding 1. Create a comprehensive outline of material covered in class or

* Strong points of the lesson assignments.
* Points that needed improvement 2. Give each student a copy of the outline.
* Specific aspect that they learned from the 3. At the start of class, give a detailed explanation of the “Team
lesson. Quizzes” procedure.
Having the student become the teacher is in excellent way for 4. Divide the students into three groups.
students to become active in their own education. By preparing their 5. Assign one team the responsibility of creating a specific number
own lesson, students are required to have a solid understanding of of questions guided by the outline and derived from the course
their topic and develop deeper insights and they will gain ownership of materials.
their selected topic. This approach will allow for better classroom 6. Assign the remaining two teams the responsibility of collectively
interaction then traditional methods of teaching. studying the outline and materials.
5.7. TEAM QUIZZES 7. Allocate an appropriate amount of time for group study or question
synthesis.
Using team quizzes to help students review is a highly interactive
8. With the class still clearly and physically divided into three groups,
exam-preparation strategy that requires careful but well rewarded-
stage a contest wherein the first group presents the questions
preparation from both the teacher and the students.
they have created to the other two groups.
Here’s how it works during a class session.
9. Select questions from among those the students created to include
1. The class is divided into three teams. in the actual test. This intrinsically rewards attendance, class
2. Team A creates a short-answer quiz. participation and attentiveness.
3. Team A quizzes Team B. CONCLUSION
4. If Team B misses a question. Team C gets a chance to answer To have active learning experience, use of technology tools
the question. and multimedia helps enhance the atmosphere of the classroom. Each
5. The next question goes first to Team C and missed Question student actively engages in the learning process. Using movies and
revert to Team B. games the teacher can make the experience more effective.
Instructions for Teachers:

Here’s where the preparation comes in. 
Teaching-Learning Process Models:-

There are many teaching-learning process models. In this unit
discusses about six models.
 Basic Teaching Model
 John Carroll’s Model
 Proctor’s Model
 Cruickshank’s Model
UNIT 6  Gage and Berliner’s Model

 Huitt’s Model
TEACHING
6.2. BASIC TEACHING MODEL
LEARNING PROCESS This model was developed by Rober Glaser (1962). He uses
MODELS the psychological principles in teaching conditions. Bruce Joyce and
Marsha Well have termed this model ‘Classroom Meeting Model’.
6.1. INTRODUCTION
Glaser has divided teaching process into four elements.
Development of models of teaching-learning process is the
1. Instructional objectives
recent innovation in teaching-learning. An important purpose of
2. Entering Behaviour
discussing models of teaching is to assist the teacher to have a wide
range of approaches for creating a proper interactive environment for 3. Instructional Procedure and
learning. An intelligent use the approaches to adopt him to the learning 4. Performance Assessment
needs of the students. Many researchers have tried to put together
classroom or school based models that describe the teaching-learning Instructional Entering Instructional Performance
objectives Behaviour Procedures Assessment
process. A model is a visual aid or picture which highlights the main
ideas and variables in a process or a system.
feedback
In this unit deals about the teaching-learning process models.

Figure: Basic Teaching Model
1. Instructional Objectives: Main assumption:-

Instructional objectives are those which the student should attain
The teaching model of John Carroll is called time based as the
upon completion of a part of an instruction.
describes many of the components of instruction in terms of time. Carroll
2. Entering behaviour states that the realization of instructional objectives depends upon the
Entering Behaviour describes the student’s level before time needed by one to learn a task.
instruction beings. It includes previous knowledge, intellectual ability, Major components:-
learning ability and motivational state. The entering behaviours is the
In Carroll’s model, there are five major components, of which
basis for selecting instructional objectives.
three reside in the individual learner and the other two refer to external
3. Instructional Procedures:- conditions.
Instructional procedures describe the teaching process; most
of the decisions a teacher take through these procedures. These Major components
procedures must vary with the instructional objectives.
4. Performance Assessment:-
Individual Learner External conditions
Performance assessment provides feedback to each component
if students have not achieved standard of achievement. The model Individual components:-
indicates that teaching includes a broad range of decision and practice.
The individual components are;
6.3. JOHN CARROLL’S MODEL
a) The scholastic aptitude of the learner.
Most current models that categorize the variables or explanations b) The preservance exhibited by the learner as revealed by time,
of the many influences on educational processes today stem for carroll’s willingly spent in learning
seminal article defining the major variables related to school learning. Carroll
c) The learner’s ability to comprehend instruction, which is also
specialized in learning and language, relating words and their meanings to
correlated with the efficacy of the teaching method.
the cognitive concepts and constructs which they create. In this model,
carroll states that time is the most important variable to school learning. A External components:-
simple equation for carroll’s model is The external components include;
School learning = f (time spent/time needed)

 The opportunity to learn, which includes the time allotted

for learning and the quantum of subject matter prescribed Student Characteristics Race
School
Social Class Prior Achievement
for learning.
Learning
INTER MEDIATE OUT COMES

Instructional
 The quality of instruction. School Teacher Input
Opportunities
Academic
INTERACTIONS
Climate Expectation Instructional Learning
Preservance is the resultant of many motivational and emotional Attitudes (and sense or Feedback Time
Norms efficacy) Curriculum
variables in the pupil. The degree of learning is the ratio between learn Beliefs Personal Coverage
Communi Student Self
and prescribed task. Carroll’s individual components resemble the Practices
cation Expectation
entering behaviour of the learner.

Limitation:- Student Achievement
Carroll’s Model does not provide for systematic assessment

of the learners performance. Proctor states that it is possible for self-fulfilling prophesy to
be an institutional phenomenon and the climate of a school can have an
6.4. PROCTOR’S MODEL
effect on the achievement of its learners. The attitudes, the norms and
Proctor’s model was developed by Proctor on 1984. Prior to the value of an educational faculty and staff can make a difference in
the sixties the research on important school and classroom-related
achievement test score. The paradigm most influencing proctor’s model
variables was directed toward the best traits or characteristics of
is that of a social nature and not of a teacher or student one-one-one
teachers in an attempt to identify good teaching and the important
relationship. The other models include the variables that provide the
characteristics of schools and communities that support good teaching.
focus for this model, but show these variables in a more subordinate
Proctor important teacher and student behaviour as predictors of
manner.
student achievement. It is derived from other teacher and classroom
based models but it designed to emphasize teacher expectations. Proctor’s model begins with the factor of the school’s social
climate some of the variables included in this would be attitudes, norms,
belief and prejudices. This school climate is influenced by a number of
factors, including such student characteristics as race, gender, economic
level and past academic performance. The student characteristics also
influence teacher attitudes and teacher efficacy. More recent studies
support proctor’s position that student self–image and behaviour are 6.5. CRUICKSHANKS’ MODEL
affected by teacher efficacy. The model by Cruickshank (1985) is more classroom and
The next category of variables is the interaction among the teacher-based. He was highly influenced by model created by Mitzel,
individuals involved in the schooling process. This includes the input of Biddle, and Flanders. Mitzel contributed the concept of classifying
administrators as well as that of teachers and students. If expectations variables as product is learning on the part of the student while process
of learning are high and there is high quality instructional input, corrective involves interaction between student and teacher. Presage is the
feedback, and good communication among students, parents and teacher’s intelligence, level of experience, success and other teacher
characteristics. Presage is supposed to affect process and then, of
educators, then the intermediate outcomes of student learning and
course, process will affect the product.
student self-expectation goes up. On the other hand, adverse or negative
attitudes on the part of instructors and administrators will cause student Biddle showed a relationship between specific learning activities
self esteem, and consequently student achievement to spiral and teacher efforts. In his model, Biddle offers seven categories of
downwards. The interactions in Proctor’s model include the schools variables related to schooling and student achievement: school and
overall policy on allowing time for children to learn or promoting other community contents, formative experiences, classroom situations,
forms of student-based help when needed. This could include quality teacher properties, teacher behaviors, intermediate effects and long-
of instruction. These behaviours have an effect on student classroom term consequences. This provides the foundation of cruickshanks
performance and self-expectations. (1985) model
Presage variables
The student’s achievement model in proctor’s model is an
outcome of all previous factors and variables. It is hypothesized that
there is a cyclical relationship among the variables. In Proctor’s model, Content Variables Product variables.
the main concept is that achievement in a specific classroom itself. It is
refiltered into social climate of the school image and the entire process
begins all over again. Proctor’s model implies that change can be made
at any point along the way. These changes will affect school environment, Process Variables
which will continue to affect the social climate of the school.
Biddle constructed a model of transactional process of the
classroom by analyzing the structure and function of the communication
process. This is reflected in cruickshank’s model through the use of The teacher begins with objectives and ends with the evaluations.
arrows depicting the interaction between teacher and pupil classroom Instruction connects objectives and evaluation and is based on the
behaviour. Biddle also constructed his models to help answer questions teachers knowledge of the students characteristics and how best to
he thought parents might ask such as: “how often class my child get motivate them. If the evaluation do not demonstrate that the desired
individual attention from the teacher?” or Does the teacher really results have been achieved, the teacher re-teaches the material and
understand junior’s special problem?”. Biddle also helped define non- starts the process all over again. Classroom management is under the
cognitive variables which contribute to the affective domain. A example rubric of motivating students. Gage and Berliner suggest that the teacher
of these variables would be teacher genuiness, “teacher offered should use research and principles from educational psychology to
conditions of respect and modification of low self respect”. develop proper teaching procedures to obtain optional results.
Flanders offered the variables of teacher and student-
classroom–talk and derived on instrument which focused on his Decide on
the objective
Think End the
behaviour. “His was the most frequently used instrument. It permitted Start an of teaching Evaluate instructional
about
instructional instruction sequences
observation of teacher’s use of ‘verbal influence’, defined as ‘teacher sequence
and use
talk’ and ‘pupil talk’ in a variety of classroom situations”. Cruickshank’s Understand the You know
about the
put them all together and added additional presage variables such as characteristics of
learning
your students process
pupil characteristics, properties and school community and classroom
climate.
6.7. HUTIT’S MODEL
6.6. GAGE AND BERLINER’S MODEL
This is the most recently developed model that identifies the
Gage and Berliner (1992) developed a model of the major categories of variables that have been related to school
instructional process that focuses on those variables that must be achievement. The model is not only school, classroom, teacher and
considered by the classroom teacher as she designs and delivers student based, but includes additional contextual influences as well.
instruction to students. This model attempts to define more precisely
Huitt’s model attempts to categorize and organize all the variables that
what is meant by “quality instruction” and presents fire tasks associated
might be used to answer the question, “Why do some students learn
with the instruction or learning process. The model is classroom and
more than other students?” This is a revision of a model by squires,
teacher-based and centers around the question, “ What does a teacher
Huitt and Segars (1983) which focused only on those variables thought
do?”.
to be under the control of educators. This earlier model focused on Huitt’s (1995) model adds variables related to context and
school and classroom level processes that predicted school learning student and teacher characteristics, some of which were the focus of
as measured on standardized tests of basic skills. One important the models by Proctor (1984) and Cruickshank (1985). It is an
addition in this model is the redefinition of academic learning time. It interactive model along the lines of Biddle and Ellena (1964),
had long been recognized that caroll’s conceptualization of time spent Cruickshank and Losa (1982)
measured the quantity of time engaged in academics, but was locking
Huitt advocates that important context variables must be
in terms of the quality of that time. As discussed in proctor’s (1984)
considered because our society is rapidly changing from an agricultural
model, Fisher and his Collegues (1978) had added the concept of
or industrial base to an information base. From this perspective, children
success as an important component of quality of time spent and joined
are members of a multi-faced society, which influences and modifies
the term “Academic Learning Time (ALT)” which they defined as
the way they process learning as well as defines the important
“engaged in academic learning at a high success rate”. Brady, Clinton,
knowledge and skills that must be acquired to be successful in that
Swaney, Peterson and Poynor (1977) added another quality
society. Huitt’s model shows a relationship among the categories of
component the extent to which content covered in the classroom
content (family, home, school, and community environments), input
overlaps to context tested-which they called content overlap. Squires
classroom processes and output. These categories appear
et al. used the more inclusive definition of ALT proposed by Caldwell,
superimposed in the model since it is proposal they are essentially
Huitt and Graeber (1982) “the amount of time students are successfully
intertwined in the learning process.
engaged on content that will be tested”.
Improving classroom and school effectiveness Context
Leadership School Climate

Input Classroom Process Output
Supervision Teacher Behaviors

Teacher Teacher Behavour Student
Characteristics Achievement
Student Student This model shows input and output as the beginning and end
Behaviour Achievement of the teaching or learning process. Huitt (1995) believes that educators

most first identify or propose an end result because how one identify Huitt supports proctor’s (1984) position that intermediate
and measure the end product (output). Until the outcome objectives outcomes, or more specifically academic learning time (ALT) is one of
are known, nothing else can be considered once the outcome measures the best classroom process predictors of student achievement. There
are selected educators can begin to focus on those variables that can are three components to ALT and each is as important as the other.
explain fluctuation or variability in those measures. Considering or The first is content overlap defined as “the extent to which the content
changing specific goals or objectives may change the predictor variables objectives covered on the standardized test overlaps with the content
from each of the other three categories. Thus the output or outcome
objectives covered in the classroom”. This variable has also been
category is the most important and the focus of Huitt’s model.
labeled as “ time-on-target”. This idea is simple: if an objective or
The most direct impact on important measures of school topic is not taught, it is not likely to be learned, and therefore one
learning are those variables related to classroom process. This category cannot expect students to do well on measures of that content. In fact,
includes two major subcategories (Teacher Behavior and Student to the extent the content is not specifically taught, the test becomes an
Behavior), and another subcategory that includes such variables as intelligence test rather than an achievement test.
classroom climate and student leadership roles.
The second component of ALT is student involvement,
The category of teacher behaviour includes the subcategories defined the same way that carol defined engaged time or time on ask.
of planning (getting ready for classroom interaction), management and If the students are not provided enough time to learn material or are
instruction. In general, planning activities have little predictable not teaching they are not as likely to do well on measures of school
relationship to student achievement. Both management and interactional achievement at the end of the year. The last element is that of success,
variables are moderately related to achievement, but the lack of a strong
defined as “the percentage of class work that students will likely not
relationship may be due to be a factor of teacher inconsistency. That
demonstrate success on the achievement measure at the end of the
is, teacher often change their management and instructional practice
year. Huitt proposes that then components ofAcademic Learning Time
based on the time of day or the characteristics of a particular group of
should be considered as the “Vital sings” of looks at data regarding
students. There single variables, teachers providing corrective feedback,
temperature, weight, and blood pressure before gathering any other
teacher’s use of reinforcement, and level of student teacher interaction
data, supervisors classroom were students are involved and making
seem to be the best single classroom predictors of student success.
adequate progress on important content are reasonably healthy and
Direct or explicit instruction appears to be the best model of instruction
quite different from those classrooms where students are not.
when scores on standardized tests of basic skills is used as the outcome
measure.
When teachers and students do in the classroom will depend to

some extent on the characteristics or qualities they bring to the teaching
or learning process. Finally, Huitt (1995) includes the category of
context that includes such subcategories as school processes and
characteristics, family, community, state and federal government, TV/
Movies and the global environment.
Models of the Teaching –Learning Process
Community Size Region State Policies

UNIT 7
Teacher Characteristics
Teacher STUDENT - CENTERED

Behavior
Family Mother’s
Student
Achievement
TEACHING
Education Family income Student Characteristics Student Behavior
CONCLUSION
7.1. INTRODUCTION
Models are useful tools to better understand not only the learning
Richard Felder has written or co-authored a number of papers
process of students, but more questions, but a careful study of the
about the use of active, cooperative, and inductive instructional methods
models can provide starting points to begin developing more appropriate
in college science and engineering courses, some reporting on his own
educational experiences for our society’s next generation.
classroom research studies and some summarizing the literature.
7.2. STUDENT CENTRED TEACHING - MEANING

Student centered teaching means that student needs are the
first consideration in course design. It also refers to practice that require
students to assume a large share of responsibilities for conducting
inquires applying knowledge and making meaning of what they have
learned. Student centered teaching is sometimes associated with non-
directive teaching which reduces time spent on lectures and increases in the brain and dendritic development as a result of stimulation of
time spent in class on activities that engage students in analysis, diverse cranial regions.
evaluations, problem solving and processing information. Student
7.3. CHARACTERISTICS OF STUDENT - CENTERED
centered teaching tends to improve student satisfaction with the learning
TEACHING
experience, and deepen student’s understanding of how the knowledge
may be valued in their own lives. 1. Student-centered teaching engages students in the hard, many
work of learning.
Student Centered Teaching Facts:-
Teachers are doing too many learning tasks for students.
1. It targets specific needs and knowledge deficits.
2. Student-centered teaching includes explicit skill instruction.
2. It uses methods that suit students learning styles.
3. It maximizes student engagement through immersion in personal Student-centered teachers teach students how to think, solve
reflection and activities. problems, evaluate evidence, analyze arguments, generate hypotheses
all those learning skills essential to mastering material in the discipline.
4. It strives to maintain relevancy in course content.
3. Student-centered teaching encourages students to reflect
Student-centered teaching has been shaped and informed by
on what they are learning and how they are learning it.
humanistic educational philosophy, constructivism, pragmatism and
contemporary neurological science. Humanism underscores the value Student-centered teachers talk about learning. In casual
of meeting each students individual needs in order that each experience conversations, they ask students what they are learning. In class they
intellectual development, self–actualization and personal growth. may talk about their own learning. They challenge student assumptions
Constructivism is the theory that all knowledge, including declarative, about learning and encourage them to accept responsibility for decisions
procedural, and conditional is the product of the individual interaction they make about learning; like how they study for exams, when they
with ideas, the social milliner and institutional environments in which do assigned reading, whether they revise their writing or check their
ideas are interpreted, applied and valued. answers. Student-centered teachers include assignment components
Pragmatism, asserted that teaching should be immediately in which students reflect, analyze and critique what they are learning
relevant to the students and facilitate student’s exploration of the and how they are learning it. The goal is to make students aware of
problems implicit in taking up a vocation and participating in civic life. themselves as learners and to make learning skills something students
Contemporary neurological research that documents significant changes want to develop.

4. Student-centered teaching motivates students by giving them some 7.4. NEED FOR STUDENT – CENTERED TEACHING
control over learning processes.
The first step to helping students adjust to student centered
Teachers make too many of the decisions about learning for teaching is to explain why this approach is the best possible way to
students. Teachers decide what students should learn, how they learn enhance their academic success. This includes explaining how the new
it, the pace at which they learn, the conditions under which they learn learning roles and responsibilities expected of them in a student-centered
and then teachers determine whether students have learned. Students classroom will allow them to better meet their learning and life goals.
aren’t in a position to decide what content should be included in the Preparing students for their careers:
course or which textbook is best, but when teachers make all the
The rational for teaching many of the learning skills, behaviors,
decisions, the motivation to learn decreases and learners become
attitudes and critical thinking strategies how a part of student-centered
dependent. Student-centered teachers search out ethically responsible college courses is that our students will need these skills for their careers.
ways to share power with students. They might give students some
Preparing students to be lifelong learners:
choice about which assignments they complete. They might make
classroom policies something students can discuss. They might let The new reality our students need to accept is that college is
students set assignment deadlines within a given time window. They no longer a terminal educational experience. One of the reason students
might ask students to help create assessment criteria. are being asked to take on more responsibility for their own learning is
because they will be responsibility for it the rest of their lives. The
5. Student-centered teaching encourages collaboration. responsibility one have to develop our student’s lifelong learning skills
It sees classrooms (online or face-to-face) as communities of is justification for many of the changes all are asking our students to
learners. Student-centered teachers recognize, and research consistently make in a student-centered classroom.
confirms, that students can learn from and with each other. Certainly Developing new skills among students:-
the teacher has the expertise and an obligation to share it, but teachers  Learning how to learn on their own.
can learn from students as well. Student-centered teachers work to
 Developing the communication skills needed to collaborate
develop structures that promote shared commitments to learning. They
with others.
see learning individually and collectively as the most important goal of
 Taking more control for their own learning.
any educational experience.
 Teaching others.

 Making presentations. kinds of classrooms and school populations, ensure it is implemented

 Developing lifelong learning skills effectively, with intelligence, and without the rigid dogma that so often
 Developing their metacognitive skills-knowing what they leads to the failure of so many sweeping educational reforms.
know, don’t know or misunderstand. At its most general, student-centered learning is an educational
 Developing the ability to evaluate themselves, their peers and experience that is driven by its students. This can manifest in many
the teacher. different ways. In student-centered learning, students might choose
Each of these areas takes a prominent role in a studnet- what they want to learn within a set range of topics, lead their own
centered classroom. All however are areas where most students have discussions after doing research online, or complete a mixture of online
only limited experiences and are often not highly skilled. Our students classes and independent study. Student-centered learning can
will need to be taught how to do meaningful self-assessment of their encompass project-based learning, active learning, and collaborative
work; one cannot expect them to know how to do something they learning. As a personalized form of learning, student-centered
have never been taught. Among the most important skills one need to approaches can mean many different things, as long as they employ
help our students develop are speaking and listening. The key to that essential pivot from teacher to student-lead learning. The core
helping our students to learn in this new environment is to have a lesson goals are to motivate and interest students and to foster critical thinking
in teacher training. skills that employ active rather than passive engagement in the
classroom.
7.5. IMPLEMENTING STUDENT – CENTRED TEACHING
METHODS The implementations of student-centered learning and critics
see as weaknesses. Here are the key takeaways for overcoming
The implementation of student-centred teaching or learning
obstacles and successfully making implement this shift in the classroom
methodologies is certainly challenging to both teachers and students.
or school.
On one hand, in adapting the curricula, teachers are required to adopt
whole new approaches that are more practical and undoubtedly 1. Turn Teachers into Facilitators and Coaches
creative; on the other hand, students are called to recognise the necessity Critiques of student-centered learning often focus on the
of more responsibility and discipline on their part. Furthermore, there unruliness that may result when a teacher is no longer firmly in control.
are challenges that extend beyond matters of the curricula, teaching A true student-centered approach in no way means taking the teacher
and learning aspects of school education. Accept the premise that out of the process. The teacher remains key as a coach and facilitator
student-centered learning can be a highly effective strategy for many
the person who puts the structure in place and then makes sure it is student-centered approaches should provide ample professional
maintained as students move within it. This is different from traditional development opportunities, workshops, and mentoring on the subject.
approaches, in which the structure in itself can often feel like an end This should cover the deeper philosophical shift at hand as well as
rather than a mean, but, when done correctly, it should not be a free- specific, concrete lesson plans and coaching techniques. Teachers
for-all. should also be given training on using individualized classroom devices
like iPads to foster a personalized learning environment.
Importantly, the teacher should also act as a guide to deeper
insights, whether that means refereeing so that every person’s input is 4. Establish Rules
heard and not just that of the most vocal students, or asking students Similarly, teachers should take the time to explain the coming
probing questions at the right moment to prompt them into thinking changes to their students before implementing them. In doing so, they
deeper. This kind of intervention is key in ensuring students move should of course gather student input, but they should also set boundaries
beyond the simple gathering of information via Google search to including the crucial point that this is not about “doing whatever you
investing and examining it at a deep, integrative level. want” so much as it is “asking your most burning questions” and
2. Push Students to Apply Their Knowledge “exploring topics in which you’ve always been interested.” Students
will need to fully buy-in to the idea in order for it to be successful.
Similarly, it is important that the guiding doesn’t stop at
discussion and analysis. As the next step in the learning cycle, it is When leading a discussion group in particular, teachers may
crucial that students then apply their knowledge in new settings. Students want to experiment with setting and enforcing firm moderating rules
should again drive this process, whether it’s determining what kind of that still put the students in charge without letting a minority of vocal
projects or further investigations they would like to do, or it’s choosing students dominate or derail the discussion. These rules can be set by
from a number of choices a teacher has provided. This can also be students up front. One student become the teacher for a session, putting
combined with collaborative learning as a group project. all of the research on the topic at hand onto the student’s plate, and
then having them lead the discussion, with each student stating what
3. Give Teachers the Resources and Support They Need
they’d like to comment about beforehand, and the student determining
When student-centered approaches don’t work, it’s often whether or not they find the comment relevant for discussion. This is a
because teachers are simply given a bunch of new jargon to imbibe much regimented approach, but it can be highly effective in keeping
that is indecipherable from previous jargon, and then are sent out into chatty or unruly classes on track, while still putting control of the
the wilds of the classroom. Schools that are interested in implementing discussion firmly in student hands.
5. Change the Feedback Process 7. Offer Extended Learning Opportunities
With a student-centered learning approach, grades should no Student-centered learning isn’t bounded by a school’s cinder
longer be the primary learning metric. Comments and in-depth block walls. Whether it’s time in a maker studio, online courses or an
discussion can be far more useful in terms of learning, especially on externship or shadowing opportunity for a motivated student who wants
written assignments. However, many students will still need a more to see what life is like outside of academia, giving students the chance
concrete approach, and schools will still need a way of tying competency for multi-modal, experiential learning is an effective way to broaden
to common core standards. The school to provide much more minds and teach specific skills all while putting student choice at the
comprehensive and useful feedback than a simple letter grade, but forefront.
could still is easily translated into traditional grades for transcripts. 8. Re-Define the Metrics of Success
Alternatively, in flipped classrooms that have students doing While increased test scores will certainly remain an important
the bulk of their knowledge intake on their own time, quizzes and tests measure for student-centered schools, it is essential that the definition
are still relevant and useful, especially in terms of gathering highly specific of success is broadened to include increased graduation and college
data to pinpoint where a student needs help. Feedback here can come enrollment rates, as well as any other indications of improvement. This
not only in terms of a number grade, but also with a requirement that point applies beyond student-centered changes, and is important to
the student re-approach questions they missed until they demonstrate keep in mind for any major shift to an educational approach.
proficiency. Overall, tracking growth in a student-centered classroom
9. Localize the Approach to the Most Appropriate Content
is crucial to ensure learning is still on track.
Big educational reforms often fail when there is complete
6. Get the Families on Board
orthodoxy about how they are implemented, as well as a universal
Student-driven learning requires an increase in student application to areas for which the given reform may not be the most
accountability and motivation. In theory, a student-centered approach effective strategy. As such, keep in mind that a student-centered
will intrinsically draw these qualities out of students. In practice, many approach may not be the best strategy for every kind discipline or
students will need coaching and support at home, especially in younger subject area, nor for every student population. The Common Core
grades. Parents may also need education themselves in just what a standards can often be a great navigation tool in terms of determining
student-centered approach is to ensure there is maximum buy-in at appropriate areas for a student-centered approach, especially for areas
home. that put a strong emphasis on critical thinking.

10. Divide the Principalship Student-centered teaching methods shift the focus of activity
As some schools are finding, student-driven education may from the teacher to the learners. The methods include active learning,
very well require a rethinking of the principal role. Throughout the long cooperative learning and inductive teaching and learning.
transition process, divide the principalship essential for ensuring such a 7.6.1. ACTIVE LEARNING
monumental shift in approach is given the resources and attention it
Active learning was developed by Bonwell and Elson in 1991.
deserves. Student-centered learning represents an important,
fundamental, and exciting shift in education. But it is still evolving, and The students solve problems answer questions, formulate question of
it is not without its detractors. their own discuss, explain, debate or brainstorm during class. Active
learning is a student centered approach in which the responsibility for
7.6. TYPES OF STUDENT – CENTERED METHODS
learning is placed upon the student, often working in collaboration with
Student-centered teaching methods shift the focus of activity
classmates.
from the teacher to the learners. These methods include active learning,
in which students solve problems, answer questions, formulate questions Definitions:-
of their own, discuss, explain, debate, or brainstorm during Active learning is in short anything that students do in a
class; cooperative learning, in which students work in teams on problems classroom other than merely passively listening to an instructor’s lecture.
and projects under conditions that assure both positive interdependence This includes everything from listening practices which help the student
and individual accountability; and inductive teaching and learning, in to absorb what they rear, to short writing exercises which student react
which students are first presented with challenges and learn the course to lecture material to complex group exercise in which student apply
material in the context of addressing the challenges. Inductive methods course material to real life situations and to new problems.
include inquiry-based learning, case-based instruction, problem-based
In active learning teachers are facilitators rather than one way
learning, project-based learning, discovery learning, and just-in-time
teaching. Student-centered methods have repeatedly been shown to providers of information. The presentations of the facts are discussion,
be superior to the traditional teacher-centered approach to instruction, problem solving, cooperative learning and writing exercise.
a conclusion that applies whether the assessed outcome is short-term
mastery, long-term retention, or depth of understanding of course
material, acquisition of critical thinking or creative problem-solving skills,
formation of positive attitudes toward the subject being taught, or level
of confidence in knowledge or skills.
Think pair share:-

Students ponder the answer to a question and then share their
Learning by doing To work with a coach
immediate practicing > 75% thoughts with a neighbor.
Role playing:-
Participating Play exercised discussion Each student takes the role of person affected by an earth
Demonstration 20% 75% science issue, such as volcano or a polluted take and studies the impact
of earth science issue on human life and or the effects of human activities
Receiving Audio visual Recording
on the world around as from the perspective of the person.
Lecture <20%
Peer review:-
Nature of active learning:- Students review and comment on materials written by their
classmates.
Active learning like learning through play, technology based
learning, activity based learning, group work, project method, etc. It is Problem solving using real data:-
learner centered and requires more than just listening, active Students look at the topic from the perspective of character,
participation of each and every student is necessary aspect in active which will be affected by a chosen topic.
learning. Students must be doing things and simultaneously think about Game based learning:-
the work done and the purpose to enhance their higher order capabilities.
Uses competitive exercises, either pitting the students against
Active learning exercise:- each other or through computer simulations.
Bonwell and Elson (1991) suggested learners work Just in time teaching:-
collaboratively, discuss materials while role playing, debate, engage in
Students read assigned material outside of class respond to
care study cooperative learning or produce short written exercise etc.
short questions online, than participate in collaborative exercise the
A class discussion:- following ages period.
Promoting a successful discussion depends on correctly framing A short written exercise:-
questions. Discover tips for framing discussion questions to promote It is often used in “one minute paper”. This is good way to
higher order thinking. review materials and provide feedback.
Learning by teaching:- 7.6.2. COOPERATIVE LEARNING

Is also example of active learning because students actively In which students work in teams on problems and projects
research a topic and prepare the information so they can teach it to the under conditions that assure both positive interdependence and
class. This help students learn their own topic even better and sometimes individual accountability. Cooperative learning is a teaching method
students learn and communicate better with their peers than their where students of mixed levels of ability are arranged into groups and
teachers. rewarded according to the group’s success, rather than success of an
Gallery walk:- individual member. It is sometimes thought of simply as group work
but groups of students together might not be working collaboratively.
It is also example of active learning where students in groups
move around the classroom or workshop actively engaging in Cooperative learning methods:-
discussions and contributing to other groups and finally constructing Before collaborative groups are formed, it’s important to teach
knowledge on a topic and sharing it. skills of collaboration. During the lesson, a teacher should circulate
Use of technology:- around the classroom to make sure all students are participating in the
individuals groups. Shy and introverted students might not find
Use of technology took and multimedia helps the enhance the
cooperative process helpful and should not be forced to be in the group.
atmosphere of the classroom.
Why cooperative learning:-
Learning style:-
 Greater efforts to achieve
Acquiring knowledge through one’s own techniques is called
 More positive relationship among students
learning style.
 Greater psychological health
Flow:-
 Self esteem
Flow is a concept to enhance the focus level of the student as
 Self identify
each and every individual become aware and completely involved in
 Social development
the learning atmosphere.
Element of cooperative learning:-
Locus of control:-
 Positive interdependence.
Ones with high internal locus of control believe that every
 Sense of skin or swim together.
situation or event or attributable to their resources and behavior.
 Face to face promotive interaction. with many examples showing have the concept is used. The intent is
for students to notice, by way of the examples how the concept works
 Helping each other learn, apply and success.
using the grammar situation from above; the teacher would present the
 Individual and group accountability.
students with a variety of examples for a given concept without giving
 Each of us has to contribute to group achieving its goals. preamble about how the concept is used.
 Interdependence and small group.
Teaching on inductive class:-
 Group processing –reflecting on how.
As a teacher explicitly state any rules, but rather our job is to
 Class activities that use cooperative learning. guide the students towards the rule getting them to become aware of it.
Think pair share:- To have clearly in mind as the concept or rule this needs to be
Think pair share allows for students to contemplate or posed discovered. After create a series of clear examples which demonstrate
question or problem silently. us of the rule.
Jigsouo Inductive method used in the classroom:
Students are members of two groups, home group, and expert Using the inductive method, the teacher presents the students
group. Once a topic has been identified students leave the group and with a specific problem such as an experiment that needs to be
group with other students. interpreted, or a real word problem that needs to be solved. The
students must then use their base knowledge to investigate, test solution
Reciprocal teaching:-
which is commonly interpreted in schools as the scientific method is
Partner take turns reading and asking questions of each other
widely used as a guide for observation and inquiry based learning.
receiving immediate feedback.
Types
7.6.3. INDUCTIVE TEACHING LEARNING
Inquiry based learning:-
In which the students are first presented with challenges and
Any instruction that begins with a challenge and accomplish
learn the course material in the context of addressing challenges
the desired learning in the process responding it.
(questions or problems).
Discovery learning:-
Definition:-
Students are presented with a challenge left to work out the
Inductive instruction makes use of student noticing. Instead of
solution on their own.
explaining a given concept and following the teacher presents students
Problem based –learning:- Need for Learner Centered Teaching
Students are confronted with an ill structured authentic (real–  Traditionally there was “instructor-centered teaching”.
world) problem to solve. Instructors focused on what they did, and not on what the
students are learning. This made the students passive learners.
Project based-learning:-
 Students did not take responsibility for their own learning.
Students are presented with an assignment that requires that
Students have no chance to practice the learning skills. Teachers
they design or produce a deliverable. The final product may be formal
get more practice than the students.
written or oral presentation of their process and outcomes.
 Teachers take all decisions. They decide what and how students
Case based learning:- should learn. They determine whether students have learned.
Students are presented with real like sceneries or cased in Hence the motivation to learn decreases.
which hypothetically assume various roles. The cases tend to be very  Learners became dependent on the teacher. Hence students
well structured filled with elaborate details to incorporate many of the wanted wide experiences of life which can be brought in the
variables real life problems contain. Students learn to apply a material learning process. They wanted a learner-centered teaching than
that has already been covered in class and is somewhat familiar. It a teacher centered approach.
improve students retention, resolving problem solving skills.
Changed Roles and Responsibilities in the Learner - Centered
Advantages Classroom
The learners are more engaged in teaching learning process Learner-Centered Teaching: Learners Role:
with our facilitating skills, the learners formulate the generalizations.  Learner-centered teaching shifts the focus of activity from the
7.7. LEARNER – CENTRED TEACHING IN SCHOOLS teacher to the learners.
Definition of Learner Centered Teaching  It emphasizes what the learners do than what the teacher does.
A learner-centered teaching places the learner at the centre of  Based on constructivist theories - learners are not passive
the learning process and not the syllabus and they are self-directed in recipients of information; they construct and reconstruct
the learning process. It is holistic that it attends to the whole person knowledge in order to learn.
and values their experiences as valuable prior learning.  They construct new knowledge and skills by building on current
knowledge and skills.
 Learners make decisions about what and how they will learn  Listens to and respects each learner’s point of view.
and how that learning is assessed.  Encourages and facilitates learners’ shared decision-making.
 They are encouraged to use self-assessment measures.  Helps learners work through difficulties by asking open-ended
 Learners are active participants in their own learning. questions to help them arrive at conclusions or solutions that
 They monitor their own learning to develop strategies for are satisfactory to them.
learning. Historical Perspective
 They work in collaboration with other learners. Historical perspective means understanding the social, cultural,
 They produce work that demonstrates real learning. intellectual and emotional settings that shaped people’s lives and actions
Teachers Role: in the past. It gives an understanding of the differences between us in
the present and the past. Educationists feel that all students can learn
 A variety of methods are used that shifts the role of the
and all should show a high standard of performance. In the past children
instructors from givers of information to facilitating student
were labelled as slow, backward, delinquent and incapable of learning.
learning.
Students cannot achieve what is expected from them. They
 Teachers teach students how to think, solve problems, analyze
fail and leave school for work. Students were criticized, they cannot
arguments, generate hypotheses etc.
understand what teacher teaches and they were punished. In the past,
 Teachers respect individual differences of the learners with
common aim is to train students in morality, citizenship, and some skills.
respect to their backgrounds, interests, abilities, skills, needs
They write terminal exams. Success means moving to next grade.
and experiences.
Failures are retained in the same class. Failures are not treated as inability
 Teachers share power with students. of teachers but as student’s inability.
 Teachers makes each student an independent learner and In 21st century, reforms were brought in curriculum in science,
assumes responsibility for their learning. vocational courses, and special education etc. It was stressed that ‘equal
 Teaches students according to their learning styles and needs opportunity’ should be given to all irrespective of disparities.
of each. Compulsory education should be given to all till the age of 14. There
 Teaches students how to succeed. should not be any child labour. Hence to assist the learning process,
students wanted learner-centered teaching.
 Guides all students to reach their full potential.
Attributes or Characteristics of Learner Centered Classroom 13) Teachers deliberately design classroom activities with the
1) Teachers give background information about students to guide student’s needs in mind and thus guide individual learning.
in instructional activities. 14) If a child does not meet the standard, he is not dismissed as
2) Teachers set instructional goals based on learners need. These a failure; but the teacher uses multiple levels of support, small
goals are purposeful, meaningful from student’s point of view. group instruction, and simplifies strategy instruction.
3) Teachers set short-term goals to monitor student’s progress. 15) Students are benefitted when they work collaboratively,
sharing insights and assisting each other through peer
4) Teachers use a variety of student grouping to encourage
interaction.
communication among students.
16) Collaborative learning, improves student’s engagement,
5) Teachers make lesson plans flexible to satisfy students need.
knowledge transfer, and success.
6) Teachers adjust their teaching based on formative assessment.
17) Students are encouraged to use metacognitive thinking to
7) Teachers provide maximum opportunities for students to use solve Math problem, so that students might note his mistake,
real materials. hypothesize about how one failed, consider alternative
8) Students feel comfortable in asking questions. strategies and then re-engage the problem.
9) Classroom arrangement is such that students can work in 18) A teacher guides the students in metacognitive process by
pairs or groups and easy for teachers to move around the making them break a problem into different components,
classroom. recall alternative strategies, utilize his skills in new ways and
10) The classroom environment is warm, open and encourages attempt the problem again.
students to participate. Application of Learner-Centered Teaching
11) Constructivism is used where students reflect on their The following are the examples to learner-centered classroom
experiences, and construct their own understanding of the activities;
world. 1. Think –pair-share : Give a problem or a question, pair the students.
12) Construction of learning problems is structured around big Give each pair a minute to think and then discuss their ideas about the
ideas to provide a framework with which to gather information question for several minutes to form a conclusion. Student responses
and build knowledge. are then shared with a four-person learning team, or with an entire

class. One student can explain a concept while the other evaluates dimensions of a single study theme. Each group selects a leader who
what is learnt. informs the rest of the groups about the results of their discussion.
2. Group discussion : It is a group of students who gather formally or Integration of Learner-Centred Teaching with the Main Stream
informally to bring up ideas, solve problems and gives their views. Education System
3. Group work : It is a form of co-operative learning. It enhances the Even today the quality of education in schools is inadequate.
total output of the activity than when done individually. Students come Only urban schools have developed. The gap between urban and rural
together to achieve certain objectives. students is wide and difficult to bridge. Indian educational system is
still teacher centred, syllabus and exam oriented. Learners real learning,
4. Journal writing: Students are encouraged to write articles for
eagerness and enthusiasm gets lost. Deprived of these needs, students
school journal.
enter national life and contribute nothing to the nation.
5. Brain storming: Students are encouraged to produce as many as
So approaches to learning process should change. Students
possible solutions to solve a problem. More ideas are generated and
should be consulted in their learning and procedures are adopted with
some may be brilliant. It is not useful where the problem has unique
their consent. In that process their knowledge ability and potentials
solution. E.g.: Square root of 25. It is useful for problems that have
should be brought out. Learning should be given more importance than
multiple solutions where some may be better than others. E.g: How to
teaching. The curriculum, learning materials, methods of teaching,
create interest in Maths?
evaluation, classroom environment and management and administration
6. Self assessment: It is evaluation of one’s action, attitudes or should be learner centred. Creating an educational environment with
performances by students himself. this focus is the need of the hour.
7. Peer evaluation: It is a process whereby students or their peers CONCLUSION
grade assignments or tests based on teacher’s information. This saves
The changing trends in higher education were analysed, the
teachers time and improves students understanding of course materials.
paradigm of student-centred learning discussed and an analysis of the
8. Buzz session : Buzz groups is a cooperative learning technique. teachers’ experience in an international context was carried out in this
Small discussion groups of 3 to 6 students are formed to do a specific study in order to implement the intended aims and objectives. Student-
task (idea generation, problem solving etc) or encourage a group of centred learning puts students’ interests first, acknowledging student
people reach an agreement on their ideas about a single topic in a voice as central to the learning experience. In a student-centred
specific period of time. Participants focus on different aspects or
classroom, students choose what they will learn, how they will learn,
and how they will assess their own learning (Hannafin, 2010). This is in
contrast to traditional education, also dubbed “teacher-centred learning”,
which situates the teacher as the primarily “active” role while students
take a more “passive”, receptive role. In a teacher-centred classroom,
teachers choose what the students will learn, how the students will
learn, and how the students will be assessed on their learning. In contrast,
student-centred learning requires students to be active, responsible
participants in their own learning and with their own pace of learning.
In summary, student-centred teaching requires particular
UNIT 8
personal attitudes from the facilitator and at least a certain degree of PSYCHOLOGICAL
openness from the side of the curriculum as well as the students. From
personal experience like to add the requirement on, or at least the
PERSPECTIVES IN
benefit of social skills and techniques such as moderation. These help TEACHING
to make group processes more transparent, to converge faster and
hence to improve student satisfaction. 8.1. COGNITIVE STRATEGIES OF TEACHING
Cognitive strategies are useful tools in assisting students with
 learning problems. The term “cognitive strategies” in its simplest form
is the use of the mind (cognition) to solve a problem or complete a
task. Cognitive strategies may also be referred to as procedural
facilitators, procedural prompts or scaffolds. A related term
is metacognition, the self-reflection or “thinking about thinking”
necessary for students to learn effectively. It provides a structure for
learning when a task cannot be completed through a series of steps.
For example, algorithms in mathematics provide a series of steps to
solve a problem. Attention to the steps results in successful completion

of the problem. In contrast, reading comprehension, a complex task, 1. Teachers evaluate the content they cover.
is a good example of a task that does not follow a series of steps. 2. Teachers determine the necessary approaches to learning for
student success
A cognitive strategy serves to support the learner as he or she
3. Teachers teach with routines and instructional supports that
develops internal procedures that enable him/her to perform tasks that
assist students as they apply appropriate techniques and
are complex. Reading comprehension is an area where cognitive
strategies.
strategies are important. A self-questioning strategy can help students
understand what they read. Rosenshine states that the act of creating In this way, the teacher emphasizes what the students should
questions does not lead directly to comprehension. Instead, students learn, or the “product” of learning. In addition, the teacher models
search the text and combine information as they generate questions; the how or “process” of learning.
then they comprehend what they have read. The use of cognitive Determination of Necessary Approaches
strategies can increase the efficiency with which the learner approaches
Now the teacher’s attention turns to his/her knowledge of the
a learning task. These academic tasks can include, but are not limited
students. Student characteristics such as intellectual ability, interest in
to, remembering and applying information from course content,
the subject, and general motivation to learn are considered. The teacher
constructing sentences and paragraphs, editing written work,
selects learning approaches that complement the learner characteristics
paraphrasing, and classifying information to be learned.
while ensuring success with the content. A teacher who teaches
In a classroom where cognitive strategies are used, the teacher cognitive strategies well will connect learner and task. A strategy will
fulfills a pivotal role, bridging the gap between student and content/skill be chosen because it is the best strategy for the learner’s characteristics
to be learned. This role requires an understanding of the task to be and the task and/or content that needs to be mastered.
completed, as well as knowledge of an approach to the task that he/
Routines and Instructional Supports
she can communicate to the learner.
Once the best strategy or strategies have been selected, the
Content Enhancement
teacher begins the work of teaching the strategy to the student(s). Explicit
Impacting both the task and the learner using cognitive strategies instruction is used to impart the components or steps of the strategy.
is referred to as content enhancement. Bulgren, Deshler, and Schumaker Often the strategy will include actions or routines that are repeated
(1997) highlighted three important teacher activities in their model of each time the strategy is implemented. Additional instructional supports
content enhancement: such as guided practice, independent practice, verbal practice, and
written or oral tests may also be used.
The use of cognitive strategies can increase the efficiency and material in a text, highlighting important information in a text as one
confidence with which the learner approaches a learning task, as well reads, and creating an outline before beginning to write an essay.
as his/her ability to develop a product, retain essential information, or Everybody uses strategies when tasks become difficult. For
perform a skill. While teaching cognitive strategies requires a high degree example, most readers, not just those with poor reading comprehension,
of commitment from both the teacher and learner, the results are well acquire habits of doing something strategic before, during and after
worth the effort. reading a text:
Definition of a Strategy Before reading a text: Examples of strategies: previewing the text
Strategies are: for orientation to its content; presetting with questions that need to be
 Goals directed and consciously controllable process that answered; calling to mind what one already knows about the topic.
facilitate performance. During reading: Examples of strategies: periodically trying to
 Goals directed - intended to perform a definite function. summarize; highlighting important parts of the text; dealing with
 Consciously controllable processes - directly manipulable and comprehension breakdowns; taking notes; looking up new words.
statable. After reading: Examples of strategies: summarizing the text, reacting
8.2. WHAT ARE COGNITIVE AND LEARNING to the content, taking notes.
STRATEGIES Most competent readers engage in some such activities –
Cognitive and learning strategies are those procedures that a without thinking about it – on those occasions when comprehension is
student uses to succeed with a task that would be difficult without important. These procedures are habitual, based on years of personal
special effort. Strategies can be external aids, like a calculator to help experience that have convinced readers that if they do not do something
with difficult math problems, a clock and a calendar to help keep track special when reading lengthy texts, they will probably not understand
of time, lists to remember things to do, a graphic organizer for complex or remember much of what they read.
tasks like writing a story, and the like. They can be communication Preschoolers use simple strategies, largely within the context
strategies, like asking for help. They can be internal mental procedures, of physical tasks, like seeking help while cutting with scissors, putting
like repeating information in ones head or creating associations in order their things away in their cubby so they can find them, and the like.
to make the information more memorable. Simple school examples School-age children are expected to be strategic in relation to their
include taking notes during a lecture, asking for clarification of complex abstract cognitive and learning tasks. For example, they are taught to

check their work for errors before handing it in; to take organized strategies, but being strategic is harder than it would be without the
notes during lectures, and to use systematic study procedures. injury. To make the situation even bleaker, many students with brain
Being a strategic thinker and learner presupposes that the student; injury are relatively unaware of their needs – or possibly in a state of
emotional denial–making the teaching of compensatory strategies even
 has a reasonable understanding of their own abilities so that
more difficult. Therefore, teaching strategic thinking and learning needs
one can make judgments about what tasks are easy and what
to be a deliberate and intensive process for these students.
tasks are difficult therefore requiring special effort (self-
awareness). 8.4. THE MAIN THEMES IN INSTRUCTION AND SUPPORT
FOR STUDENTS WHO NEED TO USE COGNITIVE AND
 has goals that she wants to accomplish (goal setting).
LEARNING STRATEGIES
 knows that plans must be made to accomplish goals and can
Teaching students to be strategic thinkers and learners is a
make plans (planning).
major enterprise, covering a great deal of territory and requiring many
 can initiate strategic behavior (initiation).
years of effective teaching. To focus that teaching, educators should
 can inhibit impulses that are inconsistent with goal-directed be aware of all of the characteristics of good strategy users. Each of
behavior (inhibition). these characteristics then becomes a goal for the student with brain
 can pay attention to how she is doing (self-monitoring) and injury.
evaluate performance in relation to the goals (self-evaluation). 1. Goals: Good strategy users have goals to which strategies are
 can flexibly revise plans and change strategies in response to relevant.
feedback (strategic behavior). 2. Self-Knowledge: Good strategy users know that their performance
8.3. IMPORTANCE OF COGNITIVE AND LEARNING needs to be enhanced (in certain areas), that strategies enhance
STRATEGIES FOR STUDENTS performance and that they are capable of using strategies.
Cognitive and learning strategies are important for all students. 3. Awareness of Task Difficulty: Good strategy users are capable
However the theme is of special importance for students with of perceiving the difficulty level of tasks and the consequent need for
Technology Business Incubator (TBI) because they often have cognitive special effort.
impairments (e.g., weak memory, fluctuating attention, poor organization) 4. Strategy Specific Knowledge: Good strategy users know when,
and because damage to the frontal lobes makes strategic thinking and where, how, and why to use specific strategies.
learning more difficult for them. That is, they are in greater need of
5. Initiation/Responsibility: Good strategy users take responsibility Implicit in this list of characteristics of good strategy users is

for their successes and failures, and initiate strategic behavior when it the fundamental idea that teachers and parents must not take over all
is necessary. aspects of executive functions/self-regulation for students with
disabilities. It is tempting for teachers to unconsciously do exactly that
6. Self-Monitoring: Good strategy users can monitor the effectiveness
the teacher, will take responsibility for
of their performance with strategies so that improved performance can
(1) knowing what one are good at and what one need help with,
be its own reward and ineffective performance can be changed.
(2) setting our goals,
7. Flexibility: Good strategy users know several strategic procedures
(3) planning how to achieve the goals,
and can select the procedure that is useful for a specific problem.
(4) ensuring that one start their work,
8. Automaticity: Good strategy users use strategies as a matter of
(5) ensuring that one are not distracted,
routine so that many strategic procedures become automatic and require
(6) monitoring and evaluating your performance, and
little effort or planning.
(7) trying new strategies in the event of failure.”
9. Working Memory: Good strategy users have adequate working
If this is how teachers (and parents) behave, they will give
memory so that they can think about the task at hand and strategic
themselves great practice in strategic behavior, but deny the student
procedures at the same time.
the practice that they needs: the teacher improves; the student doesn’t.
10. Impulsiveness: Good strategy users are not so impulsive that This is not to say that students should be left to their own devices.
they act before taking critical information into account and considering Teachers and parents provide the supports necessary for the student
strategies. to experience success, but then pull back on those supports as it
11. Anxiety: Good strategy users are not so anxious about performance becomes possible to do so – the entire time holding in mind this model
that they neglect strategies because of an overriding fear of failure. of what it is to be a strategic thinker and learner.
12. Support: Good strategy users receive support from teachers, The features of the strategy teaching process include the
parents, and others for the use of strategies. following:
13. Content Knowledge: Good strategy users know enough about 1. Context Sensitivity: Cognitive and educational strategy
the subject that they can meaningfully apply strategies within that domain interventions need to be delivered within the context of relevant curricular
of content. (school) content; if not, transfer to real-life activities is unlikely.

2. Direct and Intensive Instruction: Strategic academic skills require rewarded. This requires large numbers of experiences of seeing
direct instruction along with a large number and variety of authentic improved performance and success using strategies.
application trials. Strategies should not be implicit–quietly embedded 8.5. BEHAVIORIST STRATEGY OF TEACHING
in academic instruction in the hope that the student will discover them.
Today, there are still instructional strategies that many
The strategic procedures should be explicitly described, modeled,
educations use in the classroom that correlate with the behaviorist
taught, and promoted. The student should be clear about the reason
learning theory. Educators use many methods to control behavior within
for the strategy.
the classroom. Contracts, consequences, reinforcement, extinction and
3. Emphasis on Strategic Thinking: Even as strategies are being behavior modification are all examples of behaviorist applications used
taught explicitly, there should be ongoing emphasis on the reality that in the classroom. Teachers use their strategies to ensure that their
strategies are clever solutions to difficult problems and that using classrooms run smoothly and effectively. However behaviour
strategies is being smart about achieving ones goals. That is, there should management should not be the only reason for the use of the behaviourist
be a general focus on being a strategic student, not just a specific focus learning theory.
on acquiring specific strategies.
In defining behavior, behaviorist learning theories emphasize
4. Long-Term: The shaping of effective cognitive and academic changes in behavior that result from stimulus-response associations
strategic habits and skills requires years of high quality instruction and made by the learner (Orey, 2001). Focuses attentions on what is
successful practice. Each school year should pick up where the previous observable; such environment and behavior, rather than what’s only
year ended with respect to strategies and both maintain the strategies available to the individual, like perceptions, thoughts, images and
of the previous year and add elaboration or new strategies. feelings.
5. Intensive: Strategy intervention needs to be part of the daily Primary Theorists:
regimen. Ideally similar strategies should be taught across many content
Ivan Pavlov: (1849–1936) Brilliant Russian Psychologist, who
areas and also related services (e.g., speech-language therapy,
laid the foundation for modern learning approaches. Pavlov was a
occupational therapy).
behaviorist. This means he observed behavior. He states that the human
6. Personally Meaningful, with a Focus on Correct mind should be interpreted as a black box that can be opened. In
Attribution: Students need to know that they are responsible for their other words what goes in can come out as knowledge. Pavlov studied
academic success and that their strategic efforts will be meaningfully reflexes. Reflexes are occurring in reaction and responsive. He also

studied automatic behavior that is caused by a stimulus from the Classroom implications:

environment. He studied the concept of classical conditioning. Classical
Arranging the classrooms settings so that the teacher can
conditioning is is a form of associative learning that was first
observe the students behavior against the learning strategy that they
demonstrated by him.
have put forth for the students. Teachers may also want to create self-
John B. Watson: (1878-1958) An American Psychologist instructional materials that doesn’t require much instruction from them,
whom was an important contributor to classical behaviorism. Watson which is called independent learning.
proposed the idea of an objective study of behavior known as
Classroom management
behaviorism. Watson saw psychology as the study of people’s actions
with the ability to predict and control those actions. This idea became Using behaviorist theory in the classroom can be rewarding
known as the behaviorist theory. Watson used animals early on in his for both students and teachers. Behavioral change occurs for a reason;
research and later switched to the study of human behavior and emotions many students work for things that bring them positive feelings, and for
at John Hopkins University. Watson’s work was based on the approval from their peers. They may change their behaviors to satisfy
experiments of Pavlov and classical conditioning. the desires they have learned to value. They generally avoid behaviors
B. F. Skinner: (1904-1990) An American behaviorist whom they associate with unpleasantness and develop habitual behaviors from
developed a system based on operant conditioning. “Operant those that are repeated often (Parkay and Hass, 2000). The entire
Conditioning” is the idea that one behaves the way one do because rationale of behavior modification is that most behavior is learned. If
this kind of behavior has had certain consequences in the past. Skinner behaviors can be learned, then they can also be unlearned or relearned.
stands out in the history of psychology as a great system builder. His Behavior is something that an individual has learned and does repeatedly.
greatest contribution was his description of effects of reinforcement on When there is a change or interruption in their environment, then there
responses. Skinner related these findings to individuals as well as social will be a change in the students’ behavior.
groups.
Behaviorist learning theory is not only important in achieving
Principles or underlying concepts: desired behavior in mainstream education; special education teachers
The underlying concept when it comes to behaviorism is the have classroom behavior modification plans to implement for their
learning theory of reinforcement. By giving students a reward for doing students. These plans assure success for these students in and out of
well will keep the students interested in learning. school.

Implications related to technology use: addressing their attitudes and beliefs about learning. The attitudes and
The technology programs that are used today to help children beliefs about effort and learning that students have were acquired
learn on the computer are programs that help the child learn by the through repetition and a behaviourist approach.
drill-and-practice method, which uses the reinforcement, practice and Educational games and interactive simulation:-
feedback.
Another instructional strategy where the behaviorist theory and
Implications for Teaching technology are involved it homework and practice skills using multimedia
Behaviorist teaching methods tend to rely on so-called “skill such as educational games and interactive simulations and they can
and drill” exercises to provide the consistent repetition necessary for also use various web resources that allow students to practice concepts
effective reinforcement of response patterns. Other methods include and skills repeatedly from their homes. By using these technologies
question (stimulus) and answer (response) frameworks in which students are immersed in a behaviourist learning environment. They
questions are of gradually increasing difficulty, guided practice and can play an online game and get a result quickly to determine if they
regular reviews of material. Behaviorist methods also typically rely heavily are correct or not. In essence, they are getting instant feedback from
on the use of positive reinforcements such as verbal praise, good these resources and are learning from them, as one would in a behaviorist
grades, and prizes. Behaviorists assess the degree of learning using setting. In most computer games bells and whistles go off when one
methods that measure observable behavior such as exam performance. reach a new level or get an achievement, in the classroom the teacher
Behaviorist teaching methods have proven most successful in areas gives you a positive reaction if you get an answer correct or do well in
where there is a “correct” response or easily memorized material. For class.
example, while behaviorist methods have proven to be successful in Principles of Behaviorist Strategy of Teaching:-
teaching structured material such as facts and formulae, scientific
Behaviorism is a learning theory revolves around operant
concepts, and foreign language vocabulary, their efficacy in teaching
conditioning. Many teachers use programs of rewarded and punishment
comprehension, composition, and analytical abilities is questionable.
to reinforce specific behaviors as a method of classroom management.
Methods When addressing learning with behaviorism, James Hartley believes
Reinforcing:- there are four key principles. One, “activity is important” Two,
“repetition; generalization and discrimination are important notations”.
The instructional strategy of reinforcing effort enhances student’s
Three, “reinforcement is the eardinal motivator.” Four, “learning is helped
understanding of the relationship between effort and achievement by

when objectives are clear”. Thus the behaviorist method of teaching is associated with the role of educators. Piaget’s role in the constructivist
used in classrooms by many teachers using various educational teaching suggests that one learn by expanding our knowledge by
technologies. experiences which are generated through play from infancy to adulthood
which are necessary for learning. Their theories are now encompassed
Advantages of Behaviourist Instructions
in the broader movement of progressive education. Constructivist
 Effective strategies for teaching action sequences that need to learning theory says that all knowledge is constructed from a base of
be automated. prior knowledge. Children are not a blank slate and knowledge cannot
 Widely applied in teaching young students and students with be imparted without the child making sense of it according to his or her
learning disabilities (LD). current conceptions. Therefore, children learn best when they are
 Effects in eliminating socio economic status (SES) related allowed to construct a personal understanding based on experiencing
differences of school achievement. things and reflecting on those experiences.
Limitations Characteristics of Constructivist Teaching
 Dependence on extrinsic forms of reinforcement. One of the primary goals of using constructivist teaching is that
 Neglect of complex thinking processes leading to behavioural students learn how to learn by giving them the training to take initiative
performance. for their own learning experiences.
8.6. CONSTRUCTIVIST STRATEGY OF TEACHING According to Audrey Gray, the characteristics of a constructivist
classroom are as follows:
Constructivist teaching is based on constructivist learning theory.
 the learners are actively involved.
Constructivist teaching is based on the belief that learning occurs as
learners are actively involved in a process of meaning and knowledge  the environment is democratic.
construction as opposed to passively receiving information. Learners  the activities are interactive and student-centered.
are the makers of meaning and knowledge.  the teacher facilitates a process of learning in which students
Along with John Dewey, Jean Piaget researched childhood are encouraged to be responsible and autonomous.
development and education. Both Dewey and Piaget were very Examples of Constructivist Activities
influential in the development of informal education. Dewey’s idea of In the constructivist classroom, students work primarily in
influential education suggests that education must engage with and groups and learning and knowledge are interactive and dynamic. There
enlarge experience and the exploration of thinking and reflection is a great focus and emphasis on social and communication skills, as
well as collaboration and exchange of ideas. This is contrary to the  Textbooks and workbooks
traditional classroom in which students work primarily alone, learning  Instructor gives or students receive
is achieved through repetition, and the subjects are strictly adhered to  Instructor assumes directive, authoritative role
and are guided by a textbook. Some activities encouraged in  Assessment via testing or correct answers
constructivist classrooms are:
 Knowledge is inherent
 Experimentation: students individually perform an experiment  Students work individually
and then come together as a class to discuss the results.
The constructivist Classroom
 Research projects: students research a topic and can present
 Begin with the whole–expanding to parts
their findings to the class.
 Pursuit of student questions or interests
 Field trips: This allows students to put the concepts and ideas
 Primary sources or manipulative materials
discussed in class in a real-world context. Field trips would
 Learning is interaction–building on what students already know
often be followed by class discussions.
 Instructor interacts or negotiates with students
 Films: These provide visual context and thus bring another sense
into the learning experience.  Assessment via student works, observations and tests. Process
is as important as product
 Class discussions: This technique is used in all of the methods
 Knowledge is dynamic or change with experiences
described above. It is one of the most important distinctions of
constructivist teaching methods.  Students work in groups.
Constructivist approaches can also be used in online learning. Because existing knowledge schemata are explicitly
For example, tools such as discussion forums, wikis and blogs can acknowledged as a starting point for new learning, constructivist
enable learners to actively construct knowledge. A contrast between approaches tend to validate individual and cultural differences and
the traditional classroom and the constructivist classroom is illustrated diversity.
below: Role of Teachers
The Traditional Classroom
In the constructivist classroom, the teacher’s role is to prompt
 Begins with parts of the whole–emphasizes basic skills and facilitate discussion. Thus, the teacher’s main focus should be on
 Strict adherence to fixed curriculum guiding students by asking questions that will lead them to develop

their own conclusions on the subject. Parker J. Palmer (1997) suggests and provides encouragement, diagnosis, directions, and feedback.
that good teachers join self, subject, and students in the fabric of life Coaching naturally and necessarily involves responses that are situated
because they teach from an integral and undivided self, they manifest in in the learner’s task performance.
their own lives, and evoke in their students, a capacity for Scaffolding - Scaffolding is a more systemic approach to supporting
connectedness”. the learner, focusing on the task, the environment, the teacher, and the
David Jonassen identified three major roles for facilitators to learner. Scaffolding provides temporary frameworks to support learning
support students in constructivist learning environments: and student performance beyond their capacities. The concept of
 Modeling scaffolding represents any kind of support for cognitive activity that is
 Coaching provided by an adult when the child and adult are performing the task
 Scaffolding together.
A brief description of the Jonassen major roles are: Constructivist Learning Environments (CLEs)
Modeling – Jonassen describes modeling as the most commonly used Jonassen has proposed a model for developing constructivist

instructional strategy in Constructivist Learning Environments (CLEs). learning environments (CLEs) around a specific learning goal. This goal
Two types of modeling exist: behavioural modeling of the overt may take one of several forms, from least to most complex:
performance and cognitive modeling of the covert cognitive processes.  Question or issue
Behavioural modeling in constructivist learning environments  Case study
demonstrates how to perform the activities identified in the activity  Long-term Project
structure. Cognitive modeling articulates the reasoning (reflection-in-  Problem
action) that learners should use while engaged in the activities. Jonassen recommends making the learning goals engaging and
Coaching – For Jonassen the role of coach is complex and inexact. relevant but not overly structured.
Acknowledges that a good coach motivates learners, analyzes their In CLEs, learning is driven by the problem to be solved;
performance, provides feedback and advice on the performance and students learn content and theory in order to solve the problem. This is
how to learn about how to perform, and provokes reflection and different from traditional objectivist teaching where the theory would
articulation of what was learned. The coaching may be solicited by the be presented first and problems would be used afterwards to practice
learner. Students seeking help might press a “How am I Doing?” button. theory. Depending on students’ prior experiences, related cases and
Coaching may be unsolicited, when the coach observes the performance scaffolding may be necessary for support. Instructors also need to
provide an authentic context for tasks, plus information resources, An example of a lesson taught with a constuctivist background
cognitive tools, and collaborative tools.
A good example of a lesson being taught in a constructivist
Constructivist Assessment way, with the teacher mediating learning rather than directly teaching
Traditionally, assessment in the classrooms is based on testing. the class is shown by the example of Faraday’s candle. There are various
In this style, it is important for the student to produce the correct forms of this lesson, but all are developed from the Christmas lectures
answers. However, in constructivist teaching, the process of gaining Faraday gave on the functioning of candles. In open constructivist
knowledge is viewed as being just as important as the product. Thus, lessons using these lectures as a basis, students are encouraged to
assessment is based not only on tests, but also on observation of the discover for themselves how candles work. They do this first by making
student, the student’s work, and the student’s points of view. Some simple observations, from which they later build ideas and hypotheses
assessment strategies include: which they then go on to test. The teacher acts to encourage this learning.
If successful, students can use this lesson to understand the components
 Oral discussions. The teacher presents students with a “focus”
of combustion, an important chemistry topic.
question and allows an open discussion on the topic.
Constructivism for Adults
 KWL(H) Chart (What we know, What we want to know,
What we have learned, How we know it). This technique can Constructivist philosophy has a long history of application in
be used throughout the course of study for a particular topic, education programs for young children, but is used less frequently in
but it also a good assessment technique as it shows the teacher adult learning environments. As humans develop, there are qualitative
the progress of the student throughout the course of study. changes in their ability to think logically about experiences, but the
processes, by which learning occurs, cognitive adaptation and social
 Mind Mapping. In this activity, students list and categorize the
mediation, are believed to be continuous or remain the same throughout
concepts and ideas relating to a topic.
the life. At the heart of constructivist philosophy is the belief that
 Hands-on activities. These encourage students to manipulate
knowledge is not given but gained through real experiences that have
their environments or a particular learning tool. Teachers can
purpose and meaning to the learner, and the exchange of perspectives
use a checklist and observation to assess student success with
about the experience with others.
the particular material.
Learning environments for adults based on constructivist
 Pre-testing. This allows a teacher to determine what
philosophy include opportunities for students to make meaningful
knowledge students bring to a new topic and thus will be helpful
connections between new material and previous experience, through
in directing the course of study.
discovery. One of the simplest ways to do this is asking open-ended guide student thinking and facilitate an increased responsibility for the
questions. In most pedagogies based on constructivism, the teacher’s completion of a task.
role is not only to observe and assess but to also engage with the Problem-Based Learning
students while they are completing activities, wondering aloud and posing
A structured educational approach which consists of large and
questions to the students for promotion of reasoning. Teachers also
small group discussions. Problem-based learning begins with an
intervene when there are conflicts that arise; however, they simply
educator presenting a series of carefully constructed problems or issues
facilitate the students’ resolutions and self-regulation, with an emphasis
to small groups of students.
on the conflict being the students’ and that they must figure things out
Inquiry-Based Learning
for themselves. Promotion of literacy is accomplished by integrating
the need to read and write throughout individual activities within print- An educational approach associated with problem-based
rich classrooms. The teacher, after reading a story, encourages the learning in which the student learns through investigating issues or
students to write or draw stories of their own, or by having the students scenarios. In this approach, students pose and answer questions
re-enact a story that they may know well, both activities encourage the individually and/or collaboratively in order to draw conclusions
students to conceive themselves as reader and writers. regarding the specific issues or scenarios. Within the educational setting,
inquiry-based learning has been beneficial in developing student inquiry,
Specific Approaches
investigation, and collaboration skills, in turn, increasing overall
Specific approaches to education that are based on comprehension of the issue or scenario.
constructivism include the following:
Anchored Instruction
Constructionism
An educational approach associated with problem-based
An approach to learning based on the constructivist learning learning in which the educator introduces an ‘anchor’ or theme in which
ideologies presented by Jean Piaget. In this approach, the individual is students will be able to explore. The ‘anchor’ acts as a focal point for
consciously engaged in the construction of a product. The utilization of the entire task, allowing students to identify, define, and explore
constructionism in educational settings has been shown to promote problems while exploring the topic from a variety of different
higher-order thinking skills such as problem-solving and critical thinking. perspectives.
Guided Instruction Cooperative Learning
A learning approach in which the educator uses strategically A variety of educational approaches focusing on individuals
placed prompts, cues, questions, direct explanations, and modeling to working together to achieve a specific learning outcome.
Reciprocal Peer Teaching great focus and emphasis on social and communication skills, as well
as collaboration and exchange of ideas. This is a great focus contrary
A cooperative learning approach wherein students alternate
to the traditional classroom in which students work primarily alone,
roles as teacher and learner. The utilization of Reciprocal Peer Teaching
learning is achieved through repetition and the subjects are strictly
(RPT) in educational settings has been effective in the development of
adhered to and are guided by a textbook. Some activities encouraged
teamwork, leadership, and communication skills in addition to improving
in constructivist’s classroom are:
students’ understanding of course content.
Experimentation:
Jigsaw
Students individually perform an experiment and then come
A highly structured cooperative learning approach which is
together as a class to discuss the results.
implemented in four stages: introduction, focused exploration, reporting
and re-shaping, and integration and evaluation. In the introduction stage, Research projects:
the class is divided into heterogeneous ‘home’ groups consisting of Students research a topic and can present their finding to the
between three and seven students. Upon establishing the ‘home’ groups, class.
the teacher will discuss the subtopics pertaining to the subject matter.
Field trips:
In the focused exploration stage, each student within all ‘home’ groups
selects one of the subtopics. Students from each ‘home’ group that This allows students to put the concepts and ideas discussed
have selected the same subtopic will form a ‘jigsaw’ group. It is in the in class in a real-world context. Field trips would often be followed by
‘jigsaw’ group that students will explore the material pertaining to the class discussions.
subtopic and will prepare for teaching it to their ‘home’ group, the Films:
reporting and re-shaping stage. The approach concludes in the fourth
These provide visual context and thus bring another sense into
stage, integration and evaluation, wherein each of the ‘home’ groups
the learning experience.
combine the learning of each subtopic together to create the completed
piece of work. Class discussions:
Examples of Constructivist Strategy of Teaching This technique is used in all of the methods described above.
It is one of the most important distinctions of constructivists teaching
In the constructivist classroom students work primarily in groups
methods.
and learning and knowledge are interactive and dynamic. There is a

Role playing: in there setups the teacher successfully gives a very practical and useful
venue for the students to do their critical thinking and exploring. In
The students take on the role on various book characters,
science a trip outside the school grounds to the nearest safe highway
famous historical and current affairs figures, today organs, plant parts,
may be good observation place for students learning about the nature
sports materials the students shall be better able to deeply comprehend
and description of the by-products of combustion.
the depth and importance of these personalities and entities. In social
studies, for instance the teacher can choose a student to internalize the The key to a successful constructivist classroom is an interactive
role of a popular dictator while the rest of the class proceeds to fire relationship between the learner, the task and the teacher who will
away questions for the person. In mathematics, a student may largely act as a facilitator of learning without depriving the students of
temporarily become a triangle and explain to the class what geometric experiencing learning and discovering knowledge on their own.
figures she /he is made of and how his/her perimeter or area is computed.
Hands on, creative activities:
One way to initiate there is for the teacher to pose an open- 
ended question on how to solve a particular problem. Here, it is
important that the teacher’s modeling and scaffolding will not dictate a
grid structure that the students might follow. Present a wide range of
options for the students to explore without directly stating what those
options are. The key is to make the discussions refreshingly engaging
and at the same time within the range of their schemata. After the
exchange of ideas, let the students work on the presentation of solutions
by way of various creative activities, such as choral recitation,
commercials, flyers, multimedia presentations, conferences or request
for community involvement from the rest of the student body.
Real life simulations:
The constructivist teacher believes that students learn best by
experience. By simulating real life situations and immersing the students

9.2. NEUROLINGUISTIC PROGRAMMING: BACKGROUND

Neuro Linguistic Programming (NLP) was organized by
Richard Bandler and John Grinder in Californina, United States in 1970.
Its founders and principal authors were Richard Bandler, a student of
(initially) mathematics and computer science, and John Grinder, a
professor of linguistics. McLendon (1989) describes the emergence
of NLP between 1972 and 1981.
NLP has since achieved popularity as a method for
UNIT 9 communication and personal development. It is used by professional

practitioners of many kinds - managers, trainers, sales people, market
NEURO LINGUISTIC researchers, counsellors, consultants, medics, lawyers and more. There
is a need for data establishes the level of activity however the United
PROGRAMMING IN
Kingdom (UK) Association for NLP has listed over 50 training
EDUCATION organisations. The website of the International NLP Trainers’
Association (INLPTA) has listings of trainers in Austria, Denmark,
France, Germany, the Netherlands, Sweden, Switzerland and Turkey.
9.1. INTRODUCTION The training courses taking place in Spain and in Italy, and are aware
too of written contributions from Germany. NLP is being applied in
This unit briefly describes the origins and nature of Neuro
UK education, for example through the UK NLP network called
Linguistic Programming (NLP) and its meaning, advantages and
‘NLPEdNet’, through interest from associations such as the Society
applications in education. NLP seems to us to hold much potential for
for Effective Affective Learning (SEAL), and through the practice of
education at all levels, yet it also needs research and critical evaluation.
individual teachers and learners who have received NLP training. NLP
Our broad intent is to help bridge the worlds of NLP and formal
is also a recognised mode of psychotherapy in the UK, accredited by
education. Neruo-linguistic programming (NLP) is an approach to
the UK Council for Psychotherapy.
communication, personal development and psychotherapy.
According to Bandler and Grinder, NLP comprises a
methodology termed modeling plus a set of techniques that they derived

from its initial applications of such methods that are considered the effective aspects of existing models of communication for pragmatic
fundamental they derived many from the work of Virgina Satir, Milton purposes. Initially Bandler and Grinder were interested in figures such
Erickson and Frits Pearls. Bandler and Grinder Claim that their as Carl Rogers, Fritz Perls and Virginia Satir because of their reputation
methodology can codify the structure inherent to therapeutic “magic” a for excellence. Other practitioners, apparently informed by the same
performed in theraphy by Perls, Satir and Erickson and indeed inherent framework, seemed markedly different in effectiveness. Bandler and
to any complex human activity, and then from that codification, the Grinder asked what was the ‘difference that made a difference’ between
structure and its activity can be learned by others. the excellent practitioners and the others. Almost self-evidently, this
In contrast, the Milton-model a model of the purportedly was not the formalised theory being used. Instead they focused on
hypnotic language of Milton Erickson was described by Bandler and patterns of communication and interaction used in practice.
Grinder as “artfully vague” and metaphoric. The Milton-model a softer, NLP writing and practice show influences from a wide array
to induce “trance” and to deliver indirect therapeutic suggestion. By of fields; Gestalt therapy (Perls 1969), person-centred counselling
the late 1970s, the human potential movement had developed into an (Rogers 1983), transformational grammar (Grinder and Elgin 1973),
industry and provided a market for some NLP ideas. behavioural psychology, cybernetics (Ashby 1965), the Palo Alto school
9.3. NEURO LINGUISTIC PROGRAMMING (NLP) - of brief therapy (Watzlawick et al 1967), Ericksonian hypnotherapy
MEANING (Bandler and Grinder 1975b; Grinder et al 1977), and perhaps most
importantly the cybernetic epistemology of Gregory Bateson (Bateson
The title, coined by Bandler and Grinder, broadly denotes the
1972). NLP adopts the TOTE (test-operate-test-exit) mode of
view that a person is a whole mind-body system with patterned
functioning (Miller, Galanter and Pribram 1960). These processes
connections between internal experience (‘neuro’), language (‘linguistic’)
depend on the dynamics of calibration and feedback (Wiener 1965,
and behaviour (‘programming’). NLP has been defined in various ways,
Bateson 1972).
often in its promotional literature as (for example) ‘the art of
communication excellence’, or ‘the study of the structure of subjective NLP is not a uniform field. For example, since the 1980’s
experience’. These definitions reflect a tension within NLP, in that it is Grinder has concentrated on ‘new code’ NLP, which takes an
both a technology for communication and personal development, and intentionally more holistic approach than the more analytical style of
a methodology or modelling process. early NLP, a direction that has incorporated interests in shamanistic
practices. It is a personal development method of the human potential
NLP has come to be identified as a mode of psychotherapy in
movement. It is a set of methods and beliefs that adherents apply to
its own right, originally it was offered as a method capable of identifying
psychotherapy, healing communication and self-development.
Neuro-linguistic programing was developed in California during study of the structure of subjective experience” has been given by
the 1970s by Richard Bandler and John Grinder and claimed to be a several books, such as Dilts et al. This assumes that there is a structure
set of models and principles to describe the relationship between to subjective experience, and that it is possible for someone to use
neurology and linguistics and how their interaction can be used to neuro-linguistic programming to determine what that is and make
program an individual’s mind, body and behavior. Neuro Linguistic changes to it. The focus on subjective reality is evident in the earlier
Programming is described by the original developers as “therapeutic personal development concern of dianetics, the main text of which
magic” and “the study of the structure of subjective experience”. It is states “subjective reality, not objective reality, is the important question
claimed that neuro-linguistic programing is for modeling the abilities of for the auditor.
genius and reproducing the performance and abilities of a genius.
Another description is that NLP is just a non-analytical method
According to the claims of the main NLP originators, neuro-linguistic
of modeling other people, much the same as the way children model
programing is based on beliefs in created reality, the access to
people. This assumes that children have no analytical skills and that
subconscious learning power, and body language cues derived from
they suppress any critical thinking or questioning. The modeling
the observation of “therapeutic wizards”.
description of neuro-linguistic programming is proposed as a way to
Neuro-linguistic programing continues to be promoted and it learn the unconscious “mental programs” of those with genius and
popularized in new age and popular psychology channels. In the field otherwise extraordinary abilities.
of the sociology of religion it is considered to be an alternative to
9.5. NATURE OF NLP
Scientology, and as a human development concern it tends to be used
in combination with other mind-body-spirit developments such as  Neuro-your thinking process
remote viewing, psychic healing and energy therapies. NLP is also  Lignustic –your words
taught on some human resource development and business courses,
 Programming-your behaviours
where it tends to be criticized for its heavily pseudo-scientific content.
There is a growing concern about the spread of pseudoscientific ideas
and misconceptions about the brain by developments such as NLP.
9.4. DEFINITIONS OF NLP
There have been a number of definitions of neuro-linguistic

programming, though they all tend to be quite vague. NLP as “the

According to Bandler and Grinder, NLP can be understood in

terms of three broad components and the central concepts pertaining
to those:
 Subjectivity: One experiences the world subjectively thus one

create subjective representations of our experience. These
subjective representations of experience are constituted in terms
of five senses and language. Behavior can be described and
understood in terms of these sense-based subjective
representations. Behavior is broadly conceived to include verbal
and non-verbal communication, incompetent, maladaptive or
“pathological” behavior as well as effective or skillful behavior.
Behavior can be modified by manipulating these sense-based
subjective representations.
 Consciousness. NLP is predicat ed on t he notion

that consciousness is bifurcated into a conscious component and
a unconscious component. Those subjective representations that
occur outside of an individual’s awareness comprise what is referred
to as the “unconscious mind”.
 Learning. NLP utilizes an imitative method of learning

termed modeling that is claimed to be able to codify and reproduce
an exemplar’s expertise in any domain of activity. An important
part of the codification process is a description of the sequence of
the sensory or linguistic representations of the subjective experience
of the exemplar during execution of the expertise.

Procedure:-  In language teaching, the ways students learn and better process
1. Students are told that they are going on. information are affected by elements that find practical.
2. Check that they understand vocabulary.  It helps drive the process of effective change and therefore
has a role to play in business situations.
3. Students are asked relax.
 It increases effectiveness in communicating with and influencing
4. Imagine biscuit.
others.
5. Ask the student to describe.
 It improves levels of interpersonal competency and helps one
6. Ask them to say again the sentence.
to grow as an individual.
7. Put large pieces of paper.
Disadvantages of Neuro Linguistic Programming
8. On other pieces of paper.
 The mechanical nature of some of the techniques has been
9. Ask students to stand. criticised, but it depends on how skillfully the techniques are
10. Students write on the paper. applied in practice.
Specific Methods Proposed on NLP Courses  Lack of evidence of the effectiveness of NLP has led to criticism
Within neuro linguistic programing, specific methods are taught. of the technique.
 The Swish Pattern 9.7. NLP APPLICATION IN TEACHING AND LEARNING
 Circle of Excellence NLP appears to hold much potential for teaching and learning.
 Time Line Technique There are, for example, profound implications of adopting an underlying
 Eye Accessing cybernetic epistemology in the practice of education. There are many
 Perceptual Positions possible examples of applications at the level of technique in education
and training. NLP is commonly used to offer solutions to problems
 Visual or Kinesthetic Dissociation.
encountered in teaching, for example to do with classroom management.
9.6. ADVANTAGES OFNEURO LINGUISTIC PROGRAMMING
The characteristic of an NLP approach to teaching and learning
 The success principles of NLP are based on the concept that as follows:
your mind and body are all the resource you need to effect
 The teacher learner relationship is a cybernetic loop, a dynamic
change in life. It can help define goal and take action.
process in which meaning is constructed through reciprocal
feedback, not a transmission of information from one individual verbal channels, both consciously and unconsciously. The
to another, separate and individual. functioning of which human beings are conscious, and which
 People act according to the way they understand and represent can be controlled consciously, represents only a small
the world, not according to the way the world. proportion of total functioning.
 The prime interest in NLP is the ways in which people represent  All communication potentially influences learning. Teachers’
the world internally, through sensory imagery (principally visual, language and behaviour influence learners on at least two levels
auditory and kinaesthetic) and language. NLP is particularly simultaneously; both their understanding of the topic in question,
interested in the way internal representations are structured, and their beliefs about the world, including about learning.
both in themselves (e.g. the location, size, brightness etc. of  The awareness of choice about one’s own language patterns
visual imagery), and dynamically (e.g. as sequences). NLP and behaviour as a teacher, and sensitivity to and curiosity
assumes that the structure of internal representation shows about their influence on and interaction with learner’s internal
regularities for, and is unique to, each individual. representations, are crucial to effective teaching and learning.
 NLP also assumes that there are systematic relationships
In essence, teaching is a process of (a) creating ‘states’ that
between this structuring and that individual’s language and
are conducive to learning; and (b) facilitating learners’ exploration and/
behaviour. A learner’s internal representations and processing
or enhancement of their internal representations; (c) to lead towards
are reflected, in various ways, in their language and their external
the desired goal or outcome of the context.
behaviour.
CONCLUSION
 Skills, beliefs and behaviours are all learnt. Learning is a process
through which such representations and sequences are acquired Its scientific basis it’s often discredited, neuro-linguistic
and modified. programming covers a broad spectrum of uses. NLP training to achieve
 An individual’s capacity to learn is influenced strongly by their maximum potential and great success.
neuro-physiological ‘state’, and by their beliefs about learning
and about themselves as learners. Such states and beliefs are 
also learnt and susceptible to change.
 Such modification happens through communication between
teacher and learner, which takes place through verbal and non-

Background
 Technology more than an enabler in education.
 Students like to use smart phones, tablet, laptop etc.,
 Facebook, Twitter, Skype, Whatapp, Linkedin, You tube,
Blogs, Wikis are the new tools for networking and knowledge
sourcing and sharing.
 Wi-Fi campuses are the new infrastructural benefits,
educational campuses provide.
UNIT 10  Learning innovation, faster replication through virtual medium

are the causes for fast dissemination of knowledge.
TECHNOLOGICAL TRENDS The Importance of Social Learning
IN TEACHING AND  90% of college students visit social networking sites on a regular
LEARNING basis.
 Social learning is learners learning from each other.
 Today’s students want to document their feelings and insights
The Social Media Visionaries….
in a highly timely manner.
 Facebook - Mark Zuckerberg
 Social learning can increase comprehension of material and
 Twitter - Jack Dorsey, Biz Stone and Evan Williams create new channels for students to learn.
 Skype - Dane Janus Friis and Swedie Niklas Social Media – Meaning and Definition
Zennstrom
Websites and applications that enable users to create and share
 Whatapp - Brain Acton and Jan Konum content or to participate in social networking.
 Linkedin - Reid Hoffman - Oxford Dictionary (2010)
 Wikipedia - Jimmy Wales
Social media are web 2.0 applications. It allow user to interact,
 Blogger - Evan Williams collaborate in social media. Web 2.0 also allows creating user generated
 Moodle - Martin Dougiams content in a virtual community.

 If one want help on the technical aspects, please set up a one- computers to stay in touch with world events and entertainment. Social
on-one training. media has come to play a fundamental role in modern society. The five
 The learning objective is most important. Social media is a main functions of media are influencing, educating, informing,
tool to help teach a concept so it sure to not lose sight of the entertaining and providing market for goods and services. Social media
learning for the cool factor. is very important in the fast moving world because without media society
would be unaware of local and foreign affairs.
 Choose one tool to start and make it purposeful.
When it comes to online social media, websites are used. Social
Social Media
media websites function like an online community of internet users.
Social media is the grouping of individuals into specific groups Depending on the websites in question, many of these online community
like small rural communities (or) a neighbourhood subdivision. Although members share common interests in education, profession, hobbies,
social media is possible in person, especially in the workplace, religion, politics and alternative life styles. Once a person is granted
universities and high schools, it is most popular online. The internet is access to a social media website one can begin to socialize. This
filled with millions of individuals who are looking to meet like-minded socialization may include reading the profile pages of other members
people and share first-hand information and experiences about and possibly even contacting them.
education, cooking, golfing, gardening, developing friendships,
10.1. TECHNOLOGY TRENDS
professional alliances, finding employment, business-to-business
marketing and even groups sharing information about backings cooks Nowadays, technology has changed the world, be it the
to the thrive movement. The topics and interest are as varied and rich technology in education or technology in any sector of the economy. It
as the story of our universe. surely has changed the global platform. One can stay connected to
each other, whether you are near or far away. Technology has enhanced
Social media refers collectively to all media technologies,
the social media impacts on our lives. It looks so hard to imagine life
including the internet and computer, which are used for communication.
without technology, there is no charm in life without technology, so by
Social media has become a valuable source for development,
summing up it becomes the essential part of our life and need of the
communication, entertainment, companionship, and adventure. It is
world as well.
bound to affect profoundly almost all human activities including
education, industry, governance, personal lives, and social lives around These days technology is rising at a rapid pace all around the
the world. Media has become an essential part of life people are world, doesn’t matters all are in the same area or not one can connect
spending their time on new technologies like internet, cell phones and with each other all over the world. Nowadays people hardly imagine

that they could spend a whole day without technology use of technology 10.2. SMART PHONES
has become in-habitual in a person which has shown the positive impact “Education is not the learning of facts, but the training of the
on our lives. mind to think.” – Albert Einstein
It’s been universally reported that more than 30 billion devices As Einstein said, education trains our mind and it makes us
are connected to the internet in 2016. Usage of technology is increasing think in a smart way. Now a day the education is upgraded from smart
at an alarming pace. Its effects one can see on education sector as way to smarter ways using smart phone.
well, nowadays educational institution shows us the impact of positivity
This is smart phone era all are using smart phones to get their
in and it is playing a vital role in learning new things.
work done. When it comes to education purpose, mobile apps are
Social Media Tools very important education app can solve a number of problems so they
There are so many basic popular social media tools available. are having high demand. As a result of it, Android app development
They are; companies in Hyderabad, Bangalore, Mumbai and across the world are
i) Smart Phones growing day by day. For learners, education app is very helpful to
ii) Tablet learn from basics to advanced topics of any topic. One can learn without
iii) i pad anyone’s help. There is no end for learning. If a mobile app is with us,
iv) Instagram then it’s easy to access any topic which would like to learn during the
travel or stay.
v) Skype
vi) Facebook When it comes to school students, mobile apps are very helpful
vii) Twitter for them. Kids are crazy about electronic devices they are interested in
viii) Whatsapp using all apps and games. They are becoming capable to teach elders
ix) Blogs about app usage and how to play or operate a game. A prime advantage
x) RSS (Rich Site Summary) feed of mobile-learning is no need to carry loads of books to school, one
can get all the information at our fingertips in the form of iPad app, and
xi) Podcasts
also it is possible to show each topic practically in easy to learn manner.
xii) Linkedin
xiii) Youtube Role of Smartphone Applications in Education
xiv) E-mail Nowadays children are very comfortable with electronic
xv) Google+ gadgets. The need to use these gadgets and equipment’s in teaching is
evident from such examples. It is an accepted fact that children learn Modern Day Education through Apps
quickly through games and good sporting activities. Now a day’s App
Normally teachers are good at organizing, managing and
Store and Play Store on smart phones are the way to go for. There are
conducting activities. However they feel the heat at times. Apps can
thousands of applications out there to help teachers and students both.
help to achieve better performance in organizing, managing, and
Modern Day Education through Apps monitoring classroom activities. Google Drive can even help teachers
Normally teachers are good at creating, organizing and in sharing assignments, syllabuses, and reading materials through few
conducting educational activities. However they also feel the pressure taps and clicks. A good bit of news for all the environmentalists and
at times. Modern apps can help greatly to achieve better performance eco-friendly people out there; using apps for learning and teaching
in organizing, managing, and monitoring these student activities. Using reduces paper usage and it is cost effective too. Count those entire
apps for learning and teaching reduces paper usage and it is cost trees one can save by just assigning quizzes assignments, reading
effective as well. One can save countless trees by just assigning quizzes, materials, and books through Google Drive and Dropbox apps.
reading materials, and assignments through cloud storage apps. Smartphone apps are providing easy solutions for education,
Apps for School Management healthcare, entertainment and businesses. According to some statistics
School management faces different kinds of tasks every day. education apps was the second-most popular category in July 2014,
A substantial number of students, teachers, parents and office staff with a share of 15% of all apps being learning apps. This increase
who are interlinked for day to day activities. Teachers and students suggests that apps will play a significant role in reshaping the future of
managing the entire school’s operations with a few smart phones and education.
tablets loaded with useful applications. 10.2. TABLET
Students with learning disabilities Educational Apps for Android Tablets
One of the most important sections of students benefiting from  There are many educational apps for Andriod Tablets that one
iPhone and Android apps are children with learning disabilities. App can use to enhance learning. Consequently, in many classrooms,
Store and Play Store are filled with hundreds of apps which are of mobile apps are replacing textbooks to digital editions. While
great help for these children. Apps like Learning Ally, Voice4U, and some old scholars will find this strange many of the
Zoom Reader are some examples. iPhone and Android apps are huge millennial generation adopt reading textbooks on their tablet
blessings for parents, teachers and schools, to help these kids learn with ease. It’s a lot easier to deliver interactive content on a
more efficiently. tablet than any other way in the classroom. This has lead to a
vast array of educational apps for Andriod tablets.
advantages too. From greater student engagement to an expansion of
 Many people try to rank the top educational apps for Android
the learning environment beyond normal school hours, gadgets can
or the best educational apps, but there is really no such thing.
open new educational doors. But hardware is only part of the puzzle.
The best educational apps are the ones that meet our particular
One need the right software to spool up those eager young minds.
purpose and the only way to really determine that is to
From creating lesson plans and keeping attendance, to behavior records
download one and try it out. All apps have their strengths and
and communicating with students outside the classroom, these apps let
weaknesses. For example, take a look at the following list
teachers harness tech instead of fighting it. Knowing, it turns out, really
from the Google Play store for a search on educational apps
is half the battle.
for college students:
10.3. i PADS
Amazing iPad Apps for Educators
Technology has changed education over the past decade one
can’t help but be blown away by the sheer number of iPad apps for
educators that have absolutely flooded the electronic marketplace.
There are so many iPad apps for teachers released every month that
even the most plugged-in educator would have a difficult time processing
and utilizing them all. Teachers are looking to learn how to use iPads in
the classroom, they need to look no further than TeachHUB magazine
and TeachHUB.com an educator’s primary go-to resource when
researching iPad apps for teachers and iPads in the classroom.
Read on to learn about TeachHUB magazine and
 GooglePlay has many educational apps for android tablets. TeachHUB.com’s updated list of the hottestiPad apps for
teachers and iPad apps for education, destined to forever alter our
Helpful Apps for Teachers and Educators
curriculum landscape, organized here by subject. iPads to date seem
Students attempting to text in class might be the bane of
to still be the leaders in the choices of tablets schools are investing in
teachers everywhere, but even the most jaded Luddite would have to
for their students. Apple announced that its share of the education tablet
admit: Tablets and smart phones in the classroom bring a number of
market reached 94% at the end of its third quarter in 2013. Our goal is

to help facilitate the use of the tablet, whichever brand our school deems that is simple to use. The iPad as a whole has fewer bugs and is known
the best. to run smoother, thus making it generally a better user experience. On
Android tablets, things are little more difficult to figure out so it will
1. Apps
take hitting up the “Settings” feature a few times to really familiarize
With tablets and many educational curriculums today, it’s all with the features. Tutorials and general sessions for staff and students
about the apps. Apple leads the charge in terms of amount of can easily solve this issue if Android is the tablet choice are leaning
applications available. Apple device can pretty much assume that any towards. The good news is technology is the language of our students
major app can be available for download and updates will be available today and more likely than not they are capable of grasping and learning
as early as anyone else. Android device are likely to get most major any tablet handed to them.
apps but there are exceptions and the main difference lies in the wait
4. Security
time for updates with wait times at weeks or months after the iOS
version is available. Wilson Rothman in the App Showdown: Android It secures information and device. It is essential for schools to
vs. iPhone, makes an interesting discovery that Android has basically think about the security aspects around the devices. The iPad and
caught up to Apple when it comes to e-book applications. Android devices are super protected from taking on any viruses but
both run the risk of applications being run on them with infected malware.
The classroom needs all available apps. It would be a good
thing to check and make sure of before the final decision is made. Classroom Management
2. Price It helps teachers improve behavior in their classrooms quickly

and easily by generating behavior data that can then be shared with
School have stated they have unlimited budgets for technology
parents and administrators on the fly and younger kids will get a kick
in their classrooms. The price of Android devices can be much more
out of picking their own monster avatars.
budget conscious than the iPad. Purchasing the less expensive tablet
one can use the money saved on managing those tablets with Mobile For Teachers: More than 50 percent of class time is spent managing
Device Management software. This can save time, energy. behavior rather than delivering instruction. And given how precious
time becomes in a single class period, The extra time is spent on further
3. Ease of Use
instruction, one-on-one trouble shooting or group work, any additional
Usability in a tablet is a very important aspect to consider when time is worth its weight in gold.
making a decision. iPads tend to be a perfect tablet for those a bit
For Students: It providing instant feedback to parents and
intimidated by the technology with its streamlined operating system
administrators, students also get notifications and can help either
encourage positive behavior or curb the negative especially when they It’s important to protect students’ privacy, especially when using
know their parents are finding out right away. a public channel like Instagram. Creating a classroom account that one
For Parents: It makes easy to keep regular tabs on their child’s set to “private” and carefully vetting any potential followers. Also try to
development rather than anxiously awaiting a report card at the end of an educational social media platform such as Edmodo.
the term or the dreaded phone call for an important parent-teacher 10 awesome ways to use Instagram in the classroom.
conference. In this way, corrective action can be dealt out quickly.
1. Showcase students’ work. Snap pictures of students’ artwork
It’s a great tool to have in our classroom toolkit and may in and other special projects to share on a private Instagram account
fact help level the playing field for your substitutes since the students only accessible to families and others in school community.
will be held accountable for the same merits.
2. Feature a student of the week. Invite students to alternate “taking
Many more iPad apps for teachers exist to make the lives of over” our classroom Instagram account and sharing photos from
educators that much easier and creative. Take advantage of what they their daily lives. Then have the featured student share his or her
have to offer as well in order to provide students with well-rounded photos with the class.
lessons that nurture them both inside and outside the classroom.
3. Capture field trip memories. Invite a student volunteer “archivist”
More Helpful App Reviews to take photos on field trips or during class parties and share those
Top 12 Math iPad Apps on Instagram account.
Five Apps to Rock Your Class 4. Imagine how a famous person in history would use
Apps to Keep Your Students Organized Instagram. Have students browse historical photos and create a
Apps to Keep YOU Organized bulletin board or poster display showing Abraham Lincoln’s or Buzz
Fabulous Music-Making Apps Aldrin’s Instagram feed.
iPad Education Apps for Halloween 5. Imagine what a favorite character would post. Challenge

students to find photos that would appear in Harry Potter’s or
10.4. INSTAGRAM
Katniss Everdeen’s Instagram.
Classroom Ideas
6. Share reading recommendations. Invite students to snap photos
Instagram is one of the most popular social media channels for
of their favorite books and then browse the photos in our feed for
teens and tweets today. There are many applications for Instagram in
more ideas on what to read.
the classroom.
7. Record steps in a science experiment. Watch as a plant unfurls The real power of Instagram isn’t the speed with which this
or a chemical compound slowly changes colors and keep the media can be shared though it’s that Instagram posts across different
changes preserved on Instagram. platforms. This means that someone can post an image or video once,
8. Go on an ABC scavenger hunt. Challenge kids to find print in and it will shoot across several different social media websites. This
the world around them on signs, packaging and in the mail. can be extremely useful for teachers or for group projects when someone
wants to make sure everyone sees an update, but that person doesn’t
9. Discover ideas for writing. Tap an “inspiration fairy” to take 10
want to post and re-post the same content a dozen times.
photos that could serve as a prompt for writing an empty bird’s
nest, a For Sale sign and a broken doll, for instance. Any technology that allows for faster, more streamlined
communication across great distances is going to find a use in the online
10. Document student progress. Snap photos of student’s
classroom. The key to Instagram is to use it to enhance the learning
writing at the beginning and end of the year. Order inexpensive
experience.
prints from sites such as Prinstagr.am to show students how far they
have come. 10.5. SKYPE
The Role of Instagram for Students in the Online Classroom Teachers and researchers are facing increasing pressure to
promote student acquisition of “21st century skills”, which include
When people think of Instagram in the classroom they typically
communicative competence in local and international languages, higher
think of problems students have on social media and sharing pictures
order thinking abilities, such as critical thinking (CT), and proficiency
and video when they should be paying attention to what the teacher is
in information communication technology. Both challenges and
talking about. When it comes to online learning and the digital classroom
opportunities emerge from a focus on 21st century skills, often related
though, Instagram might be a useful tool instead of a useless distraction.
to the role of technology in evolving learner characteristics and learning
Instagram and the Online Classroom
environments. In the 21st century, characterized by increased
Instagram is a social media platform that specializes in sharing globalization, competence in international languages, such as English,
pictures and video both among Instagram users and within other social is invaluable. Skype, a software application for online communication,
media platforms. For those whose entire classroom experience takes has been used in classes at various levels, providing many possibilities
place over the Internet, the ability to quickly share images and video for teaching and learning. Skype is a communication tool that allows
with classmates can be a necessity. Instructors may also find the video- users to make audio and video calls over the Internet. Calls to other
sharing capabilities of Instagram to be beneficial for making skype users are free. Skype also offers a computer-to-land-line service
announcements and for getting lectures into a student’s news feed.
for both local and international calls, as a fee-based service. Similar to calls to landline telephones and mobile phones are charged via a debit-
needing an e-mail address to send e-mails, a skype account is required based user account system called Skype Credit. Educational use of
in order to make and receive calls. Skype is a commercial product, its free version is being used with
Skype in our lives learning English via Skype so far is a novelty increasing frequency among teachers and schools interested in global
in teaching foreign languages and not all people have experienced such education projects. For example, Skype is being used to facilitate
way of learning. There are lots of debates on forums on the Internet language exchange. Students in different parts of the world are paired
and on the walls of language schools about the effectiveness of these off each is a native speaker of the language that the other wishes to
classes that they have advantages and disadvantages. But the fact is learn, in conversations over Skype they alternate between the two
that, without English via Skype, the overall picture of modern linguistic languages.
techniques will be incomplete. If it was inconvenient for students, it is Teachers are using Skype in unique ways to fulfill educational
unlikely this way of accumulation and improvement of knowledge would goals. The videoconferencing aspect of the software is valuable in that,
have received such widespread. it provides a way to connect students who speak different languages,
Skype is telecommunication application software that hold virtual field trips, and reach out to experts in varying fields of
specializes in providing video chat and voice calls from computers, study, these experiences allow students a chance to apply what they
tablets and mobile devices via the Internet to other devices or telephones are learning in the classroom to real-life experiences and it also achieves
or smart phones it was founded in 2003. Today there are more than further learning opportunities. Skype in the classroom is another free
630 million users of Skype. The number of users rises every day. There tool that Skype has set up on its website. It provides teachers with a
were only 405 million users of Skype two years ago. Users can send way to make their classrooms more interactive and interesting. Skype
instant messages, exchange files and images, send video messages and in the classroom is a service that teachers can sign up for that will allow
create conference calls. First released in August 2003, Skype was students to meet other students, talk to experts, and share ideas.
created by Dane Janus Friis and Swede Niklas Zennstrom in Teachers can collaborate with other teachers around the world and
cooperation with Estonians Ahti Heinla, Priit Kasesalu, and Jaan Tallinn design different learning experiences for their students. There are various
(2006). Skype lessons, in which students can participate. Teachers can also
use Skype’s search tool and find experts in the field of their choice.
Skype allows users to communicate by voice using a
microphone, video by using a webcam, and instant messaging over the English online allows to develop language skills in the most
Internet. Skypeto- Skype calls to other users are free of charge, while comfortable environment. The most important thing is a high-speed
internet and a complete focus on employment. The geographical location
plays no role anymore. The use of modern technical capabilities should from different classes can work on together, like writing songs together
also be included to the benefits of learning English teacher online. The or having a debate with students from different backgrounds, all over
teacher can send any time a text document, spreadsheet, an audio file Skype.
to link to a video or presentation on the topic being studied. Some of 2. Use it to conduct expert interviews
the teachers also use the opportunity to create personal vocabularies
Teachers are good at becoming experts in a wide variety of
to record audio pronunciation of words. Besides, at the end of the
subjects, but it’s always nice to be able to bring in the outside perspective
classes a student has access to a list of words that one needs to
of someone more experienced with the topic you’re covering in class.
remember for the next lesson. Audio recordings, made with the teacher,
Experts in various professional fields have a tendency to be busy, making
help him not forget how to pronounce new words and phrases. In
it hard for them to commit to an in-class visit. But a Skype call’s much
addition, doing English using Skype, one can always quickly find the
easier to fit into a packed schedule.
information on the Internet, and the English version of Wikipedia will
always be at our fingertips. This advantage is equally appreciated by Calls with experts can be set up as a question and
students and teachers. answer or more of a lecture, depending on what one prefer. Give
students the assignment of doing some research and coming up with
Creative Ways to Use Skype in the Classroom
questions in advance, so they have an opportunity to interact with the
1. Use it to collaborate with other classrooms expert and learn more. This can take a lot of different forms depending
Connecting students from different places and backgrounds is on the subject teaching. A professional artist can do an art critique of
a more personal and interesting way for them to learn about the world our students’ work in class. A musician can provide an informal music
beyond their own community than reading a chapter in a textbook. lesson over Skype. A museum curator can discuss different items in
Where the best option available for making those connections was their collection, saving the time and money of a field trip. Giving related
once writing to penpals, Skype makes it possible to make the assignments to students and ask them to create something related to
conversations more direct. what the expert discussed, like a piece of art that would fit into the
Teachers can seek out connections with classes around the collections at the curator’s museum.
world, or even at different schools in the same area, as a way to give 3. Enable participation for students outside of the classroom.
students a glimpse into cultures and lifestyles other than their own. Sickness is always going to be a part of life for students, but
Skype can help students practice a foreign language with new friends with Skype, they never have to miss a lesson again. Kids who are too
from other countries. The creative collaborative projects that students sick to come to school can have the option of sitting in on class over
Skype from home or from the hospital. If they’re in no condition to learn all about the different types of jobs that their peers’ parents do
follow the lesson while nursing that flu, the teacher can record it for each day through Skype calls.
them for later. The parents that are too busy, sick, or far away to come A virtual Career Exploration Day where one set up calls with a
in for a parent-teacher conference, Skype can bridge the gap. This number of different parents and have them each present on their job.
can be especially useful for continuing to connect with parents that are One can make it a regular feature of the class once a week. Students
deployed or otherwise live out of town. will get a glimpse into different career options and learn a little more
4. Use it for tutoring about their peers, and parents get a chance to be more involved with
Inevitably, students will have difficulties and questions outside the class. A video call over Skype while the parent is at work gives
of class time when the teacher’s not around to ask. Many students them a chance to show some of the tools of the trade, which is another
would benefit from some extra tutoring time with the teacher, but there useful lesson in itself in many professions.
are only so many hours in the day and most teachers feel overworked 6. Enable better collaboration for group projects and
already. Some teachers may be a little more willing to make them extracurricular activities.
available over Skype. Group projects have always been valuable for teaching students
This idea can extend to enabling an after-school tutoring about working well with other people, but they used to often come
program at schools that don’t have the budget to provide one on campus. with the complication of figuring out where and how to meet. If students
More volunteers willing to give their time to be available to students for don’t drive yet, the logistics of meeting up at the library or someone’s
tutoring and questions if they can do so from the comfort of their own house could get pretty complicated and make it hard to complete the
home, rather than spending their evenings in a classroom. One can set project with everyone’s equal involvement. Skype takes away that
up an official Skype tutor account for the school that different teachers complication, as everyone can meet with each other from their own
or librarians take control of at different times. Students having trouble house. The same solution can apply to setting up meetings for
can send a chat or make a call at any point during the allotted hours to extracurricular projects like the school newspaper, book groups, or
work through their difficulties. even chess club. Students can simplify scheduling whenever meeting
on campus isn’t practical.
5. Host a virtual Career Exploration Day
The Tools That Help
Hosting interviews with professional experts in the subjects
studying in class is great, but one has a whole host of experts in various Many of the ideas one have shared above are easier to realize if
professional fields at our disposal in the form of parents. Students can one use some additional tools. These are some of the most useful tools.

For Collaborating: well as something guest experts can make use of if they want to share
To collaborate with other classrooms. something on their computer with the group. It’s free for the screen
sharing capability, but also has paid options for audio conferencing.
1. Skype in the Classroom
For Recording:
Skype provides a global community for teachers that one can
tap into to find other teachers around the world interested in forming a 5. Vodburner
partnership. This access to different teachers from all over means one When one want to record our classroom lesson for absent
don’t have to stop at one, one can take their students all around the students, or record a Skype call with parents or guest experts,
world over Skype. Vodburner is a free tool that can make that happen. It’s only compatible
2. ePals Global Community with Macs though, so if one use another OS, our next tool may serve
you better.
The ePals Global Community is similar to the Skype community,
but with somewhat broader goals. They aim to connect classrooms 6. SnagIt
and individual students, as well as provide projects, global challenges, SnagIt is a screen casting software from TechSmith that allows
and content that teachers can bring into the classroom. recording audio and videos of our screen. It works on Mac and
For Presentations: Windows, but comes at cost for educational use. The company offers
a free screen casting software, Jing, but that one has a 5-minute limit
3. IDroo
for videos, which means it wouldn’t be much use for recording lectures
iDroo is a free online, real-time whiteboard that is useful for or interviews.
anytime giving a presentation over the internet. It can come in handy
In Short
for those interviews with guest experts, if they want to add a presentation
component. One can use it yourself for presentations to our class, Skype can make opportunities possible for our students that
especially any time when there are students outside the classroom tuning one didn’t even know yet one wanted. Get creative and see what one
in. and their students come up with.
4. Join.me 10.6. FACEBOOK
Join.me makes it easy to share our desktop with anyone else Facebook is a social networking service and web site launched
who might be on the other end of a Skype call. It can be a useful tool in February 2004 operated and privately owned by facebook.inc. It
for students to use when they’re meeting about a group project, as was founded by Mark Zuckerberg, Eduardo Saverin, Dustin Moskovitz
and Chris Hughes in United States. As of February 2012, Facebook self-expression and ability to receive information and share it. Utilizing
has more than 845 million active users. People use it to share information Facebook effectively in education courses will help facilitate teachers
and keep in touch with friends. For teachers, facebook is an easy way to model what they have learned in their own classrooms. Students
of communicating with students without the need for travel. Its main will not only benefit by the classroom advantages of using Facebook,
features are as follows; but also by learning professional Facebook etiquette. Social networking
Profile: It has personal information the user chooses to share with tools and applications can be used to facilitate the teaching and learning
friends and students. process which includes collaborative, communicative, documentaries,
generative and interactive tools. It is being used to keep up to date and
Friend Search: It helps to find the friends and students on facebook
in touch with existing friends and relations, or to create new relationships.
and add them to the user’s contracts.
In India, there are various policies and reports which emphasize
Wall: It is the place where the user can update their status, share
on better school education through training of teachers towards the
photos and videos and post links for their friends and students to see.
path of ICT. Flexibility, professional development, academic support,
Students can also post updates and share information on the user’s
universal access, participatory forums, communities, interest groups,
wall.
keep teachers in touch, self-directed learning, reflective learning,
News Feed (home page): It gives the user an updated list of one our
articulate new ideas, being self-critical and work collaboratively, all
students’ activities. One can also update their status and share things
are the abilities recommended for a ICT enabled and trained teachers
with friends and students.
in India.
Message: It helps to send private messages to the user’s friends and
The curricular areas of initial teacher education is recommended
students.
in NCTE (2009) as to develop habits and the capacity for self-directed
Chat: It helps to send real-time instant messages to friends and students learning, have time to think, reflect, assimilate and articulate new ideas,
who are online via the chat function on each page. be self-critical and to work collaboratively in groups. With the millions
Facebook in Teaching and Learning and millions of users on Facebook, its popularity among college-age
students is undeniable, but the potential for this technology to positively
Social network sites such as Facebook provide several
impact student and teacher learning remains in question.
possibilities for socialization of individuals, ability to communicate with
people living worldwide, ability to be a member of group which cannot Social networking sites are becoming more involved in our
be possible in real life due to geographical and physical constraints, daily life day by day. Instructors or stakeholders can neither conduct a

course completely through Facebook nor can they ignore this The social network sites in education is an emerging and fresh
development comfortably. The capacity building and training programs area which is unexplored in India. This area of research is very fertile in
in education is popularity and potential of social network site could be nature and has a lot of scope to be probed. The implications of social
utilized productively by making it a powerful cognitive tool if adapted network sites for education, in particular education courses, can only
for academic pursuits and career goals. For example, schools, colleges be good, as students and teachers stand a better chance of interacting
and universities could take advantage of the new ways that students with peers or colleagues, teachers or students, and content as well.
are communicating with one another. The positive point is that it allows not merely the observational media,
Websites could be established where students could interact but the interactive media also.
on an academically-focused network site, with students posting on 10.7. TWITTER
walls and teachers joining in on these discussions. Social network sites Twitter is an online popular social networking tool and micro
can be integrated in education successfully as optional subject but can blogging service that enables its users to send and read text based
also be integrated as compulsory subject. The successful use of social posts of up to 140 characters, known as tweets. It was created by
network sites for class depends to a large extent on the personal Jack Dorsey in March 2006 and launched in July. The service rapidly
commitment of the faculty members, and this may require quite some gained worldwide popularity, with over 300 million users as of 2011,
time investment, depended on the way in which these sites are used. generating over 300 million tweets and handling over 1.6 billion search
Teachers in particular need to develop strategies to make optimal use queries per day. It has been described as the SMS of the Internet.
of the potential in education. Social network sites should be used to
These tweets are then published online and can be publicly
share and follow each other’s experiences and get solutions of their
viewed. Twitter users can post their own tweets, follow the tweets of
problems related to teaching learning by classmates and teachers.
other users and contribute to a wider online discussion based on a
In addition, alumnae could visit these sites to help current particular topic or event. Twitter allows one to share their thoughts,
students find appropriate internships, job placements, and information participate in discussions and engage with other people based on their
about academic and job experiences. These kinds of experiences might interests. It also allows one to keep up-to-date with people,
be engaging for students and open new ways of academically-oriented organizations and developments. Its main features are as follows:
interactions where teachers and alumnae could discover more about
1. Tweet: A message sent on twitter that is up to 140 characters
the students’ interests, express and develop more intellectual facets of
in length.
their lives.
2. Followers: People who have subscribed to their tweets.
3. Hashtag (#): This allows one to tweet on a popular twitter addition to the uses to twitter in academia discussed by Ramsden and
topic by including the ‘#’ symbol at the beginning of a word, Jardan, Parry (2008) identifies thirteen other ways to use twitter is
such as ‘#weather’. academia:
4. Retweet (RT): Forwarding another user’s tweet to one’s  Class chatter: This activity is educational and non educational
followers. conversations that students engaged in inside and outside of the
Twitter in Academia class. This activity extends the walls of the classroom beyond the
structured meeting place and time. It keeps students connected all
Twitter has several unique characteristics and features that have
the time.
made it one of the fastest growing web 2.0 tools in social networking.
Twitter has the potential to enhance learning and motivate students to  Classroom community: Students develop a sense of oneness as
engage in the learning process when used to supplement instruction in a result of twittering as part of a class. This sense of community
educational settings. Maddrell (2010) identifies three major engages student is meaningful activities across academic and non
characteristics of twitter, communication, interaction and motivation to activities beyond the structured walls of the classroom and class
participate and their distinct features. For the nature of communication, time.
Maddrell identifies always on or always accessible, broadcast messages  Get a sense of the world: Getting students to look at the public
and conversations and shared interest communications as main features timeline of twitter, http://twitter.com/public_timeline, where all public
of twitter. For the nature of interactions, Maddrell identifies network messages get posted gives them an opportunity to view thing globally.
sites, transparency, and audience awareness as the main features of Though the noise ratio here in pretty high, it provides them with a
twitter. For motivations to participate, Maddrell identifies access and sense of variation around the world on issues they may be dealing
reciprocity as the main features of twitter. with or are interested in participation could be active or as a passive
spectator.
The twitter has several advantages when integrated effectively
as a social networking tool and also in educational settings. All the  Track a world: Track a word allows students to subscribe to
planning level, educators can use twitter to collaborate to plan, develop posts which contain the word. This active could be used to search
and implement lessons and projects. Use of twitter builds network for information or just to understand the appropriateness of use of
around a common theme. the world.
Academic use of twitter will continue to expand as more  Tracking: Twitter can be used to track activities of international,
students and teachers embrace its use in teaching and learning. In national state, and local activities of groups, educational institutions,

nonprofit organizations, businesses and governmental activities or  Maximizing the teachable moment: It is often hard to teach in
agencies. context, twitter promotes teachable moments from all participants.
 Instant feedback: The feature and easy access on phones make Since all participants have access to every tweet teachable moments
it easy to get instant feedback from participants. This feature could from any participant happen frequently, especially when
make twitter both appealing and engaging for some students, but inappropriate or controversial tweets are posted. These moments
on the other hand overwhelming for others. do help to shape the structure of the class.
 Follow a professional or organization: Students can follow  Public notepad: Twitter is really good for sharing short inspirations,
someone else who is on twitter, who interests them or an thoughts that just popped into our head. It is recorded can be
organization to track their activities. viewed any time to get inspiration from others. This is really useful
 Follow a famous person: Many celebrities, educationist, for any creative based class.
politicians and other news makers on a twitter. Students can follow  Writing assignments: Twitter promotes sequential writing
the activities of these individual on twitter as part of class activities activities or assignments. This activity allows different students to
and write about knowledge gained or their experiences following add on to existing tweets to build a story, a concept or an idea.
the person virtually.
Students see twitter as a quick and efficient manner of sharing
 Grammar: Twitter is good for teaching grammar. Because of its information with peers. The twitter is used for reflections students
short form those who tweet often abbreviate and abuse grammar gained insight on the thoughts processes of others, an opportunity they
rules, developing their own unique twitter rules. This helps to would not regularly get with pen and paper reflections.
demonstrate both how all communication needs rules or structure
There are several shortcomings to using twitter in education
and how important something like a comma or a period can be.
settings as is the case with all technologies integrated in an educational
Twitter forces users to be succinct and specific in their tweets.
setting. The nature to twitter by nature limits users to only 140 characters
 Rule Based writing: Related to the above is the idea that when
per tweet or message. This forces users to condense their thought
one change the rules (context) around any written communication
process to present information in a clear and succinct manner. Students
one necessarily change the content of such an utterance. Rules
who used twitter prior to use in their study were more receptive to it
rather than hindering communication can actually be really
than students who were exposed to the technology for the first time in
productive. Because twitter limits communication to 140 characters,
study. Students who used it for the first time were frustrated with the
it is surprising what develops out of this limit, and how quickly one
tool and overwhelmed with material presented. Other factors that may
starts to think in messages of 140 characters.
affect effective integration of twitter in educational settings are teachers’ 10.8. WHATSAPP
lack of knowledge of twitter, training and experience using twitter, Introduction
teachers’ attitudes toward technology integrating in general, access to  With evolving technologies every person wants to know and
hardware with network capabilities for student and teachers inside and try the best and latest applications available in the App stores.
outside the educational setting.  People are becoming technology oriented byevery passing day.
Twitter Integration in the Teaching and Learning  It’s easier to communicate with others through web rather than
Twitter as an educational tool has the potential to transform calling or visiting them for a special purpose.
and enhance twenty first century teaching and learning by providing  Whether it’s for professional concerns or to watch a movie or
students with the opportunity to engage in fun, creative and interactive even if one want to hangout with friends, mobile based
lessons. To integrate twitter as an educational tool, the purposes of applications serve the purpose well.
using twitter should be clearly outlined, defined, aligned with the  One of these applications is WhatsApp.
curriculum and structured for it to have a meaningful impact on students WHATSAPP - Meaning
learning. Twitter should not be integrated for the sake of integration  Whatsapp messenger is a proprietary cross platform instant
without a clear educational value. The use of twitter was not all positive. messaging subscription service for smart phones. In addition
It was clear that first time users had difficultly using two and questioned to text messaging user can send each other images video and
the educational significance of the tool addition students were audio messages.
overwhelmed with the volume information generated via twitter.  The client software is available for Android, Blackberry OS,
Twitter is recommended its before integrating twitter as an IOS, Series 40, Symbian (S60) and Windows phone.
educational tool, study should be trained to ensure a comfort level that  Whatsapp is a messenger that aims to replicate the sms
work enhance the educational process and not detract from due to experience but avoid the expense of sms.
logistical issues and students comfort level with the application. Also HISTORY AND OWNERSHIP
teachers need to prepare students, how to analyze tweets received to  WhatsApp Inc. was founded in Feb 24, 2009 by Brian Acton
ensure that they are to filter through the information to gain educational and Jan Koum (CEO of Yahoo).
value. Web 2 tools like twitter continue to be more accessible to provide
 Competing with a number of Asian-based messaging services
avenues for educators to reach students inside and outside of the
(like-LINE, WeChat), whatsapp was handling 10 billion
traditional classroom.
messages per day as of August 2012.

 On 13th June, 2013, WhatsApp announced on Twitter that Features of WhatsApp

they had reached their new daily record of processing 27 billion Users of WhatsApp can share their location in real time over
messages. messages. They can also organise lists of contacts so that they can
WhatsApp Messenger is a cross-platform mobile messaging quickly send messages to lots of people in group chats through
app which allows to exchange messages without having to pay for WhatsApp. Probably the best feature of WhatsApp is that it allows
SMS. WhatsApp Messenger is available for iPhone, BlackBerry, users to keep in touch with people living abroad, without incurring the
Android, Windows Phone and Nokia those phones can all message international charges associated with text messages.
each other. Because WhatsApp Messenger uses the same internet data
WHATSAPP IN EDUCATION
plan that one use for email and web browsing, there is no cost to
message and stay in touch with friends. In addition to basic messaging WhatsApp can be used as a learning tool. Some of the popular
WhatsApp users can create groups, send each other unlimited images, messaging app’s attributes make it an ideal solution for teachers and
video and audio media messages. students. The underlying purpose of WhatsApp is to facilitate
communication, and at its most basic level, education is nothing but
WhatsApp is a free to download messenger app for
smartphones. WhatsApp uses the internet to send messages, images, communication. WhatsApp can provide a channel through which
audio or video. The service is very similar to text messaging services teachers can achieve faster and more seamless communication with
however, because WhatsApp uses the internet to send messages, the their students. It can also increase the level of communication between
cost of using WhatsApp is significantly less than texting. It is popular students and create another venue for learning. A messaging app is not
with teenagers because of features like group chatting, voice messages a teaching tool on its own. Instead, WhatsApp is best viewed as a
and location sharing. facilitator of communication and a means of dispersing educational
resources and information to students. Therefore WhatsApp should
Using WhatsApp
be regarded as a means to an end rather than an end in itself.
To use WhatsApp need a compatible smart phone or tablet
Fortunately, there are a few strategies that educators can use to leverage
with a sim card, an internet connection and a phone number. The app
WhatsApp to enhance the education experience.
uses our phone number as its username, and our account is locked to
the phone, one can transfer your contacts over to new devices. In EDUCATION STRATEGIES FOR WHATSAPP
January 2015 WhatsApp introduced a Google Chrome plugin to allow Here are some basic strategies that educators can utilize to
users to access their WhatsApp chats on their desktops. take advantage of the core abilities of WhatsApp:

1. Use the Group Chats feature to create learning and study An interesting variation on this strategy is to create video

groups and virtual classes for students. For example, students problems for the students to solve or work on away from the
that are home sick or unable to get to class can use this feature classroom. This can help get students more interested in
to connect with the classroom. Those that need help with homework by creating a visual involvement.
homework can also use it to find answers for questions. An 7. Send graphics such as pictures or charts directly to
astute teacher can also use the Group Chat as a forum to students even when they are not in the classroom. This could
facilitate discussion outside the classroom. include assignments and learning materials.
2. Create audio lessons that can be sent directly to 8. Send report cards directly to the parents’ phones so they
students. This can be an original lesson or simply a recording can be apprised of the students’ performance at all times.
of a lecture that can be sent to every student in the class over 9. Facilitate real-time communication between students and
WhatsApp. This can facilitate learning because the students teachers.
can listen to the lecture over and over again and hear lectures
10. Facilitate real-time communication between teachers and
that they missed.
parents.
3. Stay in contact with students outside the classroom and
11. Teachers can also maintain communication with
remind students of upcoming assignments or reach out to those
students even on laptops, tablets, or desktops simply by
that miss class.
utilizing WhatsApp Web. WhatsApp Web is a solution that
4. Send out problems or assignments to students even when enables the application to be used on any computer with an
they are not in class. For example, a math teacher could send internet connection.
out a problem to solve every day, even during vacation.
WHATSAPP IN TEACHING AND LEARNING
5. Stay in contact with parents. A teacher can use WhatsApp
WhatsApp has a number of advantages that all teachers and
to quickly contact parents when a student is not in class or
students need to be aware of:
not turning in homework to see what is wrong.
 It allows free unlimited messaging from any phone that has a
6. Send videos to students. A teacher can create video lessons
data plan or direct internet connection.
or lectures using solutions such as YouTube that students can
 It can be used directly over the Internet via WhatsApp
share via WhatsApp. The students can learn more by watching
Web.
the video over and over again to make sure they get the lesson.
 WhatsApp can be used on Wi-Fi without a data plan.
 Unlike some messaging solutions, WhatsApp can be used  Students do not have to be taught new skills in order to utilize
to send videos, audio messages, and pictures. WhatsApp because they are already familiar with both
 WhatsApp is a cross platform solution. It can be used on smartphones and messaging. This means the teacher does
a wide variety of phones, including Android, Windows Phone, not have to teach a new technology or skill in order to be able
BlackBerry 10, Nokia S40, iPhone, Blackberry and Nokia to reach out to the class.
S60 devices. That means it can be used by persons with the  WhatsApp can serve as a gateway app to familiarize
most commonly available phones.
students with the idea of apps and help introduce them to
 WhatsApp can be used to teach students via the technology other education solutions and apps.
they are most familiar with their phones. Not every student
Today’s educators have to learn how to insert themselves into a
has access to a computer, but almost everybody has
student’s life. A messaging solution such as WhatsApp is a perfect
a smartphone these days. This makes WhatsApp an ideal
means of doing that because it utilizes a medium and a technology
solution for educators working with lower-income students.
that students use every day. By using WhatsApp, a teacher can
 WhatsApp can be used to teach students and parents that
integrate the classroom and the real world and make education part of
do not utilize other communication methods, such as
the students’ lives. All educators need to utilize WhatsApp in and out
landline telephones and email, because most of those people
of the classroom is a little creativity and imagination. When used
have phones. That makes the solution a good means of
properly, WhatsApp can bring social media into the classroom and the
teaching working-class parents.
classroom into social media.
 WhatsApp is very cost effective. No additional equipment is
necessary. People connect to it using devices they already 10.9. BLOG
have, such as their phones and their tablets. A blog is a website that allows an author to publish instantly in the
 Since WhatsApp is an app, it is a solution that students are Internet from any Internet connection. It is a website that allows an author
already familiar with. Most students already know how to to publish instantly on the Internet from any Internet connection. Afrequent
download an app and install it on their devices. chronological publication of personal thoughts and web links.
 WhatsApp is a medium that students are familiar with a Definition:
messaging app. Most young people already message and text
“A blog is a website where entries are made in journal style
all the time, so teachers will be connecting with them through
and displayed in a reverse chronological order.”
something that they use every day.
- Wikipedia, 2006.
The History of Blog Educational Blogs

 Since the early days of the WWW.  Educational blogs typically divided into 3 categories:
 Started life as “homepages” and developed into online journals. Teacher or tutor blog - by teacher for students
 July 1999-free, commercially available ‘blogging software’ Student or learner blog - by students(s)
arrived.
Class blog - by class members
 Blogs of all types-personal, educational, journalistic, and
Some Examples
commercial-have mushroomed since then.
 Experiences e.g. blogs from Baghdad-giving an insight into life
 The term is a shortened form of weblog.
during war, travel blogs.
 Authoring a blog, maintaining a blog or adding an article to an
 Fans or fanatics-eg. Football fans charting team success or
existing blog is called “blogging”.
failure.
 Individual articles on a blog are called “blog posts”, “posts”,
 Special interest-professional e.g. technology, literature and
or “entries”.
writing: personal e.g. food, wine, hobbies or pursuits etc.
 The person who posts these entries is called a “blogger”.
 Publishing-outlet for writing or creativity.
A blog…
 Personal-thoughts, opinions.
 is a page of entries (posts).
 Educational-mainstream and EFL/ESL abound.
 is organized in reverse-chronological order.
Teacher or Tutor Blogs
 is normally public.
 Channel of communications between teacher and students.
 The entries in a blog usually come from a single author.
 Class schedule
 Readers can add comments on each entry and the author
responding.  Regular reading practice
 Interact with our readers.  Web links
 Readers respond with comments.  Syllabus guide

 Comments are powerful motivators.  Self study guide
 Writing is ‘inside’, blogging is ‘outside’. Students or Learner Blogs
 Writing is ‘monologue’, blogging is ‘conversation’.  Individual or group projects
 Writing is ‘thesis’, blogging is ‘synthesis’.  Learner diaries
 Writing practice  Blogging helps students identify what they have learned and
 Give students greater sense of ownership what they need to improve through self-reflection.
 Allow quieter students to express themselves  The on-going blogging promotes continuous learning. Students
Class Blogs build their own understanding and knowledge over time.
 Bulletin Board  Blog is an open medium for people to present and express
 Class Discussions themselves, potentially developing an online presence and
getting credits. It even helps students become subject-matter
 Action Research/Learning
experts.
 Publishing platform for student work
 Blogging may also create a sense of community and encourage
 Develop writing skills
students to actively participate in peer learning.
Blogs are cool because
 Blog commenting provides a convenient and effective way for
 They are supported by research. sustained and informal discussion among students. Students
 Blogs support macro and micro democracy. communicate in a way that is simpler and easier to follow than
 They are easy to use. emails or discussion forums.
 They are web-based.  Blogs provide opportunities for diverse perspectives, and enrich
 Increase student interest. students’ learning experience. As Web 2.0 technologies
 They encourage community or collaboration. develop, the features of blog have also evolved. Two major
 Communication improvements are the social networking feature and blog site
development framework feature. With these features, blog has
 Conversation
been meshed into a bigger system together with other tools to
 Expression
help create a learner centered social learning environment.
 Participation
Advantages of Using a Blog for Teaching and Learning
Blogging may facilitate student engagement and active learning
 Using a blog makes education focused on demand.
in the following ways:
 Using a blog helps students learn anytime and anywhere.
 Blogging is useful for students to reflect and publish their
 Using a blog encourages learners to work or learn continuously.
understanding and opinions. This requires students to actively
 Blogging helps people reflect and think critically.
explore and organize their thoughts.
 Blogging helps improve communication competencies. exceptionally easy to syndicate website content using RSS. The types
 Blogging helps develop initiative and creativity. of feeds commonly find on web sites are RSS 1.0, RSS 2.0 and Atom.
 Blogging helps people learn to work with people. These are the structures that organize content which is being updated so
 Blogging makes learning more informal. others can easily retrieve it. This content could be as well articles, blog
 Blogging opens up learning in more ways. posts, and PDF or .ppt documents, as photos, audio or video files.
 Blogging encourages students to experiment with different The RSS Feeds in Education
media. While RSS feeds started as a way to aggregate news into one
 Blogging makes learning or working or living come together. application, the possible uses for educators go far beyond the basics.
Conclusion Web content became a powerful communication tool by the help of
 Web 2.0 has brought us many useful technologies that extend feeds. RSS feeds were most commonly found in news web sites or
the learning beyond the classroom and a single course. Blog blogs, but now it is natural to see them on any web sites that are updated
as a major tool has been widely used for teaching and learning. frequently. There are also many directories dedicated to help finding
 A blog is not only a way to engage students in active and RSS feeds on topics of specific and personal interests, like
collaborative learning, but also to bring students to the world http://www.bloglines.com,
of open knowledge publishing and sharing. http://www.technorati.com,
 A few students out of the class have become regular and http://www.ousub.com,
professional bloggers and really enjoyed their posts. http://www.syndic8.com.
 However, as this was the first time to design and offer a team Professors and students might think to embrace RSS as a means
blog network project, it had shown some issues and challenges. to educate. Academia, educational institutions are using RSS feeds in
10.10. RSS FEED (RICH SITE SUMMARY) their daily routines and this fact demonstrates that RSS can be utilized
in very different ways. Taking all these in consideration, the power of
Really Simple Syndication (RSS) feeds have been growing in
the RSS can be successfully used in the educational domain.
popularity with web sites that produce written, audio and video content
because they offer a convenient way for readers to subscribe to what Blogs and Blogs Comments
they are interested to, delivering any updates almost immediately and Many blogs are catalogued in an RSS feed, with each blog
maintaining traffic and stickiness to the sites. The strength of RSS is its entry summarized as a feed item. This makes it easy for students to
simplicity. The content comes to us instead of going to get it. It is scan blog posts for items of interest. Starting a classroom blog to use
for posting important information and sharing web resources, students offering RSS feeds for interested participants to keep track of
can easily keep track of the content posted to the blog through the discussions. Quick Topic - http://www.quicktopic.com/ helps to create
RSS feed. By creating individual feeds for courses, professors can a disposable discussion board that can be used with students. The
choose a few key resources, while students get the benefit of a subject professor can create a discussion board, invite contributors, and
specific feed. The RSS syndication feature can be used also to monitor subscribe to the discussion RSS feed to keep track of contributors.
the comments in the blog when using comment feature to encourage Sharing RSS Feeds
collaboration among students and professors. Some blogs offer a
If students want to share feed lists or subject specific feeds list
multiple author feature which allows students to work together on single
with each other, the solution is called OPML. Sharing a list of feeds
project. All the postings are aggregated in a central area, but each
around specific topics or on a subject area that includes research, blogs
student can contribute to the main space or comment on another
and other feeds implies the use of an Outline Processor Markup
students work. Using a class blog, the professor might try having students
Language (OPML) file to import complete RSS lists to a news
respond to his posts and track the feeds, rather than each student
aggregator. By the use of such a file, students can link to a list of RSS
doing his own blog.
feeds and import them into another news aggregator to share with
RSS and Social Bookmarking peers. The professor can use OPML to create a linked list of all his
RSS in conjunction with social bookmarking can be used to students’ subscription list on a particular topic and publish it in a central
create a set of resources accessible on any computer connected to the space so that all students can benefit from the feeds colleagues have
internet, to conduct research and share that research with peers and found.
track authors and book updates. In order to realize that, an account at Web Searches and Research
http://del.icio.us/ or http://www.furl.net/ will be created to store, sort
Let’s think about the differences between the web where
and share the web sites that professor feels having worthwhile
Google and Yahoo were built to crawl, index, and search and nowadays
information for his students and colleagues. This way, one will share
web which seems to be overflowing with sites pumping out RSS and
his del.icio.us and furl bookmarks with his class using their RSS feeds.
Atom feeds on a regular basis. The idea of creating RSS feeds for
Discussion Board search terms is especially interesting because once a student wants to
If the professor feels that a discussion board better suit the do a project or a paper on specific topic, that student could actually
needs of the class than a blog, he can successfully use a discussion create an RSS feed that would bring any news about the topic to their
board like http://server.com/communityapps/discussionapp/, which is aggregator as soon as it was published. First case is when create RSS

feeds for news searches: say students want to create a feed for what’s monitoring professional interests online and sign up for an account,
in the daily news about a particular topic. They can make a syndicated once registered, up to three searches can be created that can bring
feed of search results of Google News, so they have to take the back up to 150 results total. Feed addresses obtained at the end of the
following feed address and add their search terms where indicated. process will be copied into the Bloglines account. It is also possible to
So, for instance, if they want to have a feed for the search term “rss create a metasearch feed by building a library of exemplary search
and weblog” it would look like: feeds for students to scaffold research for projects or use http://
http://news.google.com/news?q=%22rss+weblog%2 2&output=rss. www.Gada.be to quickly create a metasearch feed. This is an excellent
Copying that address and paste it into Bloglines aggregator, anyone tool for searching blogs, news and web search feeds with a single step.
start getting any news that’s in the media about the topic right away. Sharing Learning Objects
Second case is when create RSS feeds for weblog searches: Learning object repositories represent the benefit of reusability
getting a regular feed of searches in the blogosphere is just as easy, but when using Internet resources for education. Blogs and RSS feeds
say the professor might want to experiment with searching posts on his also offer the benefit of reusability. The unit professor put together for
own before bringing students into the fray. The easiest way is to go to their class and posted as part of the class blog can serve as a resource
Feedster.com and type in the search terms. On the page of results, the for another professor elsewhere. Even better, many blogs allow to
2.0 RSS box will be seen and when clicked on will give a number of track those that have linked to your blog with a trackback. By linking
standard newsreaders to choose from: if logged in at Bloglines, a click to their lesson with a trackback, some other professor makes the work
on the Bloglines link will automatically add it to his account. Another their class (and you) put into the unit available to his class and let’s
option is Technorati.com which is a leader in indexing weblog content. know that your work is being reused. Stephen Downes, one of the
Once signed up for a free membership, students can create what leading education bloggers, said about RSS aggregation that “provides
Technorati calls watchlists: each watchlist created has it’s own RSS greater exposure of education and training resources to the wider
feed that can be added to Bloglines. community. Aggregation also promotes the reuse of resources and
Third case is when create RSS feeds for website searches. encourages the development of interoperable resources.” The operators
There is some more: students can even create an RSS feed from a of learning object repositories have also started to experiment with
search of Google sites, so, if there is new content about some topic RSS feeds listing recently added or topical learning resources;
added to a site that’s already on the Internet, or if there is a whole new collections providing feeds now include the Maricopa Learning
site created about the topic, he’ll find out about it in his aggregator. Exchange, Merlot, EdNA, CAREO, and the UK Centre for Materials
Going to http://www.googlealert.com/, the web’s leading solution for Education. These feeds may be read in any RSS headline reader. In
addition, such software as the Distributed Learning Object Repository and expertise in order to access learning content. By contrast, RSS is
Network (DLORN) harvests the feeds from these repositories and not centralized, it is distributed. Content is not distributed in bundles, it
displays the results in a centrally accessible site, which greatly eases is distributed one item at a time. It is all over the internet, there is no
the search for learning objects from a wide range of sources. central store, repository or library of RSS content. To access and use
Combined RSS RSS content in a viewer or in a web page, a large software application
If the professor has a classroom full of students who each have is not needed, but a simple RSS reader or aggregator. For this reason,
their own weblogs, accounts at Furl, and a number of search feeds the distribution of educational content over the internet will look a lot
that they are tracking to collect even more information, from the teaching more like an RSS network than it will an enterprise content management
standpoint, if he wants to monitor all of that information flow, there is a system. People will use a distributed learning object network not only
way to combine all of those collective feeds into one so that he can because it’s easier and cheaper, but because they can access much
keep all the related work together and get a clearer picture of a student’s more content. As a result, the concept of syndicated educational content
workflow. Blogdigger.com (http://www.blogdigger.com) has a way to can be really taking into account. There will always be a need for
create what is called groups of feeds, blending as many different feeds reusable learning objects, so anything that can have an educational
as wanted into one. Using the Groups feature of the Blogdigger site, application – including images, videos, journal articles, can be distributed
and entering the various feed addresses wanted to be combined, through a learning object syndication network.
Blogdigger gives this new feed a unique address that can be taken and Benefits of the RSS Feed
used in Bloglines.
RSS integration into education and e-learning practice is to
Syndicated educational content present the benefits of using RSS as an information tool, while using
RSS is a working example of a XML data network. In a world this opportunity to expose faculty and students to relevant information
of learning objects and metadata files, just as news resources are resources in their course websites. Feeds provide critical benefits to
indexed and distributed in the RSS network, so also educational any digital media, and some of them are:
resources can be indexed and distributed in a similar learning object
I. RSS provides the right platform to try out content distribution in
network. The model provided by RSS is very different from the model
many ways:
provided by learning content management systems where everything is
contained in one very large software application. Insofar as content is - Content delivery can be categorized because RSS helps widen
distributed at all, it is distributed in bundled content libraries. This means present distribution, it’s nothing to worry about publishing a
that educational institutions must make a major investment in software monthly or weekly publication,

- RSS enables to efficiently provide daily content updates to IV. Improved search engine ranking:
subscribers or as often as wanted, - since search engines seek to provide the best and the newest
- Providing useful content to subscribers from time to time, that available information to their users, it’s obvious they give a lot
helps building a deeper relationship and a better understanding, more priority to websites which update their content from time
and creates a persistent link between publisher and subscribers, to time. It has already been proven that search engines
frequently index websites, which have RSS feeds. RSS not
- Easily providing better updates according to various interests
only helps business gain more exposure through all the major
or supply hard to find information to different target audience.
search engines but also through RSS specific search engines
II. RSS drives quality traffic from other websites. and directories like Feedster and Syndic8.
- Syndication is the process sharing content, therefore RSS allows 10.10.1. Best RSS Feeds for Educators
to easily publishing content on other websites. Doing that, real
Education
profits will arrive for a long time because:
1. Edutopia : The perennial favourite, Edutopia dishes out practical
- Giving the website the ability to gain new visitors from the
classroom strategies and tips, lesson ideas, personal stories, and
different corners of the web it can very well reach new
innovative approaches to improving teaching practices.
audiences of different interests;
2. Free Technology for Teachers : One of the most popular feeds
- Sharing the content with other similar websites it gains
created just for teachers, ‘Free Technology for Teachers’ does exactly
recognition as an expert in the field.
what is says on the tin. Free… Technology… For… Teachers.
III. RSS can bring new targeted subscribers to the website because:
3. Mindshift : Created by KQED and NPR, MindShift explores the
- Since most of the people today are reluctant to give out their future of learning in all its dimensions, covering cultural and technology
email address, RSS can act as a real savior unlike email an trends, innovations in education, groundbreaking research, education
RSS feed is zero maintenance, the messages will never get policy, and more.
blacklisted or filtered and will always be delivered promptly, 4. TED Ed : The education spin-off of the ever popular TED talks,
unless and until the subscribers choose to end the relationship; these engaging animated videos can be used for lessons, supplementary
- The messages, which are sending out, will appear directly on material or even just a bit of ‘educational’ fun.
the user’s desktop in their favorite RSS reader because they 5. Fractus Learning : With a focus on technology in education,
want to receive new updates, being serious subscribers. Fractus learning publishes articles, insights and ideas for educators who
are passionate about technology and learning.
Technology Life
6. TechCrunch : The original technology blog, TechCrunch is the 13. Lifehacker : If I could only subscribe to one feed for the rest of
most popular tech blog around, offering the latest technology news my life, this would be it. Lifehacker covers every little tip to make life
and information on startups. just that little bit easier.
7. The Next Web : The Next Web is my personal favourite of the 23. Create RSS Feeds for Twitter : One more adventurous use for
technology blogs. Going a bit deeper than just the latest tech, the articles RSS feed is to add in tweets. Twitter streams including search results,
focus on international technology news, business and culture. user timelines and even lists can be added to your feed with this
8. The Verge : Broadening the term of geek, The Verge looks at the little workaround.
intersection of technology, science, art, and culture, offering in-depth Conclusion
reporting and long-form feature stories of impeccably high quality. RSS is well suited for the world of academia and educators
9. Google Blog : This is the feed to follow for all Google-heads, have embraced it as a medium. Technology and communication have
delving into insights from Googlers on their own products, technology, helped advance the educational field for years. RSS feeds and
and the Google culture. Podcasting is a natural fit for academics, and it’s obvious when one
10. MacRumors : The place to be for everything Apple, MacRumors look at how teachers, students and professors are using it to further
is something of an institution for finding out the latest whispers that education. RSS will definitely be seen on every website and any service
have ‘leaked’ out of Apple HQ. without RSS would lag behind.
Creativity Rarely in the last 10 years has there been a technology with so
11. Brain Pickings : A real mix of anything and everything… As much potential to explode online exposure. A part of Web 2.0 has
long as it has ‘interestingness’ and creativity. The core ethos behind been the increasing popularity of RSS feeds and aggregation-
Brain Pickings is that creativity is a combinatorial force of knowledge, syndication. Traditional education will not be replaced, but the RSS
insight, information and inspiration. technology proves once again that the future of education will be based
on online training and development. It is the learning trend of the 21st
Leadership
century.
12. 99u :Many of the best leadership insights from around the world
RSS is a great supplemental communication method that does
are collated by 99u. With huge variety in content, every post still
not burden the publisher with maintaining lists or following strict privacy
resonates for anyone looking to lead.
guidelines. RSS feeds are compiled according to the user’s choices,
removing any burden that is placed on publishers of email newsletters. Ease of Accessibility:
Publishers no longer need to be concerned with spam, privacy policies, Podcasts enable students to access the information any time
and age guidelines. Any publisher using RSS as a communication vehicle they want. Students can download the information to the device of
is able to create keyword-rich, themed content, establishing trust, their choice and listen or watch whenever they are free. For a generation
reputation, and ongoing communication with current and prospective well versed in handling technology, downloading podcasts requires only
customers. basic technical knowledge and skills.
10.11. PODCASTS Archive of lessons:
Podcasting refers to the creation and regular distribution Staff can record their classes and upload it online, creating an
of podcasts through the Int ernet. Podcasts, which can archive of lessons. This allows students to access previous lectures for
include audio, video, PDF, and ePub files, can be subscribed to reference and clarification on a subject or to stimulate learning of the
and downloaded through web syndication or streamed online to a same. This can also be a boon for students who choose to miss the
computer or mobile device. Subscribers are then able to view, listen lesson as they can access the information directly without depending
to, and transfer the episodes to a variety of media players. on others. Similarly, if a teacher misses a class, they can post the lesson
Benefits of Podcasting in the Classroom online and make it available to the students.
The term “podcasting” is an amalgamate of “iPod” and Updates:
“Broadcasting” and has been defined by Wikipedia. Podcasting is a Students subscribing to a particular podcast will be notified if
type of radio show which allows access to periodic information through there is an update. A major advantage of podcasting is that student
downloads on portable devices. It is easy to create and view a podcast who have subscribed will be sent information constantly, unlike a virtual
and all an individual requires is a computer, internet connection and a learning environment in which students have to be motivated to visit
recording device. the site. Thus podcasting enables easy sharing of information to all its
Podcasting and Education members.
Podcasting in the classroom is the latest trend. More schools Learning on the go:
are opting to use podcasting in their classroom as it stimulates learning With podcasting, learning is no longer a sedentary activity. As
through creative means and open lines of communication. A closer every lesson can be downloaded on their iPod or MP3 player, students
look at podcasting reveals the following benefits. can attend to it even when they are away from their study table. Learning

can occur even when a child is mowing the lawn or while lying on their Produce: Podcasting gear in place and record. Remember to talk clear,
bed. It stimulates different types of learners as students can learn visually slowly and audibly so that each word can be heard by the listener.
through videos and PDFs, auditory through audio clips, and also by Publish: Once our work is recorded, need to post it online. Converting
doing it physically. Thus students are motivated to learn and excel. it into the MP3 format will let everyone access it. Name your file,
Creative learning: upload it and created podcast.
Unlike the traditional pedagogic strategies, podcasting gives 10.12. EDUCATION AND ACADEMIA
way to new strategies like guest lectures, interviews, video Podcasting in Education
demonstrations, etc. It encourages students to develop their own
Schools have also begun adopting podcasting as an instructional
podcasts, improve their listening skills and enhances learning by targeting
tool. Podcasts are used for many educational purposes and there are
each child’s interest.
several advocates of podcasting who believe that it can offer unique
Drawbacks of Podcasts educational benefits to learners. The main advantage of podcasting is
If not monitored, podcasting can be misused by its users. the simplicity that it offers to learners. Listeners are no longer
Students may not pay attention in class to a lecture as they feel the constrained by time and space with regard to their learning. Podcasts
material is already available elsewhere. They may also try to prepare give superior support to auditory learners who comprise 30% of all
for an exam based on the podcasted material alone. learners. Expensive equipment or sophisticated know-how is not
Getting started needed to create a podcast. There are free programs that are easily
accessible to all people to create podcast s. Podcast ing
In order to get started on podcasting, follow the three P’s –
affords iPods and other mobile audio players a double life, usefulness
Plan, Produce and Publish.
for both entertainment and education. Podcasts are created by students
Plan: This involves planning what intend to broadcast, chalking out an
for projects or by instructors for instructional purposes.
outline and deciding whether to break it into episodes. Once this has
Curriculum Applications of Podcasts:
been decided, to decide on the presentation format. One need to decide
whether it will be done by one person or more, whether it will be just  To develop reading, speaking, writing, and listening skills.
a speech or will include video clips, how long the presentation will be,  To acquire information.
etc. Considerable thought should be given to choosing the recording  To develop technology skills and applications.
location as the room should be quiet and free from distractions for the  To learn interactive ways to communicate knowledge to real
lectures to be clear. audiences.
 To develop positive academic self-concept. include a hands-on and reflective approach to copyright and fair use in
 To develop sense of audience and purpose when reading, writing, creating digital media. That is, they can create original content as they
and speaking. ethically and effectively collect and remix the work of others. Podcasting
 To develop a student ownership of language. becomes a tool for students to think about the balance between
 To encourage active participation and learner-centered focus. individual rights and community benefits. In addition, some argue that
 To develop multicultural awareness. podcasts help students learn 21st century literacy skills. Students, can
use digital audio recording and editing software to create audio dramas,
Podcasts for Students
news shows or audio tours. Within social studies contexts, podcasting
There are many uses for podcasting for the classroom. They
offers a means for encouraging students to question their world, to
can be used to convey instructional information from the teacher or
explore their intuitions about relationships between history, people and
trainer, motivational stories, and auditory case studies. Podcasts can
to think about things in relation to larger contexts, rather than simply
also be used by the learners as artifacts and evidence of learning, for
focus on dates and facts. Educators who use podcasting with students
example, a student might prepare a brief podcast as a summary of a
argue that it offers learners and teachers flexibility and learner control,
concept in lieu of writing an essay. Podcasts can also be used as a
opportunities for learner motivation, clarity of instruction, novelty of
means of self-reflection on the learning processes or products. Podcasts
engagement, widening of ‘locations’ in which learning is situated an
can help keep students on the same page, including those that are
expansion of the temporal and spatial, engagement with and
absent. Absent students can use podcasts to see class lectures, daily
collaboration around dialogue, and opportunities for learners to get
activities, homework assignments, handouts, and more. The use of audio
involved in construction of learning for others.
podcasts in schools and colleges found that individuals (1) use
Podcasts for Teachers
existing podcasts and/or (2) create their own podcasts. Students can
create their own podcast to share their learning experiences with each Podcasting can be a tool for teachers or administrators to
other and also with other students from other schools. communicate with parents and the wider community about curriculum
plans and content, student assignments and other information.
Creating Podcasts
Classroom Use
The use of social technologies (blogs, wikis, RSS) allow
students to shift from simply consuming media to creating it on their Instructors appear to use podcasts in several ways within
own. Pundits argue that student-produced podcasting can promote academic settings. For example, podcasts are used to duplicate the
several powerful ideas that students can use over a lifetime. These classroom lecture. The student attends the lecture and uses the podcast

as a backup for reviewing complex topics. Podcasts are also used to  Teaching with Podcasts - Read Write Think: http://
share additional information with students in the form of audio recordings readwritethink.org/professional-development/strategy-guides/
that aid student learning and provide support in relation to core learning teaching-with-podcasts-30109.htm
materials. This includes assignment tips, hints, and pre/post-assignment  K-12- Podcasts Downloads on iTunes: ht tps://
feedback, along with additional audio to supplement subject itunes.apple.com/ca/genre/podcasts-education-k-12/
content. Language, Science and Social Studies teachers in school id1415?mt=12
settings use podcasts of news coverage, historically significant speeches,  Web Tools 4u2use: http://webtools4u2use.wikispaces.com/
cultural events and official happenings as rich trappings for the teaching- Audio+%26+Podcasting
learning process.
 Podstock: The Education Podcast Network: http://
Professional Development mtweb.mtsu.edu/podcast/
Podcasting provides professional development that can be Educational Concerns
accessed when it is needed. A resource directory of archived podcasts The following are concerns that need to be considered when using
can be created and educators can select topics they need at the given podcasts:
time to fit the need of the moment and be able to access professional  Quality - Discussions of quality sometimes relate to the
learning. Professional development has been delivered in an on-demand technical quality (sound quality, organization of content), just
and mobile format, greatly facilitated by the portability of as one might discuss proper development of an essay or a
podcasts. Podcasts appear to offer teachers convenient professional novel but in the context of technology and sound.
development opportunities and can give them the freedom to select  Authenticity - Authenticity comes into play when thinking about
what, when and where they learn. who is making the podcast and why.
A variety of professional resources are available for teachers:  Freedom of Speech - The question of individual freedom of
 Techpod: Podcast for Teachers - offers interviews with speech is especially relevant when the podcast is a personal
educators, authors, and ed techies; curriculum ideas; news statement of position, such as might be found in political
resources, technology tips, and research that educators can podcasts, personal journal podcasts, and organizational
use in the classroom. podcasts to support a specific point of view.
 Technical Support - Podcasts require considerable hard drive
 Wikispaces: Podcasting in Education: http://podcasting-in-
space for storage of files and bandwidth for playing them back.
education.wikispaces.com

Training is required to teach teachers how to podcast and be used for sales enablement the goal of having the sales employee
integrate the technology into the classroom. Creating podcasts aware and knowledgeable on the company’s products, processes,
can be technically challenging for the average student and initiatives etc. An often-used format is expert interviews with
additional support is needed in the classroom. statements of experienced role models to bring across also informal
 Copyright - One must have permission to use certain content or tacit knowledge.
before it is mixed in personal material.  Language Learning: Podcasts can be used to both inside and
 Censorship - Podcasting is not regulated, and the content can outside the language learning classroom. Teachers can record and
be unsuitable for students. publish their daily lessons for students to download to
 Privacy - Teacher and student privacy concerns must be their MP3 players for endless practice. There are also predesigned
addressed. websites where native speakers publish stories and language learners
Podcasts in Higher Education can respond via a comment function. This combines the use of
podcast with blogs.
 Mobile Learning: Podcasting can be categorised as an m-
learning strat egy for teaching and learning. In  Mathematical Learning: Audio-podcasts can also be used in
2004 Musselburgh Grammar School pioneered podcast lessons mathematics education. With the recording of mathematical audio-
with foreign language audio revision and homework. In the second podcasts, oral communication and representation are focused on.
half of 2005, a Communication Studies course at the University of Audio-podcasts have been used in primary school as well as in
Western Australia used student-created podcasts as the main teacher education. The process of producing the mentioned audio-
assessment item. podcasts in mathematics education facilitates reflection processes.
 Mobile Knowledge Transfer: Podcasting is also used by  Journalism Education: School podcasts can be created to expose
corporations to disseminate information faster and more easily. It students to journalism and new-media concepts. Regularly released
can be seen as a further development of Rapid E-Learning as the “news” podcasts can be released by a school group.
content can be created fast and without much effort. Learners can  Academic Journal Digests: The Society of Critical Care Medicine
learn in idle times which save time and money for them and the has a podcast used to update clinicians with summaries of important
organizations. Audio podcasts can be used during other activities articles, as well as interviews.
like driving a car, or traveling by train or bus. A group often targeted  Supply Chain Management Education: In October, 2007, Dr.
is the sales force, as they are highly mobile. There podcasting can Stephan Brady presented outlined how podcasting can be used in
and outside of the classroom for enhancing supply chain courses 10.13. EDUCATIONAL APPLICATIONS
through blended, or hybrid learning. The impact of social media has been highly significant in the
 Professional Development: Professional development podcasts evolution of online participation. Social media is defined as ‘a group
exist for educators. Some podcasts may be general in nature or of internet-based applications that is built on the ideological and
may be slightly more specific and focus on the use of interactive technological foundations of web 2.0 and that allow the creation and
white boards in the classroom. exchange of User Generated Content’. In order for people to effectively
access internet enabled computers and devices, there it is a twofold
 Religion: God casting has been used by many religious
process that needs to take place: The device itself needs to have
groups. Many churches produce podcasts of talks and
appropriate assistive technologies and the social media tool need to be
sermons. Disciples with Microphones provides podcasts relating
designed to accessibility criteria.
to the Catholic Church.
Social media is used in teacher education for a number of
 Tutorials: A tutorial on almost any subject can be created as either
reasons. At one level, the teacher education institutions wish to ensure
an audio podcast or video podcast. Through screen casting, many
that newly qualified teachers have the appropriate social media skills.
video podcasts demonstrate how to use software and operating This is a requirement as part of the teacher education programme and
systems. student social media skills are assessed through a portfolio. It may be
 Anxiety: Podcasts have been used to solve problems with college that in the long term there will be less need for this social media skills
students’ anxiety by allowing professors’ lectures to be accessed development, as students will develop better social media skills before
after class so the students would not have to worry about missing they reach teacher education. The second dimension, social media in
any of the material if absent or tardy. According to Anthony Chan teacher education is the development of students’ capacity to make
and Mark J.W. Lee, “The advent of consumer-level digital appropriate use of social media in their teaching. This is more challenging,
multimedia hardware and software have prompted the more as student teachers sometimes tend to use the most obvious applications
techno-logically inclined instructors and educational designers to of social media, resulting in over use of these ideas. In some teacher
construct CD-ROM based re-sources to engage and excite education institutions, developing social media capacity in student teachers
students using the richness and flexibility of text, graphics, sound, is the responsibility of one social media specialist. This is an effective way
video, animation and interactive content, as well as the combination to develop skills and the basics of educational use of the technology.
of these elements”. However, it may not be the best way to develop more
imaginative uses of social media within each subject area. To achieve a

wider spread of social media usage within teacher education may involve technologies themselves. Those implementing technological solutions
more staff development activities in some institutional. A third dimension, need to ensure they are context specific, and adapted to local needs
social media in teacher education is the use of virtual learning and conditions. It is also imperative that social media initiatives are
environment to provide supports to student teachers. Examples of this sustainable of effective by ensuring that the technologies embedded
were reported in a number of the institutions. This is both a useful within them meet the demands of users in appropriate ways. It is
support to the student teachers and an opportunity for them to develop essential that potential users have a sound understanding of how to use
some experience of a virtual learning environment. Ideally student new social media beneficially, and a cultural view of the relationship
teachers should gain experience of the same virtual learning environment between learning and technology pedagogically principled, through,
as is intended for school use, but this may present difficulties as the integrating social media use into subject teaching rather than as a discrete
teacher education institutions are funded through different agencies and
subject in school, employing external stimuli for change and innovation,
may have adopted different technology.
including video stimulated reflection and discussion of teachers.
Benefits of Social Media in Teacher Education
Teaching at school as well as in higher education mostly,
1. Improved skills for staff and a greater understanding of access concentrates on giving information which is not the sole objective of
social media used by students. teaching its main motto is to;
2. Enhances professional development and the effectiveness of 1. To develop understanding and application of the concepts.
the use of social media with students through collaboration 2. To develop the reasoning and thinking power.
with peers.
3. To improve the comprehension, speed and vocabulary.
3. Materials already in electronic form are more easily adapted 4. To develop tolerance, ambiguity, risk taking capacity and
into accessible resources such as large print. scientific temper.
4. It is useful to avoid the communication difficulties. 5. To develop expression power.
5. Enables students to demonstrate achievement in ways which 6. To break the monotony and provide the variety in the teaching
might not be possible with traditional methods. learning situation.
USING SOCIAL MEDIA IN CLASSROOM TEACHING 7. To use maximum senses to get the information.
Social media initiatives need to be driven by the provision of 8. To enhance the self-learning and evaluation among the students
appropriate technological solutions for the challenges faced by 9. Helps in exchanging their views and get clarification from
communities, rather than by an interest purely in these physical different experts’ practioners.
10. Construction of the question bank giving appropriate feedback learning, leisure and health. Since social media leads all processes based
during the preparation for examination. on information, every individual in a society should become social media
11. Study of stimulation software to model real world problem or competent. Thus, all colleges of education have to be equipped with
stimulate experiments which would be impractical to perform the necessary social media in order to provide the next generations
in the laboratory. with the needed tools and resources for access and use and to attain
the expected skills.
12. To broaden the information base and helps in long retention
and also in better understanding. Teaching is a profession surrounded by ethical dilemmas. Still,
13. To provide flexibility this is denied by the traditional process. teacher education seems to be more devoted to training in educational
14. To make the learning joyful. theory than in ethical reflection and use of social media. If political aims
and purposes concerning social networking sites are to be realized,
Based on the above all can make use of the following for the
future teachers, pupils, and educational institutions must play central
teaching learning process:
roles. In order to gain knowledge of how ethical teacher education
1. Content based software.
should be practiced, it is important to provide knowledge about social
2. Open ended software packages.
networking sites usage among student teachers and pupils.
3. Information application and communication systems.
Role in Teaching and Learning
Every teacher educator should integrate their computing skills
 A supplementary teaching-learning tool.
into their pedagogical practice, encourage constructivism, promote
collaborative learning among the pupils and identify the individual  A follow up tool.
differences and develop instructional materials from online and off line  A novel assessment tool.
sources and give the best and get the best from the students and  A tool to encourage interaction and peer learning.
contribute to the learning society.  A tool for innovative, experiential team based learning.
NEED FOR SOCIAL MEDIA INTEGRATION IN TEACHING  A tool for customized one to one learning between learner and
AND LEARNING tutor.
 A tool to measure independent learning takeaway by every
Social media integration in colleges of education is needed in
learner.
order to accomplish many objectives and improve the quality of lessons
in all subject areas as well as social studies. Social media increasingly  Many instructors are interested in learning how to add social
pervades various aspects of our daily lives like work, business, teaching, media tools into their curriculum, but they aren’t sure how.
 Social media sites can be a huge distraction for students who

aimlessly click through sites.
 It can be challenging to find ways to incorporate activities with
social media that promote actual learning.
Advantages of Social Media
 Enables two way communication in real time.
 Mitigates geographical constraint.
 Encourages self paced learning.
 Techno-savvy professionals are groomed.
 Customized user friendly and collaborative contents are
prepared.
 7x24x365 learning.
CONCLUSION
Using social media for teaching is a necessary but not sufficient
requirement for developing the knowledge and skills needed in the
twenty first century. It has to be accompanied by curriculum reform, by
changes in teaching methods that facilitate the development of skills in
a particular subject domain and by changes in assessment. Obviously
many instructors are successfully working in this way, but there is still a
great deal of resistance to such radical change. The future of e-learning
as seen by the teacher educators or trainers and learners will involve
social media improvements. This includes wider bandwidth, better
learning platforms, use of audio and video, increased interactivity,
collaborative communication tools. Social media is here to facilitate
and increase access to developing social media must go along with
developing pedagogical innovation and quality.

1|DR.C.THANAVATHI V.O.C.C.E.
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Advanced Techniques of Instruction

Book · December 2019

Teacher Education View project

Teacher education in elementary level book View project

The user has requested enhancement of the downloaded file.

(M.Ed., 2nd Year Paper - II)

Assistant Professor of History,

It is my great privilege to express my gratitude to my college

I extend my grateful thanks to my college Principal and

I am always indebted to My Husband Mr. R. Iyam Perumal, sons

This ADVANCED TECHNIQUES OF INSTRUCTION book

If there is any mistakes in this book please point out to me as it

1. understand mobile learning

2. use whiteboard for teaching

3. design instructional games

4. apply peer tutoring

5. explain active learning methods

6. describe teaching- learning process model

7. use student-centred teaching methods

8. understand the psychological perspectives in teaching

9. apply the neuro linguistic programming in education

10. use the technological trends in teaching and learning

Unit I: Mobile Learning

1. Discussion on mobile learning.

2. A group discussion on peer tutoring.

3. Seminar presentation on the student-centred teaching.

4. A debate on various models of teaching-learning process.

5. Invited talk on neuro-linguistic programming in education.

1 Samyukdha Publications Samyukdha Publications 2

3 Samyukdha Publications Samyukdha Publications 4

and so on.  Keep in Touch

7 Samyukdha Publications Samyukdha Publications 8

Write down ideas: Smart phones allow us to take down notes

13 Samyukdha Publications Samyukdha Publications 14

Monitoring student progress and the prevention of drop-out

instant access to the internet and online information resources wherever

19 Samyukdha Publications Samyukdha Publications 20

23 Samyukdha Publications Samyukdha Publications 24

 be socially attracted to each other. Method

 What would be an example of disconfirming evidence?  Cater to variety of learning styles

33 Samyukdha Publications Samyukdha Publications 34

35 Samyukdha Publications Samyukdha Publications 36

 Interactivity –learners participating in a game to promotes their Major impacts:-

 Business games An Intelligent Tutoring System (ITS) is a computer system that

49 Samyukdha Publications Samyukdha Publications 50

4.4. ONLINE TUTORING construction, collaborative or group-based learning, online

5.2. ACTIVE LEARNING - MEANING

UNIT 5 playing, case studies, group projects, think-pair-share, peer teaching,

Nature of Active Learning 5. Complex: students compare learning tasks with complexities

lecture or student activities, is informed by an analysis of various student

 Most amusing  Explain basic teaching skills to the students.

 Short questions regarding 1. Create a comprehensive outline of material covered in class or

Instructions for Teachers:

Teaching-Learning Process Models:-

UNIT 6  Gage and Berliner’s Model

In this unit deals about the teaching-learning process models.

1. Instructional Objectives: Main assumption:-

School learning = f (time spent/time needed)

 The opportunity to learn, which includes the time allotted

INTER MEDIATE OUT COMES

entering behaviour of the learner.

Carroll’s Model does not provide for systematic assessment

Improving classroom and school effectiveness Context