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Elementary
Course name: Level: BED, ADE
Education
Course Code: 8623 Semester: Autumn 2022
Assignment: 2 Due Date: 03-04-2023
Total Assignment: 2 Late Date: 03-04-2023

‫اجنےساتکںیبںیہنآریہںیہ۔وہہبلط مہاریرسوسےکذرےعیاسنمنئاوراحتمناتیکایتریےکیلیک ببرھگےھٹیب‬‫نجہبلطیکویوینریٹسیک ب‬

‫ے‬ ‫ٹٹ‬ ‫ے‬
‫ادارکےکآرڈررکواتکسںیہ۔زیناہھتےسیھکلوہیئاورالیامیاسییک‬200‫رپنتمیقےکالعوہمزیڈڈاکخزہچ‬
‫احلصرکتکسںیہ۔بتکیک ڈ‬
‫ئم ٹ‬
03096696159‫وسٹفاس نٹسآرڈررپدایتسبںیہ۔رصفواسٹانرپراہطبرکی‬

Assignment no. 2

Q.1 Define instructional technology and compare different kinds of projected and
non-projected aids

Instructional technology is the theory and practice of using technology for education.
Encompassing the design, development, use, management, and evaluation of
technology in education, instructional technology can take many forms. Anything from
electronic whiteboards to online courses or even virtual reality classrooms can be
considered instructional technology.

While the applications and benefits of instructional technology vary widely, all
instructional technology shares one main purpose: to create engaging and effective
learning experiences. And many applications of instructional technology have proved
effective at achieving this goal. Experts widely agree that instructional technology
provides many benefits to the education process, including better access to
information, more opportunities for collaboration, and better capabilities for meeting
diverse learners’ needs.

The Role of Technology in Modern Classrooms

Just a couple of decades ago, teachers used very little (if any) technology in the
classroom. Today, technology is a fundamental part of the education process. A recent
study conducted by MidAmerica Nazarene University reports that students complete
less than 42% of their work, both in and out of the classroom, using paper and pencil.
In addition, the study found that 73% of teachers said that their students use tablets or
laptops every day.
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The increasing prevalence of technology in the classroom reflects a broader cultural

shift. As the modern world becomes more digitized, tech literacy is becoming
increasingly important. Teachers who use technology to support learning in
meaningful ways can help prepare students for success in the digital era.

Uses of Instructional Technology

According to the U.S. Department of Education, schools can use educational

technology to support both teaching and learning by infusing the classroom with
valuable digital tools, expanding course offerings, increasing student engagement, and
accelerating learning. Instructional technology offers nearly endless applications, but
experts have identified three key areas where integrating technology can have a
significant impact.

Collaborative Learning

Instructional technology provides unparalleled opportunities for collaborative learning.

Advances in technology have made sharing information easier than ever before.
Today, educators have access to digital tools that allow students to work
collaboratively outside of the classroom, discussing ideas or completing projects
remotely and eliminating constraints such as standard classroom hours or geographic
location.

Instructional technology also provides opportunities for students to work

collaboratively with teachers, discussing ideas or asking questions outside of the
physical classroom. For example, teachers could hold digital office hours, making
themselves available via instant messaging or video chat to support students as they
tackle the day’s homework.

Virtual Classrooms and Online Learning

Virtual classrooms can be a useful tool at every level of education. One common
challenge of the traditional classroom environment is that students learn at their own
pace, so teachers need to find a way to tailor their lesson plans to the average learner,
rather than addressing each student’s unique needs.

Online courses level the playing field and provide students with the time and resources
to develop the skills they need. For example, students could listen to a lecture for a
second time if they didn’t immediately grasp the subject matter or move ahead to the
next one if they grasp a particular subject quickly. On top of this, online learning
provides access to a wider array of topics, giving students opportunities to enrich their
education by taking courses that their schools might not offer.
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Real-Time Feedback

Instructional technology provides better capabilities for gathering or providing

feedback compared with more traditional methods. Teachers can use a variety of
digital tools to gauge where their students are in a particular lesson. For example,
teachers might conduct an online survey of students’ current understanding of a topic
to gain insight into where they should focus the next lesson. Or they might opt for
using digital education software so they can provide immediate feedback to students
on lessons and homework, which could help keep students on track with learning
objectives. Some schools have even been piloting virtual reality classrooms, where
teachers can rehearse lessons or work through professional challenges in an artificial
environment, helping them hone their abilities without negatively impacting real
students.

Technology in the classroom can have impressive benefits—but only if educators

understand how to harness these new capabilities in meaningful ways. LSU Online’s
Master of Arts in Education with a specialization in Educational Technology is
designed specifically with this goal in mind. The program’s cutting-edge approach to
technology integration, digital transformation, and online training helps teachers
transform their expertise into innovative educational leadership.

Q.2 Discuss different types of behavior problems usually seen in children at

elementary level. How can be the teachers prepared to tackle these problems?

The average classroom is likely to contain one or more students who demand more
attention because of behavioral difficulties. In some cases, hormones, challenges with
peers, and home-life problems can make even a “good kid” troublesome. And while
some teachers are specially trained to handle special needs children who demand more
time, some aren’t. That can hurt both the student and the teacher.

All teachers need to learn how to teach students with behavior problems. No matter if
the child is one student in a classroom with a concern or if the classroom is designed
for children with these complex behavioral issues, the methods to teaching and
avoiding complications or outbursts are sometimes the same. When teachers learn how
to avoid situations that can push the button on these children, it is possible to ensure
the classroom’s lesson plan is fully explored and all students get equal attention.

Prior to an occurrence

One of the best strategies for teaching in an environment like this is to learn methods
that help to prevent the occurrence of behavioral issues. While every student’s needs
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are different, there are some simple steps teachers can take to help prevent problems as
a group.

• Increase the amount of supervision present during high-risk periods. When

misbehavior is likely to occur, such as during group work sessions or at specific
times of the day, adding additional supervision can be a helpful step in
preventing problems.

• Make tasks manageable. To avoid driving stress factors that can cause a child
to begin to misbehave, ensure that all the tasks you assign can provide the
student with small bits of information at one time. By dividing a lesson in
chunks, you’re less likely to overwhelm the student.

• Offer choices whenever possible. Rather than creating a strict classroom

routine, provide the students with choices. For example, let students choose
which project they work on rather than having to focus on a specific project.

• Ensure children reach out for help. In some cases, behavior issues occur
because the child does not know how he or she can receive help or does not, for
some reason, feel that help is available. Reassure children that they can reach out
for the help they need. If they feel comfortable coming to you when they’re lost,
upset or overwhelmed, they’re not as likely to have an outburst.

Prevention is always the best step, but of course it’s not always possible to stop every
occurrence of poor behavior.

Handling in-the-moment concerns

When behavioral problems begin to occur, it’s important for teachers to react in the
right way. Here are some strategies:

• Apologies. Apologies help to repair the social conflicts between two individuals.
Ensure that apologies are encouraged by all offending parties.

• Ignore. In some cases, the teacher ignores the behavior, meaning he or she does
not react to it or reinforce or reward it.

• Reduce privilege access. After defining the privileges that students have, the
teacher sets in place a rule system for taking those away. For example, things
like having free time or being able to talk with friends are removed when rules
are broken.
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• Praise. Praising positive behavior (not just expected behavior) is also a way of
managing negative outcomes. When teachers praise students more readily than
scold them, the student learns that to get attention he or she must act positively.

Dealing with conflict in the classroom is never easy. But by getting parents involved,
putting time aside to understand the cause of the problem, and by engaging children in
positive rewards, it may be possible to reduce some of the risk that behavior problems
will get in the way of learning—for you and for your students.

Q.3 What should be the characteristics of a well-managed classroom? Also

identify principles related to sound management.

Is your classroom as well-managed as it could be? There are a handful of

characteristics found in effective classrooms that every teacher should work toward
cultivating. These features set managerial, behavioral, and instructional guidelines—
for teachers and students alike—that help to preemptively solve problems.

If you and your students are in need of more order and productivity, build these
characteristics into your daily flow as soon as possible. You will find that prioritizing
these features will make your classroom more effective in every way.

Clear Rules and Expectations

Classroom rules should be clear and concise, leaving no room for students to wonder
what they should be doing at any given time. Involving them in developing these rules
and expectations is all the better for increasing their ownership and understanding.

When designing your procedures and routines, remember that they must be:

• Reasonable and necessary

• Clear and understandable

• Consistent with instructional goals

• Built using specific positive action words (e.g. about what students should do
rather than what they should not do)

Consistently and fairly enforce rules. Put behavioral management plans in place to
handle behavior that is not consistent with expectations. Be sure to communicate the
consequences of not following rules to students before these are enacted.
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Frequent and Successful Assessment

Students need to understand what is expected of them not only as it pertains to

behavior, but also in terms of academics. Teachers in effective classrooms
communicate with students about what they should be learning and track progress
often. Make assessment a norm in your classroom and use it to inform your teaching.

Systems for assessing student growth include daily charts, weekly updates, monthly
progress reports, and quizzes. Effective classrooms include regular formative and
summative assessment. Not everything needs to be formally graded, but any grading
you choose to do should be done quickly and include some form of feedback, however
brief, to let students know how they did.

Students should know before you grade them exactly how you will be grading. If you
are going to be using a rubric, explain its parts to your students. If you are going to be
looking for anything in particular, tell them what that is. Whatever criteria you are
using to define success, share it with your students so that everyone is on the same
page.

High Student Engagement and Involvement

Students do their best learning when they are engaged and involved. To design
effective instruction that is likely to motivate your students, consider your delivery of
material, the level of choice you offer, and the degree to which students have a say in
their own learning.

Delivery

There are many ways to make content more exciting for your students. Technology is
a common one, but it is easy to misuse (check out the Triple E Framework for
guidance on effective technology use). Experiment with different formats of delivery
to achieve high student engagement. Students might be more engaged when working
in groups,

Choice

Students should be able to self-direct their learning as much as possible. This makes
content more accessible and meaningful to them and increases their excitement.
Provide students with multiple options whenever you can.

For example, if you are teaching about the Vietnam War, let students choose how to
explore it. They might prefer to study the timeline, the influence of politics on the war,
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or even music, art, and literature on the topic. Let them present their findings with a
research paper, multimedia presentation, or series of data tables.

Student-Centered

Students should be active participants. In effective classrooms, students take part in

discussions, investigations, and experiments that broaden their knowledge and skills.
Whether through whole group discussion, small group work, or independent practice,
the majority of learning is student-led.

Through a blend of engaging individual and collaborative practice, your students will
learn to teach themselves and take on more and more of the responsibility in designing
their educational experiences. Over time, they may help you create rubrics or develop
inquiry projects using limited criteria. Student-centered and designed learning yields
more success all around.

Authentic and Purposeful Learning

Students should be able to make connections between what they are learning in school
and real life. These authentic connections are essential for effective teaching. You will
not be able to communicate the importance of any subject if you do not help students
see how it relates to them—they should never wonder why a particular subject is being
taught.

Work to make learning personal for your students by giving them a purpose and an
audience. Introduce topics in terms of how they relate to students. Gradually place the
responsibility of finding this out on your students until they are able to do this for
themselves.

When it comes time for them to demonstrate what they've learned about a subject, give
them an authentic audience outside of the classroom to share their learning with. You
should let them know who their audience will be as far ahead of time as possible.

Efficient Housekeeping

There are a number of daily housekeeping tasks to be completed in every classroom.

Develop systems for working together with students to complete these as efficiently as
possible to maximize instructional time. Classroom organization is not just the
teacher's responsibility.

Students must do their part. Maintain high standards for organization and set
expectations for students to follow every day. Create methods for managing attendance
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and tardiness, restroom use, materials, and other aspects of daily life in the classroom.
When these are streamlined, every task is made a whole lot easier.

An organized classroom promotes more effective instruction and management.

Students that know their role in keeping things orderly are able to operate more
independently and this means that you can focus your time and effort on designing
instruction and conferencing with students.

Q.4 Discuss teacher made achievement tests? Construct six items of each, short
answers, completion, true false, matching, multiple choice and essay type from
the English of class VII (Public Sector).

Carefully constructed teacher-made tests and standardised tests are similar in many
ways. Both are constructed on the basis of carefully planned table of specifications,
both have the same type of test items, and both provide clear directions to the students.

Still the two differ. They differ in the quality of test items, the reliability of test
measures, the procedures for administering and scoring and the interpretation of
scores. No doubt, standardised tests are good and better in quality, more reliable and
valid.

But a classroom teacher cannot always depend on standardised tests. These may not
suit to his local needs, may not be readily available, may be costly, may have different
objectives. In order to fulfill the immediate requirements, the teacher has to prepare his
own tests which are usually objective type in nature.

Teacher-made tests are normally prepared and administered for testing classroom
achievement of students, evaluating the method of teaching adopted by the teacher and
other curricular programmes of the school.

Teacher-made test is one of the most valuable instrument in the hands of the teacher to
solve his purpose. It is designed to solve the problem or requirements of the class for
which it is prepared.

It is prepared to measure the outcomes and content of local curriculum. It is very much
flexible so that, it can be adopted to any procedure and material. It does not require
any sophisticated technique for preparation.

Taylor has highly recommended for the use of these teacher-made objective type tests,
which do not require all the four steps of standardised tests nor need the rigorous
processes of standardisation. Only the first two steps planning and preparation are
sufficient for their construction.
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Features of Teacher-Made Tests:

1. The items of the tests are arranged in order of difficulty.

2. These are prepared by the teachers which can be used for prognosis and
diagnosis purposes.

3. The test covers the whole content area and includes a large number of items.

4. The preparation of the items conforms to the blueprint.

5. Test construction is not a single man’s business, rather it is a co-operative

endeavour.

6. A teacher-made test does not cover all the steps of a standardised test.

7. Teacher-made tests may also be employed as a tool for formative evaluation.

8. Preparation and administration of these tests are economical.

9. The test is developed by the teacher to ascertain the student’s achievement and
proficiency in a given subject.

10. Teacher-made tests are least used for research purposes.

11. They do not have norms whereas providing norms is quite essential for
standardised tests.

Steps/Principles of Construction of Teacher-made Test:

A teacher-made test does not require a well-planned preparation. Even then, to make it
more efficient and effective tool of evaluation, careful considerations arc needed to be
given while constructing such tests.

The following steps may be followed for the preparation of teacher-made test:

1. Planning:

Planning of a teacher-made test includes:

a. Determining the purpose and objectives of the test, ‘as what to measure and why
to measure’.

b. Deciding the length of the test and portion of the syllabus to be covered.
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c. Specifying the objectives in behavioural terms. If needed, a table can even be

prepared for specifications and weightage given to the objectives to be
measured.

d. Deciding the number and forms of items (questions) according to blueprint.

e. Having a clear knowledge and understanding of the principles of constructing

essay type, short answer type and objective type questions.

f. Deciding date of testing much in advance in order to give time to teachers for
test preparation and administration.

g. Seeking the co-operation and suggestion of co-teachers, experienced teachers of

other schools and test experts.

2. Preparation of the Test:

Planning is the philosophical aspect and preparation is the practical aspect of test
construction. All the practical aspects to be taken into consideration while one
constructs the tests. It is an art, a technique. One is to have it or to acquire it. It
requires much thinking, rethinking and reading before constructing test items.

Different types of objective test items viz., multiple choice, short-answer type and
matching type can be constructed. After construction, test items should be given lo
others for review and for seeking their opinions on it.

The suggestions may be sought even from others on languages, modalities of the
items, statements given, correct answers supplied and on other possible errors
anticipated. The suggestions and views thus sought will help a test constructor in
modifying and verifying his items afresh to make it more acceptable and usable.

After construction of the test, items should be arranged in a simple to complex order.
For arranging the items, a teacher can adopt so many methods viz., group-wise, unit-
wise, topic wise etc. Scoring key should also be prepared forthwith to avoid further
delay in scoring.

Direction is an important part of a test construction. Without giving a proper direction

or instruction, there will be a probability of loosing the authenticity of the test
reliability. It may create a misunderstanding in the students also.

Q.5 Describe the role of teacher training in deterioration of the education system.
Suggest measures for improvement.
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Teachers’ professional education is viewed as one of the most important factors in

improving students’ learning. Keeping this in view many developed and less
developed countries pay significant attention to improve the practices of teacher
education. In order to develop capable teachers they make conscious efforts to
establish and maintain quality teacher education institutions.

The history of teacher education in Pakistan starts with the establishment of the
country. However, this area has been facing various challenges such as lack of
consistent policy, inconsistency in curriculum, low resources, lack of quality teachers,
low quality of teaching process, lack of standard, etc. Today, a range of public and
private institutions are engaged in preparing school teachers. In Pakistan, like many
other countries, public institutions are the main source for developing teachers through
pre-service and in-service programmes. However, many studies have raised the
question on the quality of delivery mechanism of the institutions while forwarding
recommendations for improvement.

Historically, different reforms have been brought to improve the condition of teacher
education in the country. Currently, teacher education in Pakistan is passing through a
transition as an innovation has been initiated by the Government of Pakistan with the
support of USAID through their Pre-Service Teachers Education Programme (STEP)
project. This reform is attempted in order to improve the quality of teacher education
by including different innovations.

In this regard, a new curriculum has been developed for pre-service programmes such
as a two-year Associate Degree in Education (ADE) and a four-year BEd (Hons).
Effort has been made to design the curriculum keeping in view the modern educational
principle along with the contextual relevancy. These programmes are gradually
replacing the previous pre-service and in-service programmes such as Primary Teacher
Certificate (PTC), Certificate in Teaching (CT) and the one-year Ed programme. In
addition, an effort is being made for the accreditation and standardisation of teacher
training institutions through this initiative.

The ADE and BEd programme has been initiated in some colleges and will be
gradually implemented in remaining colleges throughout the country in the coming
years. In addition, to attract the best mind towards the teaching profession a stipend is
also offered to student-teachers for providing them financial support.

The significance of such educational innovation cannot be overlooked for

improvement of teacher education in the country. However, there are areas that need
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serious considerations for the effectiveness and sustainability of the new reform
initiatives.

Firstly, the new developed curriculum is based on the modern educational principles.
Teachers are provided a course outline with the expectation that they will explore the
teaching learning material for classroom instructions. However, it was observed that
some of the teachers are struggling with identifying teaching resources due to the
unavailability of the reference books and lack of Internet facility in their
colleges/institutions. This situation may affect the teaching-learning process of the
ADE courses. Hence there is a need to provide the reference books and Internet
facility to the faculty members in order to make the teaching-learning process smooth.

Second, Internet is considered as one of the important sources for identifying teaching-
learning material. However, it was observed that some of the faculty members are not
literate in computers and Internet. So they are facing challenges in accessing the
teaching-learning resources that are available on the Internet or in soft version.
Therefore, the faculty members of colleges need to be helped in acquiring workable
computer and Internet skills.

Third, the new curriculum demands new teaching strategies such as collaborative,
inquiry and activity-based teaching approach. However, a majority of the faculty in the
teacher institutions are not oriented with the teaching strategies demanded by the ADE
and BEd programme. Therefore, the professional development of the faculty at teacher
training institutions should be given priority along with the curriculum development.

Furthermore, there is a sense of uncertainty about the sustainability of the new

initiatives after completion of the Pre-STEP project. Many educational initiatives in
the past died away with closure of the projects. Therefore there is a dire need to
develop a clear road map for the continuity and sustainability of reforms.

It was also observed that some school teachers are being deputed in teacher education
colleges due to lack of adequate number of teachers in there. Due to the different
approach of pedagogy and andragogy, these teachers treat the prospective teacher like
children, which demotivates them. Thus when the school teachers are deputed in
colleges they should be oriented with the andragogy of teaching an adult.

Finally, a sense of insecurity can be observed among the student-teachers about their
job prospects after the completion of their ADE or BEd honours. How will they stand
apart from the teacher who has done one year BEd and other courses, is a question to
ponder upon. A clear policy is required about job opportunities for the prospective
teachers so that they can focus their studies.
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These issues need to be addressed in order to sustain and maintain the quality of the
new reforms. A vigilant plan and sincere implementation will, of course, be helpful in
transforming the teacher education practices in the country.

In short, the importance of quality teacher education cannot be overlooked for

improving the quality of teaching-learning in the school. The new educational
innovation will, definitely, lead to improve teacher education practices in Pakistan.
However, there is a dire need to look reflectively at how to sustain the initiatives and
make it productive.