Assignment: 2

General Methods of Teaching 6801 (G3564)

Allama Iqbal Open University, Islamabad

Submitted By: Aqsa Ali

Student ID: 0000357233
Course: General Methods of Teaching
Course ID: 6801
Date: April, 2023
ASSIGNMENT No. 2
Q. 1 Analyze the effectiveness of guided discussion method.
Ans
The Guided Discussion Method
This method contrasts the Lecture method discussed in the last article, by relying on the students
to interact by discussing their ideas, experiences, and opinions about the information being
covered. It is extremely useful in the classroom and on the range or track once a student can relate
to the topic being covered either by gained knowledge, previous experience, or a similar model to
resource. The guided discussion method is essentially the opposite of the lecture method. The
goal is for the Coach to extract, from the students, their knowledge in such a way as to “guide”
their ideas in the proper direction instead of “telling them” what they should know. This is a
departure from a typical pedagogy into coaching and more importantly into education where a
long-term and much broader idea of creating a mental model and value systems are accomplished
as discussed by Stolovitch and Keeps (2002).
The more intense the discussion and the more participation by the students, the greater the
effectiveness of learning in the process. Key to this teacher/learner transaction is ensuring that all
the students are following the discussion and that everyone is treated in an impartial
manner. Questions must be encouraged by the coach to foster the desire of inquiry, sometimes
exercising patience and tact, but always allowing appropriate responses and comment. With this
method, a coach should be open enough to accept where the conversation goes, guide it back to
where it needs to be, and manage the discussion to eliminate sarcasm and ridicule that would
otherwise be a barrier to free flowing ideas.
In a guided discussion, questions are used to evoke thought, foster inquiry, and meet the intent of
learning the topic at hand. Skillful questions by the coach can direct the conversation, emphasizing
where the focus should be, or find the root information or reason for beliefs and values of the
students to reinforce the positive ones and divert away from those which are questionable. Most
discussions are started with an over-arching question that opens the topic for discussion with a
purpose of gaining student attention and focusing the dialog. This is sometimes called the “lead-
off” question which implies its main function. After the discussion begins, students have
ownership of the conversation (conceivably) until the learning outcome has been reached or the
coach interjects to follow-up or guide the discussion.
Because there are a plethora of reasons for a coach to interject, it should be done judiciously. A
pointed reasons to do so would be to have a student explain something more thoroughly, or bring
the discussion back to the topic from which the discussion strayed in a tactful manner. Questioning
methods could be considered rhetorical, overhead, direct, reverse, and or relay. Rhetorical
questions are good for encouraging group thought, overhead questions are good for starting a new
conversation, direct questions are used to gain a student’s specific response. Reverse questions are
used as a response to student questions. allowing deeper thought by the student without exposing
an answer, and a relay question can divert a question back to the discussion group instead of the
individual, preventing the easy option of the coach “telling” the group an answer.
Regardless of the type of question used, the reason for using a question is to enhance discovery
learning which is known to be more effective than lecturing students. Important when using the
guided discussion is the useful and skilled employment of questions. The questions used should 1)
have a specific purpose; 2) be clear and understandable to the individual and group; 3) have a
single idea in mind; 4) be thought provoking; 5) have a definite answer; 6) relate to previous
covered information or mental models known by the students; and lastly 7) be within the realm of
knowledge of the coach unless expressed otherwise.
Planning for a Guided Discussion
Planning for a guided discussion is similar to planning for a lecture; however, a coach must be
prepared for more contingencies and have the ability and skill to account for whatever direction
the discussion may go. To that end, the topics selected for discussion should seek the desired
learning outcomes and students should have enough base knowledge to willfully exchange in the
conversation on the topic. Through discussion, students develop an understanding by collectively
sharing knowledge, experiences, and backgrounds with each other. The objective should be
discussed and understood up front and any outcomes should stem from and be related to the
objective.
It cannot be emphasized enough that a coach must be thoroughly familiar and researched on the
topic being discussed. Through preparation and deep knowledge coaches can tailor a lesson based
on the interactions between members of the group. Pre-discussions and pre-assignments can lay
the groundwork for more effective interactions during guided discussions and shows an interest
by the coach in the student. Research conducted by the coach can be used as supporting documents
if understood and organized well for student use, as long as it pertains to the subject and based on
the fundamentals identified in the curriculum. Walton and Gallimore (2006) identify passion and
deep knowledge of the subject as a characteristic of what special teachers have in common, and
this includes not only the subject matter but also the students themselves.
Logical Sequence
As with a lecture, a guided discussion should have an introduction, the experience development,
and a conclusion. In the guided discussion, it is important that the introduction catches the
attention of the student providing motivation to discuss and engage in the topic. The coach gives
information that enhances the discussion up front but also gives an overarching reason for the
questions to come, always providing the learning objective as the guiding beacon that will be
returned to. Likewise, the sequence of the main points should build on previous topics to support
the final objective, using familiar questions and common phrases for understanding. Ultimately
the conclusion should be reached by the students through discussion which have been reinforced
consistently and confirmed by a final question from the coach to the students seeking confirmation
of the objective.
Q.2 What is cooperative learning and what is different strategies use for it?
Ans-
Cooperative Learning
Cooperative learning is a strategy used within groups of learners and aims to improve their learning
experience and understanding of a learning subject.
This type of learning strategy uses small group tasks and activities as a learning experience. Each
member is responsible for learning new information and skills, and at the same time, assisting
teammates in learning.
Types of Cooperative Learning
Cooperation among coworkers in an organization will rarely occur naturally. It is up to employers
to make an effort by taking steps that bring employees together.
Cooperative learning is divided into three types, with a different implementation of each.
1. Formal Cooperative Learning
It involves the assignment of tasks and projects to a team by an employer. The team members have
a clear structure of what is to be done and stay together until the project is complete. It can range
from a few hours to several weeks.
2. Informal Cooperative Learning
This type of learning involves quickly forming teams for short periods to complete a small task at
hand. They require no prior planning and have very little structure. They can help bring closure to
a day’s work or a small project.
3. Group-Based Learning
It is the most common type of cooperative learning implemented in organizations. It involves long-
term groups that can last up to a year or more with members giving each other support,
encouragement, and assistance.
Some good examples are the different departments in an organization, each with a group of people
expected to make productive progress. It also works in long-term organizational projects.
Purpose of Cooperative Learning
The more employees continue to work cooperatively, the more their corporate environment
becomes productively beneficial. The following are some of the primary purposes of implementing
cooperative learning culture in an organization:
Development and acquisition of necessary life skills
Sharing of information
Building a team that cooperates
Increases tolerance and acceptance of diversity
Improving output by employees
Benefits of Cooperative Learning
Cooperative learning has a massive positive impact on employees and their working environment.
It enhances productivity and improves employee knowledge.
Below are the benefits of cooperative learning:
1. Gaining leadership and decision-making skills
For a team to succeed, the individuals in that group need to show some leadership abilities.
In every organization, several tasks need someone to be in charge to run smoothly. Some of them
are:
Delegating and organizing work
Ensuring the company’s set targets are met
Supporting team members
Some people may turn out to be natural leaders but are not inclined to lead. The employer can
assign leadership roles to different members of the group.
In a corporate setting, there are many decisions to be made among team members. A decision-
making process should involve every member airing out their opinion on the matter, but the final
say lies with the leader.
2. Acquiring conflict management skills
Conflict management focuses on positive results while minimizing negative ones. This process,
by which disputes are solved, can impact an organization positively when done correctly.
There are five conflict management styles that can be applied in every specific situation.
How members of a team handle conflicts remain embedded in their minds. They can implement
any of the above styles in another similar situation in the future.
3. Increases employee work engagement
Employees become more satisfied as they continue to get the opportunity to learn new skills. They
will become eager to continue learning and growing.
A growth in productive engagement is evident in work hence an increase in efficiency and output.
4. Enhancing communication skills
Members in a cooperative learning group need to learn how to speak productively with one
another. Ethical commitment and communication keep the members on track and enhances
efficient teamwork.
5. Personal responsibility
Cooperative learning increases individual responsibility in employees. They know that they have
a specific task they should perform for the entire team to succeed.
They also gain accountability as they are aware of a backlash from team members if they fail to
play their part.
6. Gaining confidence
Some employees find it more comfortable to speak up in small groups. They can express their
ideas and ask questions, which enables them to gain confidence. This confidence improves from
addressing a few people to a large crowd.
7. Positive attitude towards colleagues
In every organization, there are those few employees that grow a dislike towards each other with
or without reason. Cooperative learning creates a more positive attitude towards workmates as
they continue working together within a group.
Cooperative Learning Strategies
If you are trying to use the same cooperative learning strategies repeatedly with no results, try
some of these with clear examples of how you can implement them:
1. Forced debate
This strategy works by having two parties go head-to-head in a debate. During a meeting, an
employee can introduce a proposition by writing it on the board or through PowerPoint
presentations.
The members form two groups with one opposing and the other one supporting the proposition.
The groups are forced to debate by justifying reasons as to why the proposition should be
implemented or not.
The employees get to apply critical thinking skills, talking speed, fluency, language, and clarity.
As the saying goes, “a problem solved is a problem halved.” The members are forced to think
about the proposition as a group rather than an individual. The proposition can be a current
challenge or a new idea.
2. Writearound
This strategy involves groups of 3-5 discussing a topic that each employee has had access to,
maybe through watching a video, listening to a speaker during a meeting or reading a memo. This
information is made available to every member before going into groups.
All members participate where a paper with the topic written on it goes around to everyone in the
group.
Each member gets some time to write a comment before passing on the paper. This process is
repeated so that every member gets to read what the other writes. The points indicated by the
members are then discussed among the group.
This strategy mainly focuses on topics or issues that can be solved through multiple solutions. It
also gives an employer a chance to detect any misunderstandings among employees.
This strategy can be used to bring in new ideas and efficiently solve ongoing challenges in an
organization. These include salary, coordination of duties, security issues, etc., and how to make
the necessary improvements.
3. Build a cooperative community
An organization should provide many opportunities for employees to teach and learn from. A
cooperative community creates an environment that enhances working together to solve problems.
Employees are interested in platforms that see their ideas listened to in open communication.
A cooperative community will have three to five individuals, goals, and flexible rules each member
should adhere to.
Some tasks in an organization may require several bright minds to work together to solve complex
challenges such as networking, system security, training, etc.
Other tasks may require a combination of manual laborers for quick completion. A cooperative
community gets such jobs done in a short time and effectively.
4. Solve problems across teams
Having a cooperative community enables you to bring a few employees together and provide them
with a problem to solve.
You can get a few teams and give each a challenge as to what changes are best for an existing
project.
Each team comes up with suggestions for the most suitable solutions in maybe a few days or a
week. They provide just reasons for their choices and a plan to implement the change.
As the teams present their ideas, the employer critiques the suggestions brought forward and makes
both positive or negative comments.
The changes may be updating existing software, developing features for new products, or
implementing a new training program.
5. Share concepts between departments
Every department contains a team that works on different tasks that entirely affect the organization.
The departments should each create a presentation for a question and answer session with other
departments to solve ongoing challenges.
Moreover, the different departments can also share some of their concepts, ideas, and best practices
with other departments so others can adopt different methods that are already working.
This can be anything from software, to ways of working, and collaborations.
It enables employees to understand how the organization works as a whole and a chance to
contribute to changes or upgrades they feel necessary.
The IT department may be working on something that interrupts the finance department. Sharing
concepts gives the IT team a chance to explain how their activities affect other departments and
how long it will take.
It enables the departments to understand each other and work cooperatively despite the challenges.
Q.3 (a) Elaborate the components of presentation skills.
Let’s be real, public speaking, for most people, is more than a little terrifying. Speaking to a group
of people, whether in person or virtually, can be nerve-wracking. In fact, in a study of “America’s
Top Fears”, almost 30% of Americans report that they are “Afraid" or "Very Afraid” of public
speaking.
Presentations and public speaking, however, are vital for almost every industry, both internally
and for external purposes (clients, speaking events, PR for the company, etc.). Not to worry,
though, because we have made a list of the key components of a great presentation in order to get
you started on your journey to public speaking success.

1. HAVE AN AGENDA.
A good way to begin your presentation is to start with an overview so your audience knows there’s
a focused agenda and a purpose to what they’re listening to. Once you’ve provided that outline,
you’ll want to engage your audience and hold their attention by explaining “what is” (what is the
problem, idea, process, etc.) that you want to explain or change. Then you can discuss “what could
be”. This is what the outcome of your solution could look like or how this new process can better
your listeners' current experiences.

2. KEEP IT SIMPLE.
Keep your audience in mind – long, over-complicated sentences, too many statistics and numbers
or even never-ending stories can all serve to overwhelm your audience. A straightforward and
focused presentation that moves at a steady pace will keep your listeners engaged and intrigued.

A good way to keep it simple: use and stick to a 3-part list with the main points outlined in your
introduction. Reiterate the points at the beginning and end, and there’s a better chance your
audience will have a strong takeaway of the key information.

3. USE VISUALS.
Help your audience visualize what you are saying by using imagery. Images help the audience
remain engaged, whether you include pictures, graphs, charts, or animations. These visuals will
only help enhance and reinforce the main points of your presentation.

4. BE HONEST AND CONVERSATIONAL.

Many of the most powerful speakers and speeches capture the attention of their audiences because
they are passionate, firm and educated on their topic. And trust us, the audience can tell. Prior to
giving a presentation, you should, of course, feel knowledgeable and confident about the topic you
are discussing, and if possible, you should feel passionate about your topic of discussion. This can
only help your audience connect more with your presentation. Use stories, real-life examples and
ask and answer questions to help fuel this engagement.

5. FOR IN-PERSON PRESENTATIONS, MASTER NON-VERBAL BEHAVIOR.

If you are presenting at an event, in front of a client, or even for an internal company project,
mastering and utilizing non-verbal behavior can help you engage with your audience. Using calm
hand gestures, smiling and changing up your vocals here and there can help you retain attention
and enhance your speaking. Managing nervous non-verbal behavior can also help you seem more
confident; try not to cross your arms, wring your hands or put your hands in your pockets.

6. REHEARSE AND DON’T BE AFRAID TO ASK FOR HELP!

Practice, practice, practice. Nothing becomes great without first trying, sometimes failing (or
failing often) and trying again. The best way to find mistakes and fix any potential issues with your
presentation is by doing a dry-run in front of a practice audience. You’ll be able to get real feedback
and it can help soothe nerves and inspire confidence (and even excitement) for your presentation.
Ask for advice from peers, coworkers, family, friends, etc. Go to someone you view as an expert.
Keep working on it and push yourself until you feel comfortable going into the event.

Although, there’s no one way to properly give a presentation or overcome public speaking anxiety,
breaking down the key pieces of speaking can be a good place to start. When prepping, take things
one step at a time and you'll become even better with every presentation you make.
b) What are the standards of identifying learning difficulties of students?
Many children have trouble reading, writing, or performing other learning-related tasks at some
point. This does not mean they have learning disabilities. A child with a learning disability often
has several related signs, and they don’t go away or get better over time. The signs of learning
disabilities vary from person to person.
Please note that the generally common signs included here are for informational purposes only;
the information is not intended to screen for learning disabilities in general or for a specific type
of learning disability.
  Problems with math
 Poor memory
 Problems paying attention
 Trouble following directions
 Clumsiness
 Trouble telling time
 Problems staying organized1
A child with a learning disability also may have one or more of the following1:
 Acting without really thinking about possible outcomes (impulsiveness)
 “Acting out” in school or social situations
 Difficulty staying focused; being easily distracted
 Difficulty saying a word correctly out loud or expressing thoughts
 Problems with school performance from week to week or day to day
 Speaking like a younger child; using short, simple phrases; or leaving out words in
sentences
 Having a hard time listening
 Problems dealing with changes in schedule or situations
 Problems understanding words or concepts
These signs alone are not enough to determine that a person has a learning disability. Only a
professional can diagnose a learning disability.
Each learning disability has its own signs. A person with a particular disability may not have all
of the signs of that disability.
Children being taught in a second language may show signs of learning problems or a learning
disability. The learning disability assessment must take into account whether a student is bilingual
or a second language learner. In addition, for English-speaking children, the assessment should be
sensitive to differences that may be due to dialect, a form of a language that is specific to a region
or group.
Q.4 Write short note on:
a) Small group
One way to change the pace in your classroom is to do a small group activity. But what type of
small group should you use? It depends on the size of your class, the length of time you have
available, the physical features of the classroom, and the nature of the group task. Here are several
options you could try. Consult the Centre for Teaching Excellence teaching tip “Group Work in
the Classroom: Small-Group Tasks” for task ideas.
Buzz groups
Class size: any
Time frame: 3-10 minutes
Setting: no limitations
Description: These groups involve students engaging in short, informal discussions, often in
response to a particular sentence starter or question. At a transitional moment in the class, have
students turn to 1-3 neighbours to discuss any difficulties in understanding, answer a prepared
question, define or give examples of key concepts, or speculate on what will happen next in the
class. The best discussions are those in which students make judgments regarding the relative
merits, relevance, or usefulness of an aspect of the lecture (Brookfield & Preskill, 1999). Sample
questions include, “What’s the most contentious statement you’ve heard so far in the lecture
today?” or “What’s the most unsupported assertion you’ve heard in the lecture today?” Reconvene
as a class and have a general discussion in which students share ideas or questions that arose within
their subgroups.

Comments: This method is very flexible: it is easy to implement in any size of class and in most
classrooms, even the most formally arranged lecture hall. Consider how to regain the attention of
a large group: turning the lights off and on is one simple yet effective method.
Think-pair-share
Class size: any
Time frame: 5-10 minutes
Setting: no limitations
Purpose: generate ideas, increase students’ confidence in their answers, encourage broad
participation in plenary session
Description: This strategy has three steps. First, students think individually about a particular
question or scenario. Then they pair up to discuss and compare their ideas. Finally, they are given
the chance to share their ideas in a large class discussion.
Comments: Think-pair-sharing forces all students to attempt an initial response to the question,
which they can then clarify and expand as they collaborate. It also gives them a chance to validate
their ideas in a small group before mentioning them to the large group, which may help shy
students feel more confident participating.
Circle of Voices
Class size: any
Time frame: 10-20 minutes
Setting: moveable chairs preferable
Purpose: generate ideas, develop listening skills, have all students participate, equalize learning
environment
Description: This method involves students taking turns to speak. Students form circles of four or
five. Give students a topic, and allow them a few minutes to organize their thoughts about it. Then
the discussion begins, with each student having up to three minutes (or choose a different length)
of uninterrupted time to speak. During this time, no one else is allowed to say anything. After
everyone has spoken once, open the floor within the subgroup for general discussion. Specify that
students should only build on what someone else has said, not on their own ideas; also, at this
point, they should not introduce new ideas (Brookfield & Preskill, 1999).
Comments: Some shy students might feel uncomfortable having to speak. Lessen their fear by
making the topic specific and relevant or by giving each person a relevant quote to speak about. A
variation to this method, which encourages students to listen more carefully to each other, involves
requiring each person to begin by paraphrasing the comments of the previous student or by
showing how his or her remarks relate to those of the previous student. For this variation, students
will need less preparation time before the “circle” begins, but they may need more time between
speakers.
Rotating trios
Class size: 15-30
Time frame: 10 or more minutes
Setting: a fair bit of space, moveable seating helpful (they could stand) Purpose: introduce students
to many of their peers, generate ideas
Description: This strategy involves students discussing issues with many of their fellow
classmates in turn. Beforehand, prepare discussion questions. In class, students form trios, with
the groups arranged in a large circle or square formation. Give the students a question and suggest
that each person take a turn answering. After a suitable time period, ask the trios to assign a 0, 1,
or 2 to each of its members. Then direct the #1s to rotate one trio clockwise, the #2s to rotate two
trios clockwise, and the #0s to remain in the same place; the result will be completely new trios.
Now introduce a new, slightly more difficult question. Rotate trios and introduce new questions
as many times as you would like
b) Buzz groups
Buzz groups is a cooperative learning technique consisting in the formation of small discussion
groups with the objective of developing a specific task (idea generation, problem solving and so
on) or facilitating that a group of people reach a consensus on their ideas about a topic in a specific
period of time. So, buzz groups allow covering the discussion about different aspects referred to
the same study themes, maximizing the possibilities of partition of the members of the group.
After the initial presentation of the task to be developed, big groups are divided into smaller groups,
among three and six people. Each group names a spokesperson to inform the rest of the groups
about the results of the discussion of their group.
c) Talking Tickets
Challenging Students
Teachers seldom have the time to drop everything and talk at length with a student who is upset
about an incident that occurred within , or outside of, school. The "Talk Ticket" assures the student
that he or she will have a chance to talk through the situation while allowing the teacher to schedule
the meeting with the student for a time that does not disrupt classroom instruction. The Talk Ticket
intervention is flexible to implement and offers the option of taking the student through a simple,
structured problem-solving format.
Preparation:
If you choose to use the Intermediate or Long Form of the Talk Ticket, which lists several trusted
adults that the student might choose to meet with, you will need to check in with these professionals
prior to starting the intervention to describe the intervention to them and obtain their permission
to be listed as contacts.
Steps in Implementing This Intervention
Step 1: From the sample forms that accompany this intervention description, choose a version of
the Talk Ticket form that best suits your needs.
Step 2: Meet with the student privately to introduce the Talk Ticket intervention. Tell the student
that, when an upsetting incident occurs that the teacher cannot immediately meet with the student
to discuss, the student will be given a "Talk Ticket." This ticket will guarantee that the student will
be able to meet with a trusted adult to debrief about the incident -but at a time that will not interfere
with instruction.
Step 3: Whenever you note that the student is upset about an event or issue but you not have time
to meet immediately with the student to discuss the situation, write out a Talk Ticket that notes a
time and location for the student to meet with a trusted person (e.g., you, school counselor,
administrator, teacher) to problem-solve about the issue.
Step 4: Be sure that the student is allowed to 'redeem' his or her Talk Ticket at the time noted! If
you have listed several adult contacts in the school whom the student might choose to meet with,
you may decide to let the student work down the list, checking in with each of the adults listed
until the student finds one who has time to meet with him or her.
Step 5 (Optional): After the student meets with an adult to talk about the upsetting situation, you
might choose to have the student complete the "Talk Ticket Reflective Planner" form. Or the
student and adult can complete this form together as part of their conference.
Think-Pair-Share
Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve
a problem or answer a question about an assigned reading. This strategy requires students to (1)
think individually about a topic or answer to a question; and (2) share ideas with classmates.
Discussing with a partner maximizes participation, focuses attention and engages students in
comprehending the reading material.
How to use think-pair-share
Decide upon the text to be read and develop the set of questions or prompts that target key content
concepts.
Describe the purpose of the strategy and provide guidelines for discussions.
Model the procedure to ensure that students understand how to use the strategy.
Monitor and support students as they work through the following:

T : (Think) Teachers begin by asking a specific question about the text. Students "think" about
what they know or have learned about the topic.

P : (Pair) Each student should be paired with another student or a small group.

S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a
whole-class discussion.
Q.5 a) Briefly express the need and importance of teaching tools in education.
Education is paramount to our children’s future and living standards in the modern world.
Innovative and effective teaching tools that teachers can use online at home or school can make
learning effective and accessible.
Teaching tools are vitally important for a teacher when teaching a class. These tools help you be
more organized and make your style easier to understand. Many tools may help teachers by
providing great information, free access, or making homework easier.
Check out the listicle below and explore the best free online teaching tools available today to find
the best options for you.
Trusted Teaching Tools for Enhanced Learning

You can access free online teaching tools to help you elevate your classroom standards. As a
teacher, you know you never have enough time in the day to do all the things you want and have
to do. Including staying updated on the latest trends and technology while finding new teaching
tools.
Teaching is a gratifying profession, but it’s not easy. Teachers work long hours, sometimes outside
the classroom, so they need to find ways to save time and make their jobs easier. If you have
students who use social media more often than their books, then this guide will help you find the
best teaching tools available online.
1. SplashLearn
SplashLearn is a fun and engaging online math program for children in Pre-K through grade 5. It
has over 350 curriculum-aligned math games that are played by over 10 million children every
month! SplashLearn offers comprehensive math practice for all the topics that kids study at school
including numbers, addition, subtraction, multiplication, division, fractions, and decimals.
SplashLearn also offers a range of detailed reports that help teachers and parents measure a child’s
progress over time.
Teachers who use SplashLearn as a learning tool can assign the topic to their students, who then
play games and learn at their own pace within the topic.
2. Quizlet
Quizlet has been around for a long time but only recently became popular. It allows you to share
your sets with other users through a web interface or email for them to use them as well. Users can
create their own sets or import existing ones from other sources (such as flashcards). It also
supports multiple languages and has an iOS app available on the App store.
3. Google Classroom
It is one of the widely used teaching tools that allows teachers to create classes and invite students
into them. They can then assign homework assignments, quizzes, etc. Students can submit these
assignments online in Google Docs format or by emailing them directly from their
phones/tablets/computers; thus making it very easy for teachers to check work quickly without
having to download any files (though it does support this if necessary).
4. Edmodo
Edmodo is a social networking site that enables teachers to give out homework assignments,
quizzes, and tests, track students’ progress, and more. The platform includes tools for both students
and teachers, and it offers a variety of custom apps that enable users to create their content for the
site.
5. Word Cloud Creator
This is a website where you can type in words, creating a cloud of words. You can change the
colors, grid size, and how the terms are placed on the page. We use this after reading stories to see
what words stand out most to us from the story. The students always enjoy seeing what words
stand out to their classmates.

b) Highlight the problems in using projectors in the classrooms

The Advantages of Using a Projector in the Classroom
Many teachers find chalkboards to be almost a thing of the past with the advent of projectors in
the classroom. Rather than writing notes across a board, teachers can make use of PowerPoint
presentations, images and even film as teaching tools through the use of projectors. Consequently,
teachers and students alike find projectors to be useful classroom devices.
Easier Note Taking
Projectors enable teachers to create bulleted PowerPoint presentations or other highly organized
notes for the class. With the use of projectors in the classroom, students can take better notes with
the ability to discern what information the teacher displays is most useful to them. Additionally,
students can ask the teacher to repeat a slide if they missed information, or even ask that the teacher
to email the presentation for further review.
Greater Teaching Versatility

Projectors release teachers from being bound to chalk and dry-erase boards to present information
to their students. With the use of projectors, teachers can now use films, slides, and images to teach
students about the world and places they have never seen and can't imagine. Students can listen to
lectures given by worldwide experts. Teachers will also find that the Internet is more useful since
projectors can display web content to an entire class, rather than each student accessing
information on small individual computers. Many projectors also deliver exceptional sound
quality, which is advantageous when listening to music or nature films.
Better Use of Class Time
Prior to the use of projectors in the classroom, teachers had to spend time writing notes on the
board, as well as erasing information due to limited space. Projectors facilitate the planning process
so teachers can decide on lecture content and important points ahead of time instead of making
decisions spontaneously. Projectors require a simple click of a button or mouse, thus, freeing
valuable class time. By using projectors, teachers can more easily prepare all notes prior to class
for easy presentation. Teachers may also find that they spend less time repeating or rewriting
information that is now accessible with a simple click.
Better Student Presentations
Students will appreciate the use of projectors as they prepare class projects that they can now create
in PowerPoint or other electronic mediums. Consequently, students will find that presentation
creation will go faster with each person using their own computer to create their section of the
presentation. Presentations on a projector, additionally, reduce the need to make copies of
materials to pass out to classmates during presentations that can now be displayed for the entire
class to view at once.

c) What steps are required for preparing effective audio visual aids?]
Visual aids are one type of support material for a speech. To be effective, visual aids should be
easy to read and understand as well as pleasing to view.
Whatever types of aids you are creating or using, consider the following guidelines:
1. Make them visible
Everyone in the room must be able to see your visual aid. Use the largest possible lettering and
both upper and lower cases. Use blank space to make text stand out.
2. Limit visual
Limit each visual to only one main thought or point. More than one point distracts the audience.
3. Limit text and words
Use no more than six lines of text and no more than six words per line per visual. This keeps the
text big enough for the audience to read.
4. Keep them simple
Avoid cluttering a visual aid with too much artwork or fancy graphics. Your audience should be
able to quickly grasp the visual aid’s point.
5. Use color carefully
Colors add interest and improve retention. Choose colors that enhance readability. For example,
black letters on a dark blue background are difficult to read. Avoid using too many colors; two or
three are enough.
6. Make them consistent
Including some consistent design elements, such as font, colors and/or artwork, will make your
visual aids more pleasing to the eye.
7. Use different types of aids
Variety adds interest. If you’re giving a presentation with computer-based visuals, for example,
follow a bar chart with a text visual or a diagram.
Keep in mind
Using visual aids effectively will make your presentations clearer and more interesting. At the
same time, you should use visual aids carefully. In fact, if you do not want to bore your audience
you have to work hard so that you can keep them interested. Finally, proofread all visuals for
spelling and grammar. If your visual is a graph, table, chart, or diagram, be sure to title it so the
audience knows what it is.