Allama Iqbal Open University, Islamabad

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Question No. 1: Give answer to the following short questions.
i. The personal and professional qualities of teachers.
ii. What is a case method?
iii. Define and compare active learning and cooperative learning.
iv. What is lesson planning? Write down the five merits of lesson planning for the
teachers.
i. Personal and professional qualifications of teachers
Personal qualities are what make a person unique, allowing him or her to navigate a new
environment, make new friends and communicate, or work through conflicts or disagreements.
Essential personal qualities for English teachers include listening and being a good listener,
considerate, human, punctual, and flexible. A good teacher is a person who has a combination of
qualities, such as being very knowledgeable about his or her subject, being able to manage his or
her class, really enjoying teaching and interacting with students, expecting high expectations
from his or her students, good communication skills and attractive teaching. style. If the
candidate has good interpersonal skills, they may be better suited to the organization. And when
two candidates with similar professional qualifications negotiate a job, the one with the most
qualified personality may get the job.
Some of the qualities of a good teacher include communication skills, listening, cooperation,
flexibility, empathy, and patience. Other aspects of effective teaching include the presence of an
attractive classroom, the importance of real-world learning, the exchange of best practices and a
love of lifelong learning.
I feel that to be a good teacher, you must have patience. Some children may take longer to
understand certain topics or sections of information and it is important that you be patient and
gives yourself time to fully explain in order to understand and learn from your teaching. During
school, I discovered that in some subjects I would need a teacher to explain things in a little more
depth before I could fully understand them, and this would help my learning if the teacher was
patient enough to spend more time on the same thing. Most teachers would not do this so I would
struggle with their lessons. I feel that it is unacceptable for a teacher to do this. As a teacher it is
your responsibility to make sure that all students are able to work and learn to the best of their
ability, and without the patience of doing so you are not fulfilling your role as a qualified
teacher. In my view, a qualified teacher can evaluate his or her teaching method to ensure that it
meets the needs of all students, remembering that everyone learns differently - visually, verbally
and differently.
.
Personally, I feel that empathy is a very important factor in becoming a qualified teacher.
Empathy allows teachers to understand their students' feelings and to provide them with the
ability to relate to them. Students will come from a variety of cultures and backgrounds so
teachers need to be able to understand each other's situations as this will help children to feel
comfortable discussing any problems they may have at home. I feel that honesty is an essential
element of a good teacher. Integrity is a quality of honesty and sound ethics and it is therefore
necessary for a teacher to have these so that students can be taught to act in the same way.
Students should view their teachers as individuals whom they can count on, so honesty allows
teachers to set a good example for their students.
I have selected these five qualities to be the most important in the list, yet I believe all the listed
qualities are important and should come from a qualified teacher.
ii. Case method
Circumstances are narrative stories, situations, samples of selected data, or statements that
present unresolved and annoying issues, situations, or questions (Indiana University Teaching
Handbook, 2005). Case Study is an inclusive, participatory learning process in which students
gain skills in critical thinking, communication, and group strength. It is a form of learning that is
based on problems. Commonly seen in medical, law, and business schools, the litigation system
is now being used successfully in fields such as engineering, chemistry, education, and
journalism. Students can use the case during class time in groups or in small groups.
In addition to the above definition, method of teaching (or learning):
It is a relationship between students and teachers and between students. Improves reading
content that works best and lasts longer. It involves trusting that students will find the answers.
He answers not just “how” but also “why.” It gives students the opportunity to “walk around the
problem” and see different perspectives.
Bruner, (1991) states:
Effective: Uses effective learning, including self-discovery where the teacher works as a
facilitator.
Develops critical thinking skills: Uses questioning skills as imitated by the teacher and uses
dialogue and debates.
Uses a management perspective: Learners must develop a decision-making framework.
Model learning environment: Provides the exchange and flow of ideas from one person to
another and gains trust, respect, and risk taking.
Learn-from-experience process model: Essential for promoting lifelong learning. It also
promotes learning with a more effective theme and long-term retention.
It mimics the real world: Decisions are sometimes based, not on absolute right and wrong, but
on values related to uncertainty.
iii. Comparing active learning with collaborative learning
Collaborative learning
Collaborative learning is a way that allows students to learn from each other and gain important
interpersonal skills. Read the definition of collaborative learning and the benefits of this
classroom teaching process, check how it is organized into groups
There are many benefits to using collaborative learning strategies. Here are some of the benefits
you will notice after doing collaborative reading activities in your classroom:
1. Collaborative reading is fun, so students enjoy it and are very motivated.
2. Collaborative reading works together, so learners engage, participate actively in learning.
3. Collaborative reading allows for dialogue and critical thinking, so learners learn more and
remember what they have learned over a longer period of time.
4. Collaborative learning requires students to learn to work together, which is an important skill
for their future.
Active learning
Effective learning styles require students to engage in their learning by thinking, discussing,
investigating, and creating. In class, students practice skills, solve problems, struggle with
difficult questions, make decisions, come up with solutions, and explain ideas in their own words
by writing and discussing. Timely feedback is essential to this learning process from a teacher or
peers from other students. Educational research shows that incorporating effective learning
strategies in university courses greatly improves student learning skills.
Benefits of effective learning
Opportunities to process subject material through thinking; writing, speaking, and problem
solving provide students with a wide range of learning styles. Applying new knowledge helps
students integrate the knowledge, concepts, and skills of their memories by connecting with
previous knowledge, organizing information, and strengthening neural techniques. Getting a
quick and quick response helps learner’s correct misconceptions and develop a deeper
understanding of subject matter. Working in activities helps to create personal and material
interactions, which increases students' motivation to learn. Regular communication with the
teacher and peers about assigned tasks and goals helps create a sense of community in the
classroom. Instructors can gain additional insight into the learner's thinking by watching and
talking to students as they work. Knowing how students understand the story is helpful
iv. What is lesson planning? Write down the five merits of lesson planning for the
teachers.
The lesson plan is a teacher's road map of what students need to learn and how to do it
effectively during class. After that, you can design relevant learning activities and develop
feedback strategies for student learning. Having a carefully designed lesson plan for each 3-hour
course allows you to enter the classroom with greater confidence and increase your chances of
having meaningful learning with your students.
An effective study program addresses and integrates three key components:
• Learning objectives
• Learning activities
• Assessment to assess learner comprehension
The curriculum provides a general framework for your teaching goals, learning objectives, and
ways to achieve them, and is incomplete. The productive lesson is not when everything goes as
planned, but it is when both students and teacher learn from each other.
Question No. 2: Explain the factors of effective teaching
Students are the future of the nation and stand on one pillar of education while teachers are on
the other pole. The teaching curriculum runs smoothly with the help of both poles. These two
pillars of the education system create perfect balance and take the system to other heights.
Teachers work hard, gather information, and pass on information to students during teaching
time. There are some direct and indirect factors that affect the learning or teaching process. In
this article, we will learn about aspects of teaching.
The teaching process is influenced by a variety of factors such as teachers, students, and
environmental factors. These three factors make the whole process of learning easier and
smoother. Learning in a student’s life is very important as it forms the basis of their professional
and personal work. Three things that affect teaching are:
• Student Character / Individual Character
• Teachers and classroom support
• Environment and surrounding objects
Things that affect teaching
Teachers are the pillars of their students. They play a vital role in the lives of their students by
providing support, building their confidence, guiding them in the right direction, and teaching
them. They are the facilitators of learning in the learning and teaching process. The best teacher
is the one who can use the best teaching method to teach students and guide them to a quality
learning process.

The level of a teacher comes from a variety of factors such as:

Qualifications of Education
Teacher qualifications determine their knowledge. By earning a degree in teaching, the teacher
will be able to convey information to students in depth and quality. When you compare teachers
with M.ED or PhD degrees with others who do not, you will be able to differentiate between
different ways of thinking and methods of imparting knowledge to students.
Skills
Skills are very important. Sometimes a qualified teacher has better teaching skills than a highly
qualified teacher. There is no guarantee that highly qualified teachers will have the right attitude
and can teach in a better way than undergraduate teachers. Teaching skills are determined by
how teachers connect with students, what teaching methods work for students, how they explain
ideas to students, and what attitudes students display. • Their communication skills should be
effective and attractive.
• Choosing the right teaching method • Using the right teaching resources. • Their approach to
teaching students
• How to guide and monitor students.
Experience
Finishing with a teaching degree is not as difficult as gaining a learning experience. Experience
has an important place when you teach students. Some young ones receive higher education that
qualifies them to teach but that lack of experience hinders their progress.
With higher degrees, teachers can better understand different topics or complex formulas but
knowledge helps teachers to deal with students and prepare them for how to teach students.
Subject matter
There comes a time when teachers who have no knowledge of a particular subject are assigned to
teach that subject. In such a situation, the motivation and motivation to research the topic and
educate the students helps them. The topic is really important. However, opportunities to teach
non-teacher subjects are very rare.
The syllabus is made up of academics and psychologists who keep students' mental and physical
skills in mind. Key issues related to the topic affect teaching job complexity, job length, job
purpose, job similarity, planned items, and life learning.
Technician
The physiological and psychological aspects of students are factors that affect teaching.
Everyone in the class has different qualities and needs different teaching methods. It is necessary
to pay attention to student intelligence, student races, race, belief and socio-economic status of
students when teaching in the classroom.
Each student's interest in the class also varies depending on strength, attitude, motivation, mental
health and aspirations for their life goals. Maturity, age, motivation, prior learning, intelligence,
mental health, physical needs, diet and nutrition, attention and interest, goal setting and level of
aspirations are factors that affect student-related teaching.
Nature
The factors that affect the teaching environment are as follows.
Support materials
Teachers have their own support program that contains tools that help them improve their
teaching ability. A variety of teaching resources help to analyze areas where learners are not
interested or do not do well. This also helps them to apply effective strategies that teach students.
Teaching aids are practical tools:
• Assessment and student schools
• Teaching strategies and curricula
• Levels and benchmark
• Effective use of traditional and modern tools
Teaching resources
With the teaching aids available, teachers can integrate a large portion of learning. It has many
benefits such as disciplining, relieving anxiety, helping students to develop reading
comprehension skills, illustrating or strengthening skills, presenting information effectively.
Learning Area Study: Educational Research Methods (8604)
A learning environment is where a student learns and the teacher teaches. A learning
environment is a learning environment for students that play a key role in the learning process.
Both students and teachers are affected in the classroom environment. The learning environment
is well maintained through participation in education, student focus, teacher focus on student
behavior etc. The learning environment must be good.
Socio-economic aspect
The socio-economic background of students and teachers affects the learning process indirectly.
It shows differences in the level of thinking of learners and teachers in relation to others. The
economic aspect of students is sometimes dominated by teachers and their impact on the
teaching level of teachers.
Expectation
Expectation is the most common aspect of teaching. It affects students and teachers as well.
Every parent expects something from their children as they want their children to receive a good
education and to learn better when they go to school.
This has a psychological impact on students and sometimes causes stress and disability.
Therefore, parents should involve students in the learning process in such a way that they reduce
their process instead of burdening them. Also, teachers should not be put under the pressure of
what is expected.
The National Council for Research and Training in Education has published Core
Teaching Skills in 1982 puts pressure on the following teaching skills.
• Writing for educational purposes
• Content editing
• Creating a presentation set
• Introducing the lesson
• Organizing class questions
• Submission of questions and distribution
• Feedback management
• Explain
• Illustrations by example
• Use of teaching resources
• Inconsistency fluctuations
• Study flow
• Encouraging student participation
• Use of the board
• Gain closing lesson
• Assigning assignments
• Monitor learner progress
• Identifying learners' learning difficulties and taking corrective action
• Classroom management
Micro-teaching refers to a micro-element that simplifies the complexity of the teaching
process. It focuses on using specific teaching methods and provides opportunities to practice
teaching under controlled conditions.
There are many teaching-related factors that depend on the teacher-student relationship, socio-
economic conditions, policy and school mobilization etc.
Question No. 3: What is Gagne's frame work for instructional development?
Gagne's Nine Educational Events
 Robert Gagne was an academic psychologist who developed a nine-step process called
Teaching Events. Gagne's Nine Events of Instruction model helps trainers, teachers, and
instruction designers plan their training sessions. Modeling is a systematic process that helps
them develop strategies and create teaching classroom activities. The nine events provide the
framework for an effective learning process. Each step refers to a type of communication that
supports the learning process. Once each step is completed, students are more likely to share and
retain the knowledge or skills they are being taught. The steps actually give the designers a
framework or prototype to use before performing teaching or training activities.
Gagne's Nine Educational Events
1. Receiving attention (acceptance)
2. Introducing students intentionally (expected)
3. Reviving pre-reading memory (retrieval)
4. Presenting an incentive (selected view)
5. Providing reading direction (semantic code text)
6. Request to work (in response)
7. Giving feedback (reinforcement)
8. Performance appraisal (recovery)
9. Improve retention and transfer (normal)
Learning Conditions
Learning Conditions, Gagne identified learning attitudes. This was based on an information
processing model that focused on imaginative events that occur when students are presented with
motivation. Gagne Nine Events of Instruction is connected and deals with Learning Conditions.
Gagne divides situations into two groups; inside and out. Internal conditions are learned skills
already established by the learner. Basically, what a student knows before being taught. External
conditions deal with motivations that are presented externally to the learner (e.g. instructions
given to the student). These Learning Areas are Important in Gagne's Teaching Events. Gagne's
model allows teaching designers to consider possible internal and external factors that influence
the learning process.
Gagne's Nine Educational Events
1. Receiving Attention (Receiving)
Start the lesson by getting the attention of the students. Ensure that students are encouraged to
learn and participate in activities by introducing momentum to gain their attention. This can be
done by introducing learners to a presentation task that appeals to the learner.
Strategies for gaining student attention include:
• Encourage learners with new or amazing things
• Ask thought-provoking questions
Ask students to ask questions that other students will answer. Identify an issue that arouses
curiosity
• Introduce a new and exciting situation that arouses curiosity
• Present a logical and appropriate challenge
2. Introducing Students to Purpose (Expected)
After receiving their attention, inform students of the learning objectives to help them understand
what they will be learning during the session. Mention what students will be able to accomplish
during the session and how they will be able to apply the information in the future. This allows
students to organize their thoughts on what they are going to read and to help put them in the
right frame of mind.
Strategic objectives include:
• Explain what they will be able to do at the end of the session
• Describe the functionality required
• Explain the conditions of normal operation
• Explain how their reading will benefit them
3. Reviving Remembering Reading Earlier (Recovery)
Help learners create a sense of new knowledge by relating it to something they already know or
something they have already experienced. To achieve this, provide the learner with information
or guidance that refreshes his or her previous knowledge. Make connections between what they
read, and their previous reading. When people learn something new, it is best to associate new
information with related information or topics they have learned in the past.
Ways to restore memory include:
Ask if they have any previous experience with the topic
Ask questions about previous information
Ask about their understanding of previous concepts
Give them an example of similar experiences with what they are learning
4. Introducing Stimulus (Selected Vision)
Introduce the student new knowledge using learning strategies to provide effective and efficient
education. Organize and categorize content rationally.
Give explanations after the demonstrations.
• Ways to present session content include:
• Organize your information in a logical and easy-to-understand way.
• Chunk Information
• Give examples
• Use multiple delivery methods (e.g., video, presentation, lesson, podcaster, group work)
• Use a variety of text, graphics, math, pictures, sounds, measurements, etc. to rekindle emotions.
• Use a variety of methods (such as visual cues, oral instructions, and continuous reading) to suit
people with different styles / interests.
5. Providing Learning Guide (Semantic code text)
Provide student guidance by providing training on how to learn the skill. Provide examples and
advise on strategies to help them learn the content and resources available to them. Also, provide
guidance using clues, tips, and / or instructions to help them understand and remember what they
are reading.
Methods of providing study guidance include:
The mind map of organizations
Mnemonics to identify and learn quickly
Role play for app visibility
Exemplary lessons for real-world application
Illustrations help inform information
• Drawings to make visual links
7. Feedback (Confirmation)
After the learner has tried to demonstrate his / her knowledge, provide a quick response to the
learner's performance to assess and facilitate learning. This is also a good time to reinforce any
important points. This section helps to validate the correct answer, provides guidance on the
level of accuracy of the work, and / or provides a corrective response if the response or conduct
is incorrect.
Feedback Tips:
Have a positive attitude
Have a goal
Use initial awareness
Give a concise and concise answer
Focus on areas that the student can control
8. Performance Test (Recovery)
To test the effectiveness of teaching activities, perform a test on the student to determine if the
expected learning outcomes have been achieved.
Performance should be based on previously stated objectives.
Methods of evaluating performance learning include:
• Written test
• A list of short questions
• Short texts
• Oral questions
• Another measuring tool to show that they have learned something or a skill
successfully
9. Improving Storage and Transfer (General Performance)
Provide the student with resources that improve the storage and transfer of information so that he
or she can incorporate new information and improve his or her technology. Repeated practice
with effective feedback is the best way to ensure that people store information and use it
effectively.
• Ways to help students incorporate new information include:
• Make them summarize the content
• Get them to produce examples
• Make them create mind maps / mind maps
To make them create frames
To get them to create work resources
Having them creates other types of reference material
Question No. 4: How are objectives stated in behavioral terms?
A moral code is a learning outcome expressed in measurable words, which provides guidance for
the learner's experience and forms the basis of the student's assessment. Objectives can vary in
several ways. It can be ordinary or direct, tangible or incomprehensible, imaginary, tactile, or
emotional. The goals of cognition emphasize the effects of intelligence, such as knowledge,
understanding, and thinking skills. Effective goals emphasize emotion and emotion, such as
interests, values, attitudes, appreciation, and solutions. Psychomotor objectives emphasize motor
skills, such as physical examination skills and chemotherapy management.
Points for writing ethical goals:
1. Start each behavioral goal with action. An important aspect of any behavioral goal is the
chosen action to reflect the expected behavior in learning activities.
2. State each purpose for the student's performance. A moral code is one that is regarded as real
and measurable. Behavior is often interpreted as a person’s action that cannot be seen, heard, or
heard by another person.
3. Name each objective to include only one learning result.
Examples of objectives
At the level of nursing education, it is expected that learning objectives will be commonplace,
invisible, intellectual or emotional. Examples of appropriate goals for graduate students are as
follows:
• Mind: Create a diagnostic tool based on the nursing perspective of patients experiencing pain.
• Psychology: Evaluate the usefulness of nursing research in clinical practice.
• Effective: Accept professional responsibility for change in problematic clinical situations.
Levels are arranged in increasing order of difficulty, followed by actions that represent each
level.
Information: recalling facts previously read.
Reread the Quotes List
Explain the Same Choice
Identify Word Status
Know the label
Comprehension: the ability to understand or grasp the meaning of things.
Modify Expand Paraphrase
Explain Give examples Summary
Rate Illustrate Translate
Explain Translate
Application: the ability to apply previously learned objects in new and tangible situations.
Enter Related Change
Computer Operate Show
Build Prediction Solution
Show Preparation for Use
Find Yourself Production
Analysis: the ability to divide things into parts so that its organizational structure can be
understood.
Analyze Differentiate Infer
Associate the Framework of Discrimination
Determine the Divide Point
Synthesis: the ability to assemble parts to form something new.
Integrate Development Plan
Rewrite Compile Devise
Suggest Tell Compose
Reassemble Rearrange Write
Create Adjust Reset
Editing Edit Update
Assessment: the ability to judge the value of an asset for a specific purpose; also, the ability to
make decisions.
Measurement Concludes Judge
Check Out the Weight Loss
Compare Rate

Examples
1. Information
a. The student will be able to list all the developing provinces of Piaget in the appropriate way
for the classroom assessment.
b. The student will remember four food groups without error.
c. From memory, with an 80 percent accuracy student will match each United
States General for his most famous war.
2. Understanding
a. The reader will be able to clearly explain the two parts of
purpose f or class tests.
b. At the end of the semester, the student will summarize the main events of the story in standard
English.
3. Application
a. Given the previously excluded fractions in the classroom, the student will be able to
distinguish themselves 85 percent with the accuracy of the class test.
b. When assigned uncomplicated fragments to the class, the student will repeat them on a piece
of paper with 85 percent accuracy.
4. Analysis
Given a presidential address, a student will be able to identify all positions that attack political
rivals rather than his rival's political agenda through homework.
a. In a presidential speech, a student will be able to identify positions that attack his or her
opponent in person rather than the political plans of the opponent.
b. The learner will explain the relationship between the actions in the game.
5. Integration
a. The student will be able to design a lesson outside the classroom that addresses a specific
problem. The test should consist of six given sections class.
b. If a short story is given, the reader will write a different but logical conclusion.
6. Testing
a. The learner will be able to judge the value of the role in terms of six terms for out-of-class
activity.
b. Given the definition of a national economic system, the student will defend it by supporting
arguments in the principles of socialism.

Question No. 5: What are the different factors that influence student motivation?
Many of the items tested in this study are easy to use or disable. Although the pre-clinical
curriculum is based on basic science, many students think that introducing other clinical
knowledge to subjects can improve motivation and make learning easier. Students thought that
inspiration could be enhanced by the provision of clinical knowledge to make basic science
subjects more realistic and therefore easier to learn.
Many members of the faculty use a general style of teaching when students do not simply accept
it. However, these students are clearly interested in student participation. They believed that
there was little excitement in many subjects, due to the lack of student participation. Indeed,
many researchers have reported that there is a great deal of motivation for student learning when
the focus of the classroom changes from teacher to student.2–5 There are many strategies for
changing traditional teaching to more. an interesting dialogue and great student participation.6
Most students look to the previous speech review as a learning facilitator. This is done to refresh
the memory of the students and to emphasize the basic principles and to make a link to the
following information, thus making it easier to understand. This, unfortunately, is lacking in
many of our subjects, but can be done by asking questions to create an effective learning
environment that compels and encourages students to learn past lectures.
Most of our students have language problems as teaching is another language.7 This may explain
why most students prefer to use Arabic phrases in lessons. Interestingly, the proportion of
women who preferred the use of Arabic phrases was less than that of men. However, the use of
Arabic phrases should be clearly limited in cases where the teacher feels that the students do not
understand what is being taught.
Of the three different audiovisual commonly used in teaching, students preferred the board.
Using the board gives students a good opportunity to take notes in lessons. As the use of slides
and overhead projectors is often rapid, the lack of English makes it difficult for students to write
the correct points when used. When these are used, students have less time to take notes, to
continue listening and to follow the information given in the talk.
The clear objectives of the courses have not been given to students by many of our departments.
Clear objectives that help guide the learning and learning materials that guide guide are
considered by most students as a motivational facilitator. Curriculum committees should ensure
that all subjects have specific goals, making them accessible to students. In addition to helping to
learn the attainment of specific goals it will make students aware of the scope of the lesson. The
objectives will serve as guidelines for educators to integrate the requirements and avoid
unnecessary details.
Distributing more than one reference text by departments has been seen as a barrier to motivating
the majority of secondary and tertiary students. Possible causes for this include lack of time. As
students take four different speeches a day, the shortcomings in their own language make reading
a tedious task.
Our students prefer simple references and most of them relied heavily on notes. The university
policy prohibits the provision of notes in courses and handouts for students. College
administrators believe that in addition to being good readers, reading books is an important way
to improve one's language. Although students who regularly read improve their language, many
complain that they spend more time and score fewer grades than those who only read points.
However, later in the clinic years many of them began to understand the importance of regular
reading.
While educators agree that teaching should be centered on the core, many are inclined to explain
unnecessary details. This may explain our students' feeling that our curriculum is too crowded.
Selection of basic scientific materials based on clinical relevance will help not only to identify
the core curriculum but also to avoid unnecessary overloading of the curriculum.
The curriculum in our curriculum is designed to give the teacher an opportunity to review the
material covered in previous lessons with the students. Various methods are used to achieve this
goal. Our students considered all types of teaching (distribution of written questions, teaching
questions and teacher review) as developers. However, they think that they get the most out of
the lessons when the materials are reviewed.
It is clear from our results that structured questions are seen as potential facilitators of learning.
This is in line with an earlier report that experiments had a profound effect on medical students'
learning.9 On the other hand, the majority of our students did not like random questions as most
of them did not practice regular reading. . It is better to study for exams in depth, a practice they
acquired in their pre-university days.
As an administrative goal, presence is a contentious issue. Our readers were optimistic about
taking the scroll. Interestingly, there was a gender gap in the view of the importance of presence.
As expected, a responsive response to the needs of students by departments and administrators
was considered a strong facilitator.
It is suggested that the teaching method in pre-clinical years should promote horizontal
integration and increase the number of studies based on clinical problems to facilitate direct
integration.
Conclusion
Our students think that a pre-clinical teacher can be very encouraging if: providing clinical
information, encouraging student participation, reviewing previous lectures, using the necessary
descriptive Arabic phrases, using chalkboard, providing a clear and concise lesson. objectives,
adopting one simple reference, focused on the core curriculum and avoided afternoon instruction.