NITTTR Module 4

Module 4 - Instructional Planning and Delivery
Module Outline
Welcome to the Module 4, on Instructional Planning and Delivery. Before providing you the
detailed e-content for this module, the purpose served through this Module 4 and outline of
lessons, videos, activities, assignments and discussion forum are given unit wise in initial
pages. The need for this is recognized as variety of approaches and sequence may be adopted
for learning, such as through text matter, video, activities, assignment and discussion as per
the need of individuals undertaking this module. This also provide you a bird eye view of the
total module and interrelationship between the different components.
4.1 Rationale
In the process of effective curriculum implementation through teaching learning strategies,
one of the most essential competencies required by the teacher is to plan and effectively
deliver the instructions for achieving the expected learning outcomes. Instructional planning
emphasizes on the whole range of planned activities used by the teacher for active
engagement of students. It is one of the core abilities for effective delivery in the classroom,
laboratory, workshop and other learning environments. For this, the teacher ought to know
the subject matter to be taught, the learner characteristics as well as the strategies to develop
the skills and abilities in the learner. This requires the teacher to understand the process of
human learning and curriculum analysis in order to interpret correctly the expected learning
outcomes for their accomplishment. In this module teachers have also been provided
opportunities to integrate the principles of media design with principles of learning for
designing instructional material and planning the total instructional process. This module has
six units: Curriculum analysis for session planning, Instructional methods and strategies Part 1
and Part 2, Instructional media, Instructional plan preparation, and Instructional delivery. The
module has been designed to provide hands-on experience to trainee teacher in preparing
instructional plan and instructional material leading to delivery through practicum in the
classroom.
Module Objectives
On completion of this Module 4, the teacher trainee will be able to:
A. Plan effectively for accomplishment of learning outcomes applying the principles related
to instructional system design.
B. Deliver class/ laboratory/ workshop based and industry-oriented instruction and learning
to promote student’s overall ability.
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- i

4.2 Schedule
Duration
No. Unit No. of Video
(in Hours)
1. Curriculum Analysis for Session Planning 05 08
2. Instructional Methods and Strategies- Part 1 07 11
3. Instructional Methods and Strategies- Part 2 08 14
4. Instructional Media 08 11
5. Instructional Plan Preparation 04 Nil
6. Instructional Delivery 08 06
Total 40 Hours 51*
* Includes introductory video
4.3 Module Outcomes

After completing the learning tasks in this module, the teacher trainee will be able to:
(a) Interpret the learning outcomes after curriculum analysis of a given course.
(b) Select appropriate instructional methods and strategies in view of the learning
outcomes.
(c) Prepare session plan for classroom, laboratory, workshop and industry-based
instruction.
(d) Relate the classroom delivery with relevant assignments, tests and other activities for
reinforcement of learning.
(e) Supplement the classroom presentations with appropriate media and materials for
effective teaching learning process.
(f) Deliver a session in a classroom and obtain feedback for improvement.
4.4 Contents
4.4.1 CURRICULUM ANALYSIS FOR SESSION PLANNING (Duration 5 Hours)
Unit Outcomes: After successful completion of this unit, the teacher trainee will be able to:
UO 1 Interpret the curriculum to identify the learning outcomes vis-a-vis contents for the
courses.
UO 2 Prepare the concept map/ spray diagram to correlate the learning outcomes of
different domains with the content of a given course.
UO 3 Suggest strategies for teaching different elements of content analysis.
UO 4 Correlate ‘Events of Instruction’ with ‘Principles of Learning’.
This unit focuses on curriculum analysis of a specific course, so as to understand the

relationship between programme outcomes, course competency, course outcomes, unit
outcomes, practical outcomes and affective domain outcomes and how to arrive at subject
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matter comprising of topics, subtopics, practical activity, project work, etc. The teacher
trainee will use taxonomy table, create spray diagram and concept maps to analyse the
curriculum. The teacher trainee will be equipped to use relevant strategies for teaching
elements of content analysis such as facts, concepts, principles, and so on. Principles of
learning and events of instruction will be dealt with from instructional planning point of view.
The contents of this unit include:
LESSONS
L1 Curriculum Analysis
L2 Mapping for Curriculum Analysis
L3 Strategies for Teaching Elements of Content Analysis
L4 Learning Principles and Events of Instruction
VIDEOS
V1 Revised Bloom’s Taxonomy of Cognitive Domain- Part 1 Cognitive Process Dimension
V2 Revised Bloom’s Taxonomy of Cognitive Domain- Part 2 Knowledge Dimension
V3 Revised Bloom’s Taxonomy of Cognitive Domain- Part 3 Taxonomy Table
V4 Curriculum Analysis
V5 Mapping for Curriculum Analysis- Part 1
V6 Mapping for Curriculum Analysis- Part 2
V7 Principles and Process of Learning and Instruction- Part 1
V8 Principles and Process of Learning and Instruction- Part 2
ACTIVITIES
• Prepare a course plan for selected course in the given format.
• Select a topic from a course curriculum and identify two abstract and two concrete
concepts. Write at least two attributes for each.
• Suggest strategies for memorising and recalling factual knowledge.
• Select a concept/ principle you want to teach in the class. Given an opportunity, which
teaching strategy- inductive or deductive you would like to choose. Mention two
reasons to support your selection.
ASSIGNMENTS
• Select a learning outcome from your course curriculum and analyse it with the help of
taxonomy table. Identify the cognitive level dimension, knowledge dimension and list
out the topics and subtopics to achieve that learning outcome.
• Select a topic from your course curriculum and prepare a concept map using open
source software like CmapTools.
• Select the relevant principle(s) of learning for the given situation.
• Match the events of instruction with the given situations.
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DISCUSSION FORUM
• Discuss the benefits of concept map for the topic analysis.
ASSESSMENT
• Multiple Choice Questions will be used for assessing the learning.
4.4.2 INSTRUCTIONAL METHODS AND STRATEGIES- PART 1 (Duration 07 Hours)

UO 1 Describe the concept of basic teaching model for enhancing effectiveness of Teaching-
Learning process.
UO 2 Justify the need for a variety of instructional methods.
UO 3 Classify different types of instructional methods and strategies.
UO 4 Describe the characteristics of basic instructional methods.
Planning a teaching learning session involves a number of instructional decisions, of which one
of the vital decisions is regarding the instructional methods to be employed. For any given
learning outcome, teachers may choose among a wide range of teacher-centred and student-
centred instructional methods. Effective teachers look for an appropriate match between the
content to be taught and strategies for teaching that content. This unit is intended to provide
an exposure to various basic instructional methods through e-content, video lectures,
discussion forum, activities, assignments, etc.
LESSONS
L5 Basic Teaching Model
L6 Need for Variety of Instructional Methods
L7 Classification of Instructional Strategies
L8 Basic Instructional Methods (Lecture, Demonstration, Tutorials, Laboratory)
VIDEOS
V9 Basic Teaching Model- Part 1
V12 Need for Variety of Instructional Methods
V13 Classification of Instructional Methods and Strategies- Part 1
V14 Classification of Instructional Methods and Strategies- Part 2
V15 Tutorial as an effective instructional method
V16 Improved Lecture Method of Instruction
V17 Laboratory Experience as an effective instructional method
V18 Demonstration Method- Part 1
V19 Planning and Conduction of Demonstration- Part 2
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ACTIVITIES
• Write the steps for developing identified skills in students using demonstration
technique.
• Please go through the given case related with improved lecture method and answer the
questions.
ASSIGNMENTS
• Relate the aspects of abilities with the families of models of teaching.
• Identify the practical outcomes from the given list, which can be best achieved through
laboratory work.
DISCUSSION FORUM
• Discuss the viability and use of student-centred methods over teacher centred methods
in an engineering institution in view of outcome-based education
• Discuss the concerns related to roles of teachers, students and technical staff in the
laboratory.
4.4.3 INSTRUCTIONAL METHODS AND STRATEGIES- PART 2 (Duration 08 Hours)

UO 1 Describe the characteristics of advanced instructional methods.

UO 2 Select appropriate instructional methods and strategies in view of the learning
outcomes to be achieved.
UO 3 Plan to incorporate blended and flipped learning approach to develop learning
outcomes.
This unit, which is in continuation of ‘Instructional Methods and Strategies- Part 1’ focuses on
some advanced instructional methods and strategies, along with blended and flipped learning
approaches. These require action, interaction and reflection by students individually or in
groups to develop the higher taxonomy level skills in all the domains of learning matching with
the programme outcomes, course outcomes and learning outcomes. This unit provides an
exposure to various advanced instructional methods, strategies and approaches through e-
content, video lectures, discussion forum, activities, assignments, etc.
LESSONS
L9 Advanced Instructional Methods (Seminar Method, Panel Discussion, Educational
Games, Brainstorming, Group Discussion, Case Method, Role-Play, Industry/ Field Visit,
Simulations, Project Method, Self-directed Learning, Problem-based Learning.)
L10 Blended and Flipped Learning Approach
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VIDEOS
V20 Group Discussion Method
V21 Panel Discussion- Part 1 (Concept and Purposes)
V22 Panel Discussion- Part 2 (Process of conducting Panel Discussion)
V23 Role play (Process of Role Play)
V24 Brainstorming
V25 Educational Games- Part 1
V26 Process of conducting Educational Games- Part 2
V27 Use of Case Study as Teaching Method
V28 Problem Based Learning- Part 1
V29 Problem Based Learning- Part 2
V30 Project Work
V31 Seminar Method- Part 1 (Introduction)
V32 Seminar Method- Part 2 (Mini-Seminar)
V33 Blended and Flipped Learning
ACTIVITIES
• Suggest three topics related to your curriculum for organizing panel discussion with
justification. (In about 100 words each)
• Design an educational game to fulfil the curriculum outcomes of your course.
• Select a topic for group discussion and identify the criteria, and the specific activities
that are to be performed by the students before, during and after the discussion.
• Suggest three titles each for a micro-project and capstone project. For any one of the
projects, state the broad activities expected from students.
• Formulate learning outcomes in the three domains to be achieved through industrial
visit related to your courses.
• Formulate/ choose learning outcome(s) for any selected course and suggest the relevant
instructional methods with justification for your selection.
• Prepare an activity plan to incorporate blended and flipped Learning approach to
develop a learning outcome
ASSIGNMENTS
• Write the steps to be followed in implementation of a role-play.
• Prepare a list of activities in order to organize a seminar.
• List any three instructional methods that help in development of creativity
• Read the case related to storage area of the ABC Company and suggest methods for
increasing the storage area to accommodate the contemplated increase in finished
goods inventory.
• Describe one situation from a course that can be dealt with buzz session method.
• Identify two titles of project in a subject and write the expected outcomes
• Write the information about contents, objectives and duration of one course on Swayam
platform of your interest
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• Describe the roles of teachers and students in blended and flipped learning approach
DISCUSSION FORUM
• Discuss the viability and use of student-centred methods over teacher centred methods
in an engineering institution in view of outcome-based education
• Discuss the feasibility of using brainstorming, educational games and simulation in
teaching learning environment.
• Compare Case-Based Learning with Problem-Based Learning (PBL)
ASSESSMENT
4.4.4 INSTRUCTIONAL MEDIA (Duration 8 Hours)

UO 1 Identify relevant instructional media based on the emerging trends for the given
teaching learning situation.
UO 2 Classify instructional media.
UO 3 Design print and non-print instructional media.
UO 4 Use chalk board and interactive board effectively.
Instructional media plays an important role in improving the effectiveness of instruction and
in enhancing the process of learning. This unit focuses on the importance of instructional
media, identification of relevant media for the given teaching learning environment from
traditional to emerging media. Further, the importance of various media elements, media
design principles and guidelines, designing of print and non-print media, effective use of
chalkboard and interactive board are elaborated with examples in video as well as in e-
content. This will guide the teacher trainee in designing, developing and using different types
of instructional media in classroom, laboratory, workshop, etc.
LESSONS
L11 Need for Instructional Media
L12 Classification of Media
L13 Design of Handouts, Assignments and Laboratory Worksheets
L14 Media Design Principles and Effective Board Work
VIDEOS
V34 Need of Instructional Media- Part 1
V35 Need of Instructional Media- Part 2
V36 Classification of Media- Part 1
V37 Classification of Media- Part 2
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V38 Media Design Principles- Part 1
V41 Effective Board work
V42 Smart Class room
V43 Smart Classroom- Use of Interactive Board- Part 1
V44 Smart Classroom- Interactive Board- Part 2
ACTIVITIES
• Write at least two media used in classroom teaching, along with their purposes.
• Read the case given in Lesson 11 and write your opinion on the issues addressed in the
“Brief”.
• Search for information about the features of media equipment such as interactive
board, interactive panel and pad, multimedia projector.
• Select a visual related to the topic of your choice and edit the visual.
• State the learning outcome and prepare a relevant handout to support the classroom
session.
• State the learning outcome and prepare relevant type of assignment to assess its
attainment.
• Design a laboratory worksheet.
ASSIGNMENTS
• Prepare a computer-based presentation of about 15 slides, incorporating all the media
elements, design principles and guidelines on the topic of your choice. Submit your
presentation.
• Design a handout, an Assignment, and a Laboratory worksheet
DISCUSSION FORUM
Suggested topics for discussion forum include
• Discuss on the issues related to the use of media in the classroom, problems faced and
strategies adopted to overcome them.
• Some of the instructional media are highly acceptable to teachers and students in
today’s context. Discuss the reasons.
ASSESSMENT
Multiple Choice Questions will be used for assessing the learning.
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- viii
4.4.5 INSTRUCTIONAL PLAN PREPARATION (Duration 4 Hours)
UO 1 Prepare session plan to achieve the specified learning outcomes in different

domains.
UO 2 Obtain peer feedback on the developed session plan.
UO 3 Modify the session plan on the basis of feedback received.
Every teacher, whether newly recruited or experienced, has to plan for the sessions to be
implemented. This ensures effective use of resources and organization of teaching learning
activities, to attain intended learning outcomes. A teacher is expected to plan for classroom,
laboratory, workshop and industry-based instructions. The session plan should be discussed
with peers and mentors to obtain feedback on various aspects of planning. The developed
plan needs to be modified in view of the feedback provided. This unit will equip a trainee
teacher to prepare a session plan systematically and get it validated.
LESSONS
L15 Classroom Session Plan Preparation
L16 Feedback Mechanism for Improvement
L17 Planning for Laboratory and Industry-Based Instruction
ACTIVITIES
• Prepare a session plan for a classroom session of 45-60 minutes in the suggested format.
• Obtain the peer feedback preferably of your discipline, on the session plan prepared in
the above activity. Modify the session plan as per feedback and get it validated by
mentor.
• Match any of the experiments of your course with an experiment available on Sakshat
Portal Virtual lab, (http://www.vlab.co.in) and plan laboratory instructions.
ASSIGNMENT
• Submit the validated session plan for a classroom session of 45-60 minutes in the
suggested format.
ASSESSMENT
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- ix

4.4.6 INSTRUCTIONAL DELIVERY (Duration 8 Hours)
UO 1 Organize for instructional delivery as per the validated session plan.

UO 2 Manage class and the requisite resources for effective delivery of instructions.
UO 3 Use assignment and assessment tools to assess and enhance students learning.
UO 4 Deliver the session for a period of 45 to 60 minutes duration in a classroom situation.
UO 5 Obtain feedback from peers and mentor about the teaching practice using suggested
“observation form”.
UO 6 Identify areas for improvement based on feedback received.
The final outcome of this module is to improve the teachers’ performance through “Practicum
in classroom’. Apart from planning for practicum, organisation and effective management of
resources for delivery are also important. The teacher also has to make provision for
assessment of student’s learning during planning and delivery of the session, which is an
integral part of teaching learning process. Assignment, quiz, classroom tests, are some of the
important tools to assess the learning of students in formative stage in classroom situation
while checklists, rating scales, and rubrics are used for practical performance assessment
during workshop and lab sessions. Guidelines for using these tools in brief are included in this
unit, and will be dealt in detail in Module 6 on ‘Effective Modes of Students Assessment and
Evaluation’.
Further in this unit, the teacher will deliver a session of stipulated duration in a classroom
situation. The presentation will be followed by feedback, which may be provided using the
suggested format by the peers and mentor. In addition, the teacher trainee ought to
introspect, as self-feedback is significant activity for self-improvement. This feedback process
will result in identification of areas for improvement in order to enhance the effectiveness of
teaching - learning process. As we know any skill cannot be developed in one attempt, so the
cycle of practicing, getting feedback, improving the performance based on the feedback and
re-practice should continue, till the teacher achieve confidence level and develop effective
presentation skills.
LESSONS
L18 Organising for Effective Delivery in Classroom and Laboratory
L19 Assessment Tools for Classroom and Laboratory Session
L20 Classroom Management: Students, Resources and Time
L21 Practicum in Classroom
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VIDEOS
V45 Delivering an effective lecture in classroom
V46 Introduction to Assignment as a method of assessment
V47 Aspects of Classroom Management- Part 1 (Students Management)
V48 Aspects of Classroom Management- Part 2 (Resources and Time Management)
V49 Do’s & Don’ts of Classroom Management- Part 3
V50 Instructional planning and delivery
ACTIVITIES
• Differentiate process and product assessment w.r.t. practical work in laboratory.
• Deliver the classroom-based session using validated and finalised session plan and
obtain feedback.
• Record your video and submit the recorded video to the mentor.
• Develop an action plan for the next six months in order to improve your teaching skills,
based on the feedback provided by mentor, colleagues and self-feedback.
ASSIGNMENTS
• Prepare a checklist to ensure the availability of resources for effective implementation
of the validated classroom session plan.
• Prepare a checklist to ensure the availability of resources for effective implementation
of the validated laboratory session.
• Prepare one Check list for product and process assessment each to assess selected
tasks/ topics from the course teacher has taught.
• Compare the features of checklist and rating scale based on their use.
• Enlist the norms of student’s behaviour for effective management of classroom.
• Write various dimensions of student engagement strategies for classroom management.
DISCUSSION FORUM
• Discuss the problems faced in assessment of assignments.
ASSESSMENT
Course Coordinator : Dr. Sandip S. Kedar, Dr. Kiran Saksena

Course Co-Coordinator :
Prof. Chanchal Mehra
E-Content Editor : Dr. Joshua Earnest
Other Contributors : Prof. Susan S. Mathew, Prof. Asmita Khajanchee,
Dr. K. K. Jain, Dr. B. L. Gupta, Dr. S. K. Pradhan,
Dr. J. P. Tegar, Dr. A. K. Jain, Dr. A. S. Walkey, Dr. K. J. Mathai,
Dr. Vandana Somkuwar, Dr. R. K. Kapoor, Dr. Joshua Earnest
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- xi

4.5 Reference Materials
1. Abell, S. K., & Volkmann, M. J. Seamless Assessment in Science: A guide for Elementary and
Middle School Teachers. Portsmouth, NH: Heinemann (2006)
2. Allery, L. How to Teach Practical Skills. Education for Primary Care, 58-60 (2009).
3. Anderson, L. W., & Krathwohl, D. R. A Taxonomy for Learning, Teaching and Assessing - Á
revision of Bloom's taxonomy of Educational Objectives. Pearson Education (2001).
4. Banthiya, N. K. REC Module 2 'Devise Teaching Strategies and Select Teaching Methods'.
Bhopal, India: TTTI, Bhopal (1999).
5. Dori, Y. J., Mevarech, Z. R., & Baker, D. R. Cognition, Metacognition, and Culture in Stem
Education. Springer (2018).
6. Hesket, R. P., Farrell, S., & Slater, C. S. 'An Inductive Approach to Teaching Courses in
Engineering, Proceedings of the 2003 American Society for Engineering Education Annual
Conference & Exposition (2003).
7. IHMC, CMAP Tools, Retrieved from Florida Institute for Human & Machine Cognition (IHMC):
https://cmap.ihmc.us/(2019).
8. Novak, J. D. & A. J. Cañas. The Theory Underlying Concept Maps and How to Construct and
Use Them. Institute for Human and Machine Cognition. IHMC CmapTools. Retrieved April 02,
2019, from http://cmap.ihmc.us/docs/pdf/TheoryUnderlyingConceptMaps.pdf (2008).
9. Joyce, Bruce R., Weil, Marsha, and Calhoun, Emily; Models of Teaching, Pearson. (2017).
10. Families of Models of Teaching. Retrieved 2019, from https://www.scribd.com/document/
51165265/Families-Of-Models-of-Teaching (2019).
11. University of Texas at Austin, flip quick start guide. Retrieved from flipped classroom:
http://ctl.utexas.edu/sites/default/files/utflipquickstartguide112114.pdf (2018).
12. Schaffzin, K. T. Learning outcomes in a flipped classroom. Retrieved from University of
MemphisCecil C.: https://www.memphis.edu/law/documents/schaffzin46.pdf (2016).
13. Yeop, M. A. Blended Learning: pedagogy, learning styles and assessment activities in the
classroom. International Journal of Advanced and Applied Sciences, 36-39 (2016).
14. Virtual Reality Society, Retrieved from Virtual Reality: https://www.vrs.org.uk/virtual-
reality/what-is-virtual-reality.html(2019).
15. Kenna. (2019). Diy design: what’s the difference between RGB and CMYK? Retrieved 2019,
from Modern Soapmaking: https://www.modernsoapmaking.com/diy-design-whats-the-
difference-rgb-and-cmyk/
16. Inquiry, the Learning Cycle, & the 5E Instructional Model (2019, June 26). Retrieved from
http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- xii
MODULE 4
Instructional Planning and Delivery
Unit 4.4.1
Curriculum Analysis for
Session Planning
L1 Curriculum Analysis
L2 Mapping for Curriculum Analysis
L3 Strategies for Teaching Elements of
Content Analysis
L4 Learning Principles and Events of
Instruction
Lesson L1: Curriculum Analysis
Contributors
Prof. (Mrs.) Chanchal Mehra

Associate Professor, Department of Media Research and Development Education
&
Dr A. K. Jain
Professor, Department of Civil and Environmental Engineering Education
&
Dr Joshua Earnest
Professor (Retd.), Department of Electrical and Electronics Engineering Education
Editor: Dr D. S. Karaulia, Professor, Department of Computer Science and Engineering Education
National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.1: Curriculum Analysis for Session Planning L1: Curriculum Analysis
Learning Outcomes: At the end of this lesson, you will be able to:
LO 1. Correlate various types of outcomes for analysing a course curriculum.
LO 2. Prepare a course plan for a selected course.
LO 3. Explain the need for session planning considering the session learning
outcomes and pre-requisite knowledge and skills of the learners.
LO 4. Interpret session learning outcomes using taxonomy table for identification of
contents to be covered during the session.
Contents
1.0 INTRODUCTION .................................................................................................................................. 3
2.0 AIMS, GOALS AND OBJECTIVES V/s PEOs, POs, PSOs and COs ............................................................ 3
3.0 CURRICULUM ANALYSIS OF A COURSE ............................................................................................... 4
4.0 INSTRUCTIONAL PLANNING ................................................................................................................ 6
4.1 Course Planning .................................................................................................................................. 6
4.2 Session Planning ................................................................................................................................. 7
5.0 SESSION LEARNING OUTCOMES AND THEIR ANALYSIS ....................................................................... 9
6.0 CONCLUSION .................................................................................................................................... 11
7.0 REFERENCES ..................................................................................................................................... 11
AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L1 Page 2
1.0 INTRODUCTION
This Lesson 1 is on ‘Curriculum Analysis’ of Module 4 ‘Instructional Planning and Delivery’. As

a teacher, you will be engaged in teaching-learning activities on daily basis. Whether it is a
classroom, laboratory or workshop situation, systematic instructional planning, its
implementation and improvements, based on feedback, are the essential elements for
effective instruction. By now you must have a clear understanding of the curriculum, its
development stages and domains of learning. The domains of learning are categorized as
cognitive, psychomotor and affective domains and each one has its taxonomy. Also, you
have developed sample learning outcomes in different domains. These learning outcomes
are the backbone of the programme curriculum. A detailed description of the curriculum, its
development stages, domains of learning and taxonomies of different domains is given in
Module 1 “Orientation towards Technical Education and Curriculum aspects”. You are
requested to go through the Revised Bloom’s Taxonomy of Cognitive Domain which is
represented in form of a ‘Taxonomy Table’. Taxonomy Table has been used as a tool for
curriculum analysis in this lesson. Here the focus is on curriculum analysis of a specific
Course, to understand the relationship between Programme Outcomes, Course
Competency, Course Outcomes, Unit Outcomes, Practical Outcomes and Affective Domain
outcomes. How to arrive at subject matter comprising of topics, sub-topics, practical activity,
project work, etc. by analyzing these, is also discussed in this lesson. Such an analysis of the
course curriculum will help you in planning and implementing sessions effectively and
efficiently.
2.0 AIMS, GOALS AND OBJECTIVES V/s PEOs, POs, PSOs and COs
A scientifically developed curriculum addresses the requirements of curricular aims, goals

and objectives. Nel Noddings (Noddings, 2003) specifies that aims, goals, and objectives can
be thought of as hierarchically ordered educational purposes which are arranged in
descending order of generality. Nel Noddings further clarifies that the vagueness of
statements of aims and goals can be an advantage. It invites ‘aims talk’ (Noddings, 2003),
and that discussion is essential to a value-laden enterprise such as education.
•General and broad Programme

Aim/s Educational Objectives
•General and broad
statement (PEOs) statement
Programme
Goal/s •Broad and narrow statement as Outcomes (POs) & •Broad and narrow statement
compared to aim Programme Specific as compared to PEO
Outcomes (PSOs)
•Specific Course Outcomes

Objectives •Specific
(COs) and Learning
statements statements
Outcomes (LOs)
Figure 1: Alignment between Aims, Goals and Objectives versus PEOs, POs, PSOs and COs
Module 4- Instructional Planning and Delivery NITTTR, Bhopal L1 Page-3

Further, educators/planners need to assess not only specific student outcomes but also what
we as educators are doing, what we offer, and why. Thus, alignment between aims, goals
and objectives is essential.
In today’s era of Outcome-Based Education, the terms that are used in Programme
Curriculum are Programme Educational Objectives (PEOs), Programme Outcomes (POs),
Programme Specific Outcomes (PSOs) and Course Outcomes (COs) instead of aims, goals and
objectives respectively. The same has been depicted in Figure 1. In the majority of course
curricula, that are redesigned on Outcome Based philosophy, PO–CO matrix is included
which depicts the correlation between the Course Outcomes and Programme Outcomes by
indicating 1, 2, 3 or -. Here 1 indicates low, 2 indicates medium, 3 indicates high and ‘-’
indicates no correlation. POs for Under Graduate Engineering Programme and Engineering
Diploma Programme have been fixed by the National Board of Accreditation(NBA). A list of
the same is given in Annexure A.
Table1 PO–CO Matrix for Course ‘A’ (UG Engineering Programme)
PO1 PO2 PO3 PO4 P05 PO6 PO7 PO8 PO9 P010 PO11 PO12 PSO1 PSO2
Competency 3 3 2 3 2 3 - 2 - 3 2 3 2 2
CO1 3 2 1 1 1 1 2 3 2 1 - 2 1 -
CO2 2 2 2 - - 1 - 2 - 2 2 2 - 2
…CO5 2 3 - 1 1 - 1 2 3 1 - 3 2 1
(CO1 to CO5) 3 2 2 1 - 1 1 3 2 2 1 - 2 1
Legend 1 indicates low, 2 indicates medium, 3 indicates high and ‘– ‘indicates no correlation between the
respective COs and POs
3.0 CURRICULUM ANALYSIS OF A COURSE
AICTE has published the ‘model curriculum’ in January 2018, with the presumption that
every teacher in universities or affiliated institutions knows ‘how’, ‘why’ and ‘level of
complexity’, of the selected topic at the time of teaching. However, in a typical Indian
university with a large number of affiliated colleges, course teachers and examiners are
different persons. This situation necessitates the curriculum designer to provide an
elaborate course curriculum. (example of the course curriculum is given in Annexure B). This
will enable all the stakeholders (especially the teacher, examiner and student) to
comprehend and interpret the curriculum in ‘letter and spirit’ to fulfil the course
competency, course outcomes and learning outcomes in cognitive, psychomotor and
affective domains. The relationship between these is depicted in Figure 2 (Earnest, 2019). As
a teacher, you have to interpret the course curriculum and establish linkage between these
and arrive at the activities to be performed by students for the achievement of outcomes.
Figure 2 indicates that Programme Outcomes and Programme Specific Outcomes as

specified by NBA are outcomes at the macro level, whereas course competency and the
course outcomes are at the meso level and learning outcomes in three domains (cognitive,
psychomotor and affective domain) are at the micro-level.
Programme Outcomes (PO) and Programme

Macro level Specific Outcomes (PSOs)
Course 1 (say Elements of Electrical Engineering)
Meso level Competency for Course 1 (say Elements of Electrical Engineering)
CO 1 CO 2 CO n
LO 1 (C/P/A)* LO 2 (C/P/A) LO n (C/P/A)

Micro
Level
Topic 2.1 Topic 2.2 Topic '2.n' Practical Other Project
Activity Activities Work
Figure 2: Procedure for Course Curriculum Analysis

*C/P/A – Cognitive Domain/Psychomotor Domain/Affective Domain
2
Thus, the curriculum of each course needs to be analyzed from course outcome levels to the
subject matter comprising of topics, sub-topics, practical activity, project work, and other
activities. Constructive alignment between course outcomes and subject matter needs to be
ensured while analyzing any curriculum. For proper analysis, of course, of the curriculum you
need to develop expertise in the following areas:
a) Formulate course outcomes that are at higher taxonomic levels in the cognitive,
psychomotor and affective domains.
b) Analyse each course outcome and formulate specific learning outcomes in the
Cognitive, Psychomotor and Affective domains (C/P/A) at the different taxonomic
levels.
c) Prepare a Taxonomy Table comprising of cognitive process dimension and knowledge
dimension and place the specific learning outcomes in the appropriate cell. (Refer to
Annexure C).
d) Identify the factual knowledge, conceptual knowledge, procedural knowledge and
Metacognitive knowledge that is required for the learning outcomes (Anderson &
Krathwohl, 2001). (Refer to Annexure C).
e) Identify the practical outcomes and relevant affective domain outcomes that need to
be developed.

f) Based on these outcomes the topics, sub-topics, practical activity, project work and
other activities will emerge.
A summary of revised Bloom’s taxonomy of cognitive domain, Dave’s taxonomy of

psychomotor domain, Krathwohl’s taxonomy of affective domain and guidelines for
formulating outcomes are given in Annexure C.
A sample curriculum for the course ‘Elements of Electrical Engineering’(MSBTE) is given in

Annexure B. You need to go through the same for establishing alignment between course
competency, course outcomes, practical outcomes (psychomotor domain), Unit Outcomes
(cognitive domain), affective domain outcomes, topics, sub-topics, and practical and project
work.
4.0 INSTRUCTIONAL PLANNING
The instructional planning also includes course planning and session planning.
4.1 Course Planning
Once you carry out curriculum analysis and establish an alignment between course
competency, COs, and LOs in three domains, with topics, sub-topics, practical activity,
project work and other activities, the first step in planning is completed. This is then followed
by the preparation of the course plan which includes a total number of sessions required for
the selected course, their sequence, time required, instructional method/s required, print
and non-print media requirement, equipment required, learning activities and assessment
tools. A sample format for the course plan is given in Table2
Table 2 Course ‘A’ Plan
S. Session Date and Instructional Print, Non-Print Learning Assessment

No. Details Time Methods Media and Activities tools
(Lecture, required Equipment
Tutorial, Required
Practical)
1
2
3
4
After preparing the course plan, session wise plan is to be prepared for each session
identified in column no. 2 of Table–2 Course Plan. Sessions could be related to theory,
tutorial, practical activity, project work, visits and industrial training.
ACTIVITY
Prepare a course plan for selected course using the format given in Table 2. Discuss it
with your peers and submit the same in your e-Portfolio.

4.2 Session Planning
Session wise planning is one of the crucial steps as this plan is to be implemented in the
appropriate place whether it is a classroom, laboratory, workshop or field. For the
preparation of the session plan two stages need to be clearly defined:
a) Current status of students (i.e. pre-requisite knowledge and skills available with the
target group) and
b) Destination to be achieved (what you expect the student to achieve at the end of the
session i.e. Session Learning Outcomes).
After analyzing the two stages mentioned above, you have to prepare plan/s for the
achievement of learning outcomes. The same is shown in Figure 3.
Plan 3
Plan 1
Prerequisite knowledge & Session Learning
skills Outcomes to be achieved
Plan 2
Plan 4
Figure 3: Gap Between Prerequisite Knowledge and Skills and Session Learning Outcomes
For the preparation of the session plan, you need to focus on the following:
a) Why to teach? (Purpose and Importance)
b) Where to teach? (Location – Classroom, Laboratory, Workshop, Field)
c) When to teach? (Time and sequence)
d) Whom to teach? (Target Group, student characteristic)
e) What to teach? (Session Learning Outcomes and content coverage)
f) How to teach? (Instructional Method and media to be used)
g) How to assess whether outcomes are achieved or not?
To a large extent answers to these questions are available in the course curriculum and the
course plan developed by you. Detailed analysis of ‘What to teach’? ‘How to teach’? and
‘How to assess’? is further needed for preparing a detailed session plan. The suggested
format of the session plan is given in Exhibit 1. This is discussed in detail in Lesson 15-
Classroom Session Plan Preparation.
Now you have to finalize Session Learning Outcomes and analyse the same using the
taxonomy table. This will help you in finding out the answer to the question ‘What to
teach?’.

Exhibit – 1
Session Plan Format
a) Name of Teacher: ………………………………………………………………………..........................
b) Name of programme: ………………………………………………………………………....................
c) Semester: ……………………………………………………………………….......................................
d) Course Code and Title: ………………………………………………………………………..................
e) Unit Number with Title: …………………………………………………………………………...............
f) Topic: ………………………………………………………………….………………..................................
g) Session Duration: ……………………………………………………………………..
h) Relevant Course Outcomes: ……………………………………..………………
i) Session Learning Outcomes:
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
j) Entry-level knowledge and skills of students
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
k) Equipment required in Classroom/ Laboratory/ Workshop
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
l) Instructional media required
• List of media available
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
• List of media to be prepared
- ………………………………………………………………………….................................
- ………………………………………………………………………….................................
m) Instructional strategy and methods to be used
S.No. Teaching Points Teacher’s Student’s Time in Media to

Activity Activity minutes be used
1 Introduction
2 Development
3 Consolidation

5.0 SESSION LEARNING OUTCOMES AND THEIR ANALYSIS
The steps indicated below help you in formulating Session Learning Outcomes (SLO).
a) Select a course curriculum and prepare a course plan as discussed in point 4.1.
b) Select a session from the course plan. This session could be a lecture, tutorial or
practical related.
c) Identify the knowledge and skills, attained by the students before the selected
session.
d) Formulate the session learning outcomes that are specific, student-oriented, start
with an action-oriented verb, measurable and observable, achievable, realistic and
time-bound.
For a session of 45-60 minutes duration, two to four-session learning outcomes are enough.
If a course curriculum includes the introductory unit, where the terms and basic elements
are introduced to the learner, then for such sessions few session learning outcomes may be
formulated at a lower level, followed by higher-level learning outcomes.
To have a holistic picture of ‘What to teach?’ now let us take an example. To decide what to
include in the session, first formulate the session learning outcomes followed by its analysis
so that you can decide the subject matter that needs to be covered.
Example 1: Session Learning Outcome (SLO1) Explain the working principle of an induction
motor.
This learning outcome primarily falls under a cognitive domain. Using the Taxonomy Table
given in Annexure C, try to place SLO1 in the appropriate cell of the taxonomy table. The
session learning outcome ‘Explain the working principle of induction motor’ can be placed at
the intersection of Understand column and Conceptual Knowledge row as the verb ‘Explain’
indicates learning at the ‘Understand’ level and ‘working principle’ is related to conceptual
knowledge. This means that the student has already achieved the related Remember Level
outcomes which might cover types of induction motors, name of different parts,
constructional details, IS Codes of Induction Motor, application and advantages. These now
become the part of pre-requisite knowledge and skills that is required to achieve the SLO1.
Thus, analysis of session outcomes helps you to identify the level of learning together with
the subject matter that is to be dealt, with during the session.
As a teacher, you also must decide about the subject matter related to factual, conceptual,
procedural and metacognitive knowledge that is to be covered during the session as shown
in Table 3.

Table 3 Placing Session Learning Outcome in the appropriate cell of Taxonomy Table
The Knowledge The Cognitive process Dimension

Dimension
1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create
A. Factual
Knowledge
B. Conceptual
Knowledge SLO1
C. Procedural
Knowledge
D. Metacognitive
Knowledge
A brief description of the knowledge dimension is given below for your ready reference.
Note: You are requested to Refer to Annexure C of this lesson, Video Programme on Revised Bloom’s Taxonomy
of Cognitive Domain - Part 2 (Knowledge Dimension), Revised Bloom’s Taxonomy of Cognitive Domain -
Part 3 (Taxonomy Table), Module 1 “Orientation towards Technical Education and Curriculum aspects”,
and the Book by Anderson, L. W., and Krathwohl, D. R. (2001) “A Taxonomy for Learning, Teaching and
Assessing, Revision of Bloom’s Taxonomy of Educational Objectives”, Pearson Education for deeper
understanding of Revised Bloom’s Taxonomy of Cognitive Domain.
a) Factual Knowledge (includes knowledge of terms and elements). Factual knowledge that
is required for the above session includes - the North and South pole of a magnet, force,
magnetism, electromagnetism, capacitor, EMF, friction, velocity, acceleration,
synchronous speed, slip and slip speed. Few of these terms and elements are already
known to your students. Accordingly, you will try to recall these during the session, by
asking questions, showing examples, using relevant images, etc. The new terms will
however be dealt with in detail during the session.
b) Conceptual Knowledge (includes classification, categories, principle, theory, model and

structures). The conceptual knowledge that is required for the above session includes -
Magnetic field, Fleming’s right-Hand rule, Induced EMF and Current, Lenz’s Law,
Faraday’s laws of electromagnetic induction, Fleming’s Left-Hand rule, line frequency,
rotor frequency, rotor torque, right-hand thumb rule, rotating magnetic field in the
stator winding, working of single-phase and 3 phase induction motor, capacitor start and
capacitor run motor, etc. Some of these may already be known to the students and this
foundation may be used to explain the application of these in the context of working of
induction motor.
c) As SLO1 is placed at the intersection of the ‘understand’ level and ‘conceptual

knowledge’, this indicates an absence of procedural and metacognitive knowledge. A
brief description of procedural and Metacognitive knowledge is as under.

d) Procedural knowledge deals with knowledge of how to do something. It involves a series

of steps, knowledge of skills, algorithms, techniques and methods which are collectively
known as procedures. It also addresses knowledge of the criteria that are used to
determine when to use various procedures. At the lower taxonomy level, the steps
related to the procedure are followed in a fixed order, however at a higher level, at
times, learners decide which step to perform next.
e) Metacognitive knowledge is often defined as ‘thinking about one’s thoughts’. It involves

a deliberate, planful, and goal-oriented mental process, applied to one’s thoughts and
experiences. The thinking process is tied to a person’s own internal mental
representations of that reality. Usually, learners develop their Metacognitive strategies
based on their interaction with the learning material. During the initial stages and at the
lower taxonomy level you may suggest such strategies which are widely in use.
6.0 CONCLUSION
In this lesson, the systematic procedure to analyse a typical course curriculum to establish
the linkages between Programme Outcomes, Course Competency, Course Outcomes,
Practical Outcomes, Affective Domain Outcomes and Session Learning Outcomes were
discussed to understand their linkage with the subject matter. With this holistic picture, you
are required to prepare a course plan and thereafter a session plan. While preparing the
session plan, session learning outcomes are formulated and analysed, to arrive at the subject
matter, that is to be covered during the session.
********
7.0 REFERENCES
(n.d.). Retrieved from MSBTE: https://msbte.org.in/portal/curriculum-search/

Anderson, L. W., and Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing,
Revision of Bloom’s Taxonomy of Educational Objectives. Pearson Education.
Earnest, J. (2019). SWAYAM MOOCs Course on Fundamentals of Curriculum in Engineering
Education, In Unit 3.3 Course presentation Pattern in Outcome-Based Curriculum 2019.
SWAYAM.
Mehra, C. (2019). Swayam MOOCs Course on Learning and Instruction. Lesson 3.4.3 Taxonomy of
Cognitive Domain. SWAYAM.
Affective Domain. SWAYAM.
Psychomotor Domain. SWAYAM.
NBA. (n.d.). Retrieved from http://www.nbaind.org/accreditation-documents.aspx
Noddings, N. (2003). Aims, Goals and Objectives. Retrieved April 2019, from www.yashada.org:
https://www.yashada.org/yash/egovcii/static_pgs/TC/Aims_Goals_Objectives.pdf

Annexure A
For Undergraduate Engineering Programme
PROGRAMME OUTCOMES (POs) Engineering Graduates will be able to:

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.
2. Problem analysis: Identity, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems
and design system components or processes that meet the specified needs with
appropriate consideration for public health and safety, and the cultural, societal, and
environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex
engineering activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
9. Individual and teamwork: Function effectively as an individual, and as a member or
leader in diverse teams, and multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as being able to comprehend and
write effective reports and design documentation, make effective presentations, and
give and receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for and have the preparation and ability to engage
in independent and life-long learning in the broadest context of technological change.

Engineering Diploma Programme
PROGRAMME OUTCOMES (POs) Engineering Diploma Graduates will be able to:

1. Basic and Discipline-specific knowledge: Apply knowledge of basic mathematics, science
and engineering fundamentals and an engineering specialization to solve the engineering
problems.
2. Problem analysis: Identify and analyse well-defined engineering problems using codified
standard methods.
3. Design/ development of solutions: Design solutions for well-defined technical problems
and assist with the design of systems components or processes to meet specified needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and
appropriate techniques to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply appropriate
technology in the context of society, sustainability, environment and ethical practices.
6. Project Management: Use engineering management principles individually, as a team
member or a leader to manage projects and effectively communicate about well-defined
engineering activities.
7. Life-long learning: Ability to analyse individual needs and engage in updating in the
context of technological changes.

Annexure B
Maharashtra State Board of Technical Education (MSBTE)
I – Scheme
II – Semester Course Curriculum
Course Title: Elements of Electrical Engineering

(Course Code:...................)
Diploma Programme in which this course is offered Semester in which offered

Digital Electronics, Electronics and Telecommunications Engineering, Industrial
Second
Electronics, Instrumentation Engineering and Computer Engineering,
Information Technology
1. RATIONALE
An engineering technologist is expected to have some basic knowledge of electrical engineering as they have to
work in different engineering fields and deal with various types of electrical machines and equipment. Hence, it
is necessary to understand magnetic circuits, AC fundamentals, polyphase circuits, different types of electrical
machines, their principles and working characteristics. This course deals with the fundamentals of electrical
engineering and working principles of commonly used AC and DC motors and their characteristics. The basic
concepts of electrical engineering in this course will be very useful for an understanding of other higher-level
courses.
2. COMPETENCY
This course aims to help the student to attain the following industry identified competency through various
teaching-learning experiences:
• Use electrical equipment in various applications.
3. COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills associated with this course are to be taught and
implemented so that the student demonstrates the following industry-oriented COs associated with the above-
mentioned competency:
a) Use principles of magnetic circuits.
b) Use single-phase AC supply for electrical and electronics equipment.
c) Use a three-phase AC supply for industrial equipment and machines.
d) Connect transformers and DC motors for specific requirements.
e) Use FHP motors for diversified applications.
f) Use relevant protective devices/switchgear for different requirements.
4. TEACHING AND EXAMINATION SCHEME
Teaching Scheme Total Credits Examination Scheme

(In Hours) (L+T+P) Theory Marks Practical Marks Total Marks
L T P C ESE PA ESE PA
4 - 2 6 70 30* 25 25 150
(*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate the
integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the
assessment of the UOs required for the attainment of the COs.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P -Practical; C – Credit, ESE -End Semester
Examination; PA - Progressive Assessment.

5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes
(details in subsequent sections) to be attained by the student by the end of the course, in all domains of
learning in terms of the industry/employer identified competency depicted at the centre of this map.
Topic 5.3 MCB, MCCB,

ADO 6b -Practice good
ADO 6a- Follow safe ELCB: operation and
housekeeping
practices general specification
Topic 4.1Working Topic 3.4 Phase & line

principle, classification, UO 6a–Describe the current & voltages in star
& delta connected balanced
voltage, current & given type of switching
system
transformation ratio or protective device
PrO 13–Identify switches, UO 3d -Calculate the

UO 4 a–Explain the fuses, MCB, MCCB and current and power of the
working principle of ELCB given 3-phase balanced
the given type of system
transformer
CO (f) –Use relevant

protective devices/ CO (c) -Use three phase
PrO 8 -Determine switchgears for AC supply for industrial
voltage and current different requirements equipment and machines PrO 4 –Balanced star
ratio of 1-phase and delta load
transformer connections to get the
required voltage and
CO (d) -Connect Competency
current
transformers and DC Use electrical
motors for specific equipment in CO (a) - Use
requirements various principles of UO 1d–Interpret
PrO 12–Reverse the
applications. magnetic circuits the B-H curve and
direction of rotation of
Universal motor hysteresis loop for
the given material
CO (e) -Use FHP
motors for diversified PrO 1-Determine
applications CO (b) -Use single phase AC permeability of
supply for electrical and magnetic material
electronics equipment by B-H curve
UO 5a -Explain
the operating principle Topic 1.6 -B-H
of the given type of curve and
PrO 2 -Determine
FHP motor Hysteresis,
parameters of AC
waveform using CRO Hysteresis loop
.
and loss
UO 2d -Calculate the
Topic 5.2Universal motor: parameters of the Topic 2.2 -Instantaneous value,
principle of operation, given quantities cycle, amplitude, period,
reversal of rotation
frequency, RMS and peak value
Legends
UO in Cognitive ADO - Affective Domain

CO - Course Outcome PrO through Practicals Domain Outcome Topic
Figure 1 - Course Map
6. SUGGESTED PRACTICALS/ EXERCISES

The practical in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the
student for the attainment of the competency.
Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
1 Determine the permeability of magnetic material by plotting its B-H curve. I 02*
2 Determine frequency, time period, peak value, RMS value, peak factor and form II 02*
factor of a sinusoidal A. C. waveform on C. R. O. Part I

Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
3 Determine frequency, time period, peak value, RMS value, peak factor and form II 02
factor of a sinusoidal A. C. waveform on C. R. O. Part II
4 Find the phase difference between voltage and current on C. R. O. for resistive, II 02
inductive and capacitive circuits. Part I
5 Find the phase difference between voltage and current on C. R. O. for resistive, II 02
inductive and capacitive circuits. Part II
6 Connect balanced star and delta load connections to get the required voltage III 02*
and currents. Part I
7 Connect balanced star and delta load connections to get the required voltage III 02
and currents. Part II
8 Determine the voltage and current ratio of a single-phase transformer. IV 02*
9 Operate the DC shunt motor using a 3-point starter. IV 02
10 Operate the DC shunt motor using a 4-point starter. IV 02
11 Reverse the direction of rotation of the single-phase induction motor. V 02*
12 Reverse the direction of rotation of the Universal motor. V 02
13 Identify switches, fuses, switch fuse and fuse switch units, MCB, MCCB and VI 02
ELCB.
14 Connect the switches, fuses, switch fuse and fuse switch units, MCB, MCCB and VI 02
ELCB in a circuit. Part I
15 Test circuit using series lamp and multimeter. VI 02*
16 Use the earth tester. VI 02
17 Use the insulation tester. VI 02
18 Use different types of digital clamp-on meters VI 02
Total 36
Note
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and
competency. A judicial mix of a minimum of 12 or more practicals needs to be performed, out of which, the
practicals marked as ‘*’ are compulsory so that the student reaches the ‘Precision Level’ of Dave’s
‘Psychomotor Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO are to be assessed according to a
suggested sample given below:
S.No. Performance Indicators Weightage in %

1 Selection of suitable component, apparatus/instrument 20
2 Preparation of experimental set up 10
3 Setting and operation 10
4 Safety measures 10
5 Observations and Recording 10
6 Interpretation of result and Conclusion 20
7 Answer to sample questions 10
8 Submission of report in time 10
Total 100
The above PrOs also comprise the following social skills/attitudes which are Affective Domain Outcomes (ADOs)
that are best developed through laboratory/field-based experiences:
a) Follow safety practices.
b) Work as a leader/a team member.
c) Follow ethical practices.
The ADOs are not specific to any one PrO but are embedded in many PrOs. Hence, the acquisition of the ADOs
takes place gradually in the student when s/he undertakes a series of practical experiences over a period of

time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’
should gradually increase as planned below:
• ‘Valuing Level’ in 2nd year
• ‘Organization Level’ in 3rd year.
• ‘Characterization Level’ in 4th year.
7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with the broad specification mentioned here will usher in uniformity in the conduct of
experiments, as well as aid to procure equipment by authorities concerned.
S. PrO
Equipment Name with Broad Specifications
No. S. No.
1 Single Phase Transformer: 1kVA, single-phase, 230/115 V, air-cooled, enclosed type. 1,5
2 Single phase auto transformer (Dimmerstat) - Single-Phase, Air cooled, enclosed model, 1,2,3,5
Input: 0 ~ 230, 10 A, Output: 0 ~ 270Volts
3 CRO – 20 MHz, Dual-channel 2,3
4 Three-phase Auto Transformer -15 kVA, Input 415 V, 3 phase, 50 Hz, Output 0-415 V, 30 A 4
per Line, Cooling air natural
5 Loading Rheostat - 7.5 kW, 230V, 3 phase, 4 wire, Balanced load. (Each branch has an 4
equal load), Load: Wire Wound Fixed Resistors
6 Lamp Bank - 230 V 0-20 A 5
7 DC shunt motor coupled with DC shunt Generator 6,7
8 Single-phase Induction motor – ½ HP,230 V,50 Hz, AC supply 8
9 Universal motor -1/4 Hp 9
10 Digital Multimeter - 3 1/2 digit Common
11 DC and AC Ammeters: 0-5-10 Amp
12 DC and AC Voltmeters: 0-150-300 V
13 Tachometer: Non-contact type, 0-10000 rpm
14 Rectifier: solid-state, Input- 415 V, 3-Phase, AC, Output – 230 V DC regulated, 20 Amp
8. UNDERPINNING THEORY COMPONENTS

The following topics/subtopics should be taught and assessed to develop UOs in the cognitive domain for
achieving the COs to attain the identified competency. More UOs could be added:
Unit Unit Outcomes (UOs) Topics and Sub-topics

(in the cognitive domain)
Unit – I 1a. Describe the salient features of the 1.1 Magnetic flux, flux density, magnetomotive
Magnetic given type of circuit. force, magnetic field strength, permeability,
Circuits 1b. Apply Fleming’s left-hand rule and reluctance
Lenz’s law to determine the 1.2 Electric and magnetic circuits
direction of induced EMF in the 1.3 Series and parallel magnetic circuits
given circuit. 1.4 Faraday’s laws of electromagnetic induction,
1c. Explain the given type(s) of induced Fleming’s right-hand rule, Lenz’s law
emf. 1.5 Dynamically and statically induced emf, self
1d. Interpret the B-H curve and and mutual inductance
hysteresis loop for the given 1.6 B-H curve and hysteresis, hysteresis loop and
material. hysteresis loss.
Unit– II 2a. Describe the salient features of the 2.1 A. C. and D.C. quantity, advantages of A. C.
AC given type of power supply. over D.C., Single phase A. C. sinusoidal A. C.
Fundamentals 2b. Represent the given AC quantities by wave: instantaneous value, cycle,
phasors, waveforms and amplitude, time period, frequency, angular
mathematical equations. frequency, R.M.S. value, Average value for


2c. Explain the response of the given sinusoidal waveform, Form factor, Peak
pure resistive, inductive and factor
capacitive AC circuits with sketches 2.2 Vector representation of sinusoidal A. C.
2d. Calculate the parameters of the quantity, Phase angle, phase difference, the
given circuit. concept of lagging and leading – by
2e. Calculate impedance, current, power waveforms, mathematical equations and
factor and power of the given AC phasors
circuit. 2.3 Pure resistance, inductance and capacitance
in A. C. circuit
2.4 R-L and R-C series circuits
2.5 Impedance and impedance triangle
2.6 Power factor and its significance
2.7 Power – active, reactive and apparent, the
power triangle
Unit– III 3a. Describe the salient features of the 3.1 3 phase system over 1 phase system
Polyphase AC given type of AC power supply. 3.2 3-phase emf generation and its waveform
Circuits 3b. Explain the concept of a symmetrical 3.3 Phase sequence and balanced and
system and phase sequence of the unbalanced load
given AC supply. 3.4 Phase and line current, phase and line
3c. Distinguish the characteristics of the voltage in star connected and delta
given type(s) of a star (or delta) connected balanced system
connections with sketches. 3.5 Current, power, power factor in a 3-phase
3d. Calculate the current and power of balanced system
the given three-phase balanced 3.6 Star and delta connections
system.
Unit-IV 4a. Explain the working principle of the 4.1 Transformer: Working principle, emf
Transformer given type of transformer. equation, Voltage ratio, current ratio and
and DC 4b. Distinguish the construction of the transformation ratio, losses
given type of transformer. 4.2 Auto-transformer – comparison with two
Motors
4c. Describe the construction and winding transformers, applications
working of the given type of DC 4.3 DC motor construction - parts its function
motor. and material used
4d. Select the relevant type of DC motor 4.4 DC motor -Principle of operation
for the given application with 4.5 Types of D.C. motors, schematic diagram,
justification. applications of dc shunt, series and
compound motors
Unit –V 5a. Explain the working principle of the 5.1 FHP: Schematic representation, the principle
Fractional given type of FHP motor. of operation and applications of split-phase
Horse Power 5b. Select relevant FHP motor for the Induction motor, capacitor start induction
given application with justification. run, capacitor start capacitor run and
(FHP) Motors
5c. Describe the procedure to connect permanent capacitor motors, shaded pole
the given type of FHP motor for the motors
given application with sketches. 5.2 Universal motor: the principle of operation,
5d. Describe the procedure to connect reversal of rotation and applications
the stepper motor for the given 5.3 Stepper motor: types, the principle of
application with sketches. working and applications
Unit-VI 6a. Describe the features of the given 6.1 Fuse: Operation, types
Protective type of protective device. 6.2 Switch Fuse Unit and Fuse Switch Unit:
Devices and 6b. Select the relevant protective device Differences
for the given application with 6.3 MCB, MCCB and ELCB: Operation and


Switchgear justification general specifications
6c. Select suitable switchgear for the 6.4 Earthing: Importance of earthing, factors
given situation with justification. affecting earthing
6d. State the I.E. rule related to be 6.5 Methods of reducing earth resistance, I.E
applied for the given type of rules relevant to earthing
earthing with justification.
Note: To attain the COs and competency, the above-listed UOs need to be undertaken to achieve the
‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’.
9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN
Unit Unit Title Teaching Distribution of Theory Marks

No. Hours R U A Total
Level Level Level Marks
I Magnetic Circuits 10 02 04 04 10
II AC fundamentals 10 02 04 04 10
III Polyphase AC circuits 08 02 04 04 10
IV Transformer and DC motors 14 04 04 06 14
V Fractional Horse Power (FHP) motors 12 04 04 06 14
VI Protective Devices and Switchgear 10 02 04 06 12
Total 64 16 24 30 70
Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
Note: This specification table provides general guidelines to assist students in their learning and for teachers to
teach and assess students concerning the attainment of UOs. The actual distribution of marks at different
taxonomy levels (of R, U and A) in the question paper may vary from the above table.
10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, the following are the suggested student-related co-
curricular activities that can be undertaken to accelerate the attainment of the various outcomes in this
course: Students should conduct the following activities in groups and prepare reports of about 5 pages for
each activity, also collect/record physical evidence for their (student’s) portfolio which will be useful for their
placement interviews:
a) Market survey regarding commonly used electrical equipment which is not covered in the curriculum.
b) Prepare a PowerPoint presentation or animation for showing the working of DC or AC motors.
c) Undertake a market survey of different domestic electrical appliances based on the following points:
i. Manufacturers
ii. Specifications/ratings
iii. Salient features
iv. Applications.
11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in
this course:
a) Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
b) ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching
methods and media that are to be employed to develop the outcomes.
c) About 15-20% of the topics/sub-topics which are relatively simpler or descriptive need to be given to
the students for self-directed learning and to assess the development of the COs through classroom
presentations (see implementation guideline for details).

d) Concerning item No.10, teachers need to ensure to create opportunities and provisions for co-
curricular activities.
e) Guide student(s) in undertaking micro-projects.
12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her at the
beginning of the semester. In the first four semesters, the micro-project is group-based. However, in the fifth
and sixth semesters, it should preferably be individually undertaken to build up the skill and confidence in
every student to become problem solver so that s/he contributes to the projects of the industry. In special
situations where groups have to be formed for micro-projects, the number of students in the group should not
exceed three.
The micro-project could be industry application-based, internet-based, workshop-based, laboratory-based or

field-based. Each micro-project should encompass two or more COs which are, an integration of PrOs, UOs and
ADOs. Each student will have to maintain a dated work diary consisting of individual contributions to the
project work and give a seminar presentation of it before submission. The total duration of the micro-project
should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit
a micro-project by the end of the semester to develop the industry-oriented COs.
A suggestive list of micro-projects is given here. The concerned faculty could add similar micro-projects:
a) Magnetic circuits: Each batch will collect B-H curves and hysteresis loops for various types of magnetic
and non-magnetic materials from the internet. Based on the permeability and shapes of the curves,
each student will decide the suitability of each material for different applications.
b) Magnetic circuits: Each batch will prepare a coil without the core. Students will note the deflection of
the galvanometer connected across the coil for: movement of the North Pole of the permanent
magnet towards and away from the coil (slow and fast movement), movement of the South Pole of
the permanent magnet towards and away from the coil (slow and fast movement). Students will
demonstrate and prepare a report based on their observations.
c) AC fundamentals: Each batch will visit a nearby sub-station or industry and observe the arrangement
for power factor correction/improvement. Each batch will prepare a report based on their
observation.
d) Polyphase circuits: Each batch will observe the three-phase power distribution panel in their own
Institute/Commercial complex/mall etc. and draw a single line diagram and prepare a report.
e) Transformer: Each batch will visit a nearby pole-mounted sub-station and prepare a report based on
the following points:
i. Rating: kVA rating, primary and secondary voltage, connections
ii. Different parts and their functions
iii. Earthing arrangement
iv. Protective devices
f) Fractional horsepower (FHP) motors: Each batch will select an FHP motor for a particular application
(assume a suitable rating). They will visit the local electrical market (if the market is not nearby you
may use the Internet) and prepare a report based on the following points:
i. Manufactures
ii. Technical specifications
iii. Features offered by different manufacturers
iv. Price range
Then select the motor which you would like to purchase. Give justification for your selection in short.
g) Each batch will visit the Institute workshop and prepare a report which includes the following points:
i. Different types of prime movers used, their specifications and manufacturers
ii. Method of starting and speed control
iii. Different protective and safety devices used

iv. Maintenance
h) Each batch will select any one electrical device/equipment which is not included in the curriculum and
prepare a short PowerPoint presentation for the class based on the following points: construction,
working, salient features, cost, merits, demerits, applications, manufacturers etc.
13. SUGGESTED LEARNING RESOURCES
S.
Title of Book Author Publication
No.
1 Basic Electrical Engineering Mittal and McGraw Hill, New Delhi,
Mittal ISBN: 978-0-07-0088572-5
2 Electrical Technology Vol – I Theraja, B. L. S. Chand and Co., New Delhi,
ISBN: 9788121924405
3 Electrical Technology Vol – II Theraja, B. L. S. Chand and Co., New Delhi,
ISBN: 9788121924375
4 Fundamentals of Electrical Engineering Saxena, S. B. Lal Cambridge University Press, New
Delhi, ISBN: 9781107464353
5 Basic Electrical and Electronics Jegathesan, V. Wiley India, New Delhi,
Engineering ISBN: 97881236529513
14. SOFTWARE/ LEARNING WEBSITES

a) Scilab
b) SIMULINK (MATLAB)
c) PSIM
d) P-SPICE (student version)
e) Electronics Workbench
f) www.nptel.iitm.ac.in
g) www.onlinelibrary.wiley.com

Annexure C
A. Revised Bloom’s Taxonomy of Cognitive Domain
(Cognitive Process Dimensions and Knowledge Dimension)

View the video programme on Revised Bloom’s Taxonomy of Cognitive Domain Part 1, 2 and 3.
Revised Bloom’s Taxonomy of Cognitive Domain is two dimensional. The two dimensions of this taxonomy are
Cognitive Process Dimension and Knowledge Dimension and are represented by Taxonomy Table as shown in
Table A.
Table A – Taxonomy Table
The Knowledge The Cognitive Process Dimension

Dimension
1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create
Retrieve Determine the Carry out Break Make Put
relevant meaning of or use a material judgments elements
knowledge instructional procedure into its based on together to
from long- messages, in a given constituent identified form a
term memory including oral, situation. parts and criteria and novel,
written and detect how standards. coherent
graphical the parts whole or
communication relate to make an
one original
another product.
and an
overall
structure or
purpose.
a. Factual
Knowledge
b. Conceptual
Knowledge
c. Procedural
Knowledge
d. Metacognitive
Knowledge
a. Factual Knowledge includes knowledge of terminology and knowledge of specific details and elements
b. Conceptual Knowledge includes knowledge of classifications and categories, knowledge of principles and
generalizations and knowledge of theories, models, and structures
c. Procedural Knowledge includes knowledge of subject-specific skills and algorithms, knowledge of subject-
specific techniques and methods, and knowledge of criteria for determining when to use appropriate
procedures
d. Metacognitive Knowledge includes strategic knowledge, knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge and self-knowledge.

B. Dave’s Taxonomy of Psychomotor Domain
Dave’s Taxonomy of Psychomotor Domain comprises five-level viz. imitation, manipulation, precision, articulation
and naturalisation the same is depicted in Figure A below.
Naturalization: At this stage the response is automatic,

natural and involves negligible thinking. The individual
creates new ways of manipulating materials and controls
out of understandings, abilities & skills developed. Precise
actions are performed “without thinking” and action
become natural. Example: Produce a given job on the lathe
by manipulating the lathe controls naturally based on
materials removed and sound produced during machining.
Articulation: At this stage an individual is involved in an even higher

level of precision. The skills sets are so well developed that the
individual can modify movement patterns to fit special requirements
or to meet a problem situation. The major focus is in coordinating a
series of actions, achieving harmony and internal consistency.
Example: Produce variety of jobs on a lathe to the required
specification in specified time limit.
Precision: At this stage the skill has been attained. Proficiency is indicated by
a well-coordinated, smooth, accurate performance, requiring a minimum of
energy. The overt response is complex and performed without hesitation.
Example: Produce the given job to the required specification.
Manipulation: The individual continues to practice a particular skill or sequence and
being able to perform certain actions by following instructions and practicing. The
response is complex as compared to imitation. Example: Operate a given equipment
using operational manuals.
Imitation: First stage in learning a practical skill. Imitation includes repeating and copying an
act that has been demonstrated or explained, and it includes trial and error until an
appropriate response is achieved. Example: Operate a machine/ equipment step by step by
observing the instructor.
Figure A: Dave's Taxonomy of Psychomotor Domain

C. Krathwohl’s Taxonomy of Affective Domain
Krathwohl’s Taxonomy of Affective Domain comprises five levels viz. receiving, responding, valuing,
organization and characterization. The same is shown in Figure B below.
Characterisation by
a value or value
Organisation complex
•Conceptulization of •Generalised set
Valuing •Characterisation
a value
•Acceptance of •Organisation of a
a Value value system
Responding •Preference for
• Acquiescence in a value
responding •Commitment
• Willingness to respond
Receiving •Satisfaction in response
•Awareness
•Willingness to receive
•Controlled or selected attention
Figure B: Krathwohl's Taxonomy of Affective Domain
Module 4- Instructional Planning and Delivery NITTTR, Bhopal Page 24

Annexure D
GUIDELINES FOR FORMULATING LEARNING OUTCOMES
While formulating learning outcomes following guidelines need to be adhered to.

a) Learning outcomes should describe in clear and specific terms what the learner can do, on completion of
instruction, unit, course, programme, etc. In other words, learning outcomes at the classroom instruction
level (classroom instruction usually last for 45-60 min.) are narrow and specific. As we move from unit to
course and further to programme, the scope and context of the learning environment increase and thus
time required for achieving the learning outcome increases. As a teacher, it is expected that you develop
skills in formulating learning outcomes at different levels of the taxonomy. You may develop this skill by
practice.
b) The basic thumb rule for formulating learning outcomes is; Learning outcomes must be ‘S3MART’ where
S3MART stands for:
S3 Start with an action-oriented verb, Student oriented and Specific
M Measurable and observable
A Achievable (within the given time frame)
R Realistic
T Terminal in nature or Time-bound.
c) If necessary, condition of performance (condition may be facilitating condition or limiting condition) and
criteria of performance are also specified in learning outcomes.
Some examples of facilitating and limiting conditions are given below.
i. Using the steam table, calculate……….(Facilitating condition)
ii. Given the samples, identify………. (Facilitating condition)
iii. Given the cooling curve for pure iron, name the different types of the lattice structure.
(Facilitating condition)
iv. Estimate the dimension of the given object without using a measuring instrument. (Limiting
condition)
v. Solve the given mathematical problem without using a calculator. (Limiting condition)
The criteria of acceptable performance are specified in terms of quantity, quality, time, etc.
Some examples of the condition of performance are given below:
i. Give two examples and two non-examples for…..
ii. Submit the given Multiple-Choice Question Test comprising of 30 questions within 20 minutes.
iii. Prepare a cover page for Annual Report with no spelling mistakes using MS Word 2019.
d) Avoid the use of question words, like what, how, why, where, etc. in learning outcome statements.
i. Incorrect Example- Explain, how the given steam turbine works.
ii. Correct Example- Explain the working of the given steam turbine.

ASSIGNMENT
Select a learning outcome from your course curriculum and analyse it with the help of the
Taxonomy Table. Identify the cognitive level dimension and knowledge dimension and list
out the topics and subtopics to achieve that learning outcome.

Lesson L2: Mapping for Curriculum Analysis
Contributors
Dr Sandip S. Kedar
Professor, Department of Media Research and Development Education
&
Editor: Dr Joshua Earnest, Professor (Retd.), Dept. of Electrical and Electronics Engineering Education

Unit 4.4.1: Curriculum Analysis for Session Planning L2: Mapping for Curriculum Analysis
Lesson L2: Mapping for Curriculum Analysis
Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Explain the need and importance of curriculum analysis at micro-level
LO 2. Explain methodology of curriculum analysis.
LO 3. Create a map for treating the topics to develop learning outcomes.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 NEED AND IMPORTANCE OF CURRICULUM ANALYSIS AT MICRO-LEVEL.................................... 3
3.0 COMPONENTS OF CURRICULUM ANALYSIS ................................................................................ 4
3.1 Facts............................................................................................................................................. 4
3.2 Concepts ...................................................................................................................................... 5
3.3 Principles ..................................................................................................................................... 5
3.4 Procedures................................................................................................................................... 6
3.5 Applications ................................................................................................................................. 6
4.0 METHODOLOGY OF CURRICULUM ANALYSIS.............................................................................. 7
5.0 CONCLUSION ............................................................................................................................. 10
6.0 REFERENCES .............................................................................................................................. 11
Lesson L2: MAPPING FOR CURRICULUM ANALYSIS
1.0 INTRODUCTION
The curriculum document is a blueprint of all the activities of various stakeholders including
mainly teachers, students and administrators. It provides information to its stakeholders
about PEOs (Programme Educational Objectives), POs (Programme Outcomes), PSOs
(Programme Specific Outcomes), Competency to be developed through each course, COs
(Course Outcomes), PrOs (Practical Outcomes), UOs (Unit Outcomes), ADOs (Affective
Domain Outcomes), courses to be taught/ learned, appropriate instructional media to be
selected, practical, micro-project and main project activities, industrial training, co-curricular
and extra-curricular activities, students’ assessment scheme, and so on. Teachers and
students are the main stakeholders of the curriculum document. You have already learned in
the first lesson about the analysis of the curriculum. Such an analysis makes the teacher
aware of his or her instruction-related activities.
Planning for the implementation of each course curriculum is an important activity every
teacher must perform at the start of every semester or year. Sequencing of content and
synchronization of theory and practical classes is part of this planning process. From an
instructional planning point of view, analysis of the curriculum content is the next important
stage. Spray diagrams and concept maps are effective tools for conducting curriculum
analysis at the micro-level or topic level. In this lesson, the need and importance of
curriculum analysis, use of spray diagram, concept map and process of writing concept
attributes for the identified concept/ principle included in the topic have been discussed.
2.0 NEED AND IMPORTANCE OF CURRICULUM ANALYSIS AT MICRO-LEVEL
Curriculum/ content analysis at the micro-level is a technique of breaking bigger chunks of

curricular items into smaller components objectively and systematically. These components
are then arranged in a proper sequence. As per Banthiya (Banthiya, 1999) Content analysis is a
technique of objectively and systematically identifying concepts, principles, procedures, and
skills for topics in different courses. When the content analysis is made available, or, the
teacher analyses the content for a topic/course; important ‘teaching points’ become
available to the teacher, and it becomes easier for the teacher to ensure that the students
attain the desired learning outcomes.
Curriculum analysis at the micro-level or topic level helps the teacher to:
a) Identify the learning outcomes
b) Know what is to be taught to make the students learn
c) Decide how much and up to what extent he/she has to teach
d) Identify facts, concepts, principles, procedures and applications and their sequence.
e) Select appropriate methods and techniques of instruction and plan instruction

keeping in view the learning hierarchies found in the content analysis.
f) Decide various instructional resources to be developed, procured or collected
g) Plan and arrange for the resources needed, in advance
h) Collect examples and non-examples related to the topic
i) Design suitable laboratory experiences and demonstrations
j) Design relevant assessment tools.
3.0 COMPONENTS OF CURRICULUM ANALYSIS
The process of curriculum/content analysis is like an inverted

funnel (Figure 1). We can consider the main topic as input to the
funnel from the top, which gets divided into topics, sub-topics,
and sub-sub topics. This all bifurcated content forms the
components of content analysis.
Consider an example from day-to-day life. An engineer examines

any machine for its fault and tries to analyse the probable causes
of the failure or fault. He collects information about the machine
Figure 1: Inverted funnel from the operator and diagnoses the probable causes of fault. He
analogy of content analysis checks all the mechanical and electrical systems. Based on the
observations and collected information he solves the problem.
Similarly, in an educational setup, considering the learning needs of the students, the
teacher needs to analyse the content (i.e. the topics and sub-topics) to decide about various
activities and treatments to be given the content for better implementation of the
instruction. Content analysis is a process of identifying facts, concepts, principles (rules,
laws), procedures and applications supporting learning.
3.1 Facts
While teaching any topic, the teacher informs students about some places, events, and
functions that are known to be true or which we accept as true. These are usually
indisputable statements. Such information is termed verbal information or facts, which is
part of factual knowledge. Therefore, the fact is any knowledge acquired through the
medium of language, and which is readily available in our memory. For example, Earth is a
big magnet with North and South Poles, Solar eclipse occurs when the moon covers the sun
on new moon day, the United Nations declared 21 June as the International Yoga Day.
Learner usually acquires verbal information or fact by verbal association, like naming an
object. For example, when the teacher shows a Vernier Caliper to the students and tells
them its name, they associate the visual and its name and record it in their memory.
Students can recognize it as a Vernier calliper next time when they see it. Teachers can teach
content such as symbols for chemical elements, electrical symbols and colour codes in this
manner.
3.2 Concepts
A concept is a class of stimuli, which has common characteristics. It is an abstraction or idea
that permits the learner to classify a variety of related phenomena into a convenient
meaningful category (Banthiya, 1999) A concept can be ‘concrete’ or ‘abstract’. Concrete
concepts are those, which can be seen, touched, smelt or heard. These are the concepts,
which can be felt by our physical senses. For example, a computer system or a laptop, a
smart mobile, flower, chair, microphone, electric motor, lathe machine, speakers, all could
be seen, touched, smelt or heard.
Abstract concepts are those, which cannot be sensed by our physical senses. We can only
perceive their effects. For example, heat, pressure, current, and gravitational force. These
are all abstract concepts, which cannot be seen, but their effects are perceived. 'Electric
current' cannot be seen or touched but when it flows through a conducting material, we can
see its effects in the form of light, running of a motor, heating of a coil, and so on.
3.2.1 Attributes of Concepts

Teachers may identify and explain any concept by its characteristics or attributes. Thus, an
attribute is a distinguishing feature of a concept and it varies from concept to concept.
Learners need to understand the general characteristics and distinguishing features of the
concept. For example, the Attributes of electric machines could be described as follows.
a) They use electromagnetic forces.
b) They are electromechanical energy converters. An electric motor converts electricity to
mechanical power while an electric generator converts mechanical power to electricity.
c) These machines may have rotating or linear moving parts.
d) The rotating electric machine is different from a transformer, which is also an energy
converter, changing the voltage level of an alternating current, having no moving parts.
ACTIVITY
Select a topic from your course curriculum and identify two abstract and two concrete
concepts. Write at least two attributes for each.
3.3 Principles
A principle (which includes rules and laws) is a statement of the relationship between two or
more concepts. These are universally accepted statements and called generalizations. These
are expressed in the form IF-THEN. They represent cause-effect relationships also. For
example, an Induction motor and transformer are electric machines, which work on the
principle of electromagnetic induction. It is the process in which an electromagnetic force is
induced in a closed circuit, due to changes in the magnetic field around the circuit.
The teacher needs to identify various principles, rules and laws, in the topic and explain
them with examples and non-examples as well as situations where the principle is applicable
and situations where it is not applicable. Learning concepts and principles is very important
in education in general and technical education in particular. Such learning enhances the
ability of the learners to solve problems in various situations.
Example of law: Newton’s first law of motion (also called Law of Inertia) states that 'An
object at rest stays at rest and an object in motion stays in motion with the same speed and
the same direction unless acted upon by an external force'. This statement shows the
relationship between different concepts such as an object in motion, speed, direction,
external force, etc.
Examples of rules - are Fleming’s right-hand rule, Fleming’s Left-Hand Rule, Right-hand
Thumb Rule, and so on.
3.4 Procedures
Procedures are generally a standardized way of doing certain operations, which is an
integration of concepts, rules, laws and principles. Teachers must identify these procedures
and teach accordingly. For example,
• Procedure for using standard tables, charts, graphs etc.
• Procedure for designing certain components, structures etc.
• Standard test procedures according to BIS standards
• Procedure to pour concrete in forms and vibrate it.
• Procedure to start an engine
• Procedure to operate a machine.
The procedures are understood and followed best when the students are made to follow
them in some planned situations or assignments.
3.5 Applications
Transfer of learning to a new situation is an important element of learning. Students can
solve a new problem by applying the knowledge of concepts, rules, laws or principles. For
example,
• Ohm’s law can be applied to know the current when voltage and resistance are known.
• The design of a machine component or a structure can be made following certain rules.
• The right-hand thumb rule can be used to determine the direction of the current and
magnetic field in a current-carrying conductor.
• The principle of the four bar mechanism is used in various machine designs.
• Based on the principles, laws, and rules learned by the students, they may discover a
new relationship or principle while dealing with a completely new situation or problem.
Through the activity of problem-solving students learn higher-order principles and other
concepts on their own.
4.0 METHODOLOGY OF CURRICULUM ANALYSIS
Whenever we select a topic from a course for curriculum/content analysis, it is advisable to

identify the highest level of learning outcomes for the students. Such learning outcomes
guide us in deciding the depth and scope of the topic. The subject matter/content can be
divided into its various constituent components. For doing so, a spray diagram and concept
map are very much helpful. While developing a spray diagram, the main topic can be written
in an oval shape at the centre of an A3 size sheet (42 cm x 29.7 cm). The topic is then
bifurcated and extended into several sub-topics, sub-sub-topics up to facts, and concept
levels. A spray diagram can be developed in any word processing software or by using a
Google Drawing Tool. Figure 2 is an example of such a spray diagram. Thick lines in this spray
diagram indicate a direct relationship between the topics and dotted lines indicate indirect
linkages. As a teacher if you prepare such a spray diagram on each topic, this will help you in
deciding the scope and depth of the topic, logical sequencing of the content, formulating
learning outcomes, planning for effective delivery of the content, designing media and
learning resources, formulating questions for formative as well as a summative assessment,
deciding laboratory experiences to be given to the students, deciding topics for micro-
projects and self-learning.
A spray diagram can also be used to map concepts. Novak (Novak, J. D. & A. J. Cañas, 2008)
defined concept maps are graphical tools for organizing and representing knowledge. They
include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts indicated by a connecting line linking two concepts (Figure 3). Words on
the line, referred to as linking words or linking phrases, specify the relationship between the
two concepts. The proposition is a combination of two or more concepts connected using
linking words or phrases to form a meaningful statement.
The concept map as shown in Figure 3 can be developed using software available online.
One of such free software is CmapTools (IHMC, 2019). Teachers, as well as students, can use
this software for developing concept maps. These could be stored in the cloud and shared
with the world through this software.
A concept map could be developed considering the learning outcome placed at the top and
then developing related concepts, laws, and principles to achieve that learning outcome.
One such example is shown in Figure 4
Figure 2: Spray Diagram of topic on Induction Motor (Kedar, 2012)
Figure 3 Concept Map of topic on Induction Motor (Kedar)
Figure 4: Concept map based on Learning Outcome (Kedar)
Based on the spray diagram/ concept map developed, identify various characteristics or
attributes of every concept you need to explain in the class. This will facilitate you to decide
on the instructional method, instructional strategy, instructional media and assessment
criteria to be used.
The strengths of concept maps (Novak, J. D. & A. J. Cañas, 2008) are many:
• Concept maps are not only used as a learning tool but also as an evaluation tool.
• They are effective in identifying both valid and invalid ideas held by students.
• They facilitate meaningful learning and serve as a kind of template or scaffold to help to
organize knowledge and to structure it.
• Concept maps are the visual representation of knowledge and our brains have a
remarkable capacity for acquiring and retaining visual images. They not only permit
utilization of the knowledge in new contexts, but also the retention of the knowledge for
long periods.
• Many types of research have shown that our brain works to organize knowledge in
hierarchical frameworks and that learning approaches that facilitate this process
significantly enhance the learning capability of all learners.
5.0 CONCLUSION
For effective instructional planning and delivery of the content in an instructional

environment, analysis of the topic becomes the foremost activity the teacher needs to do.
By analysing the course content, the teacher can identify facts, concepts, rules, laws,
principles, procedures, applications in the course; formulate learning outcomes; decide the
content sequence; decide about the instructional media required; plan for laboratory and
project work and decide about the assessment strategies. The development of different
types of spray diagrams as discussed here helps the teacher to conduct content analysis
systematically using a visual representation of the knowledge.
You may use open source software available online for developing spray diagrams and
concept maps. It is recommended to develop concept maps on every topic in the course
which will help you to effectively plan and implement the instructional delivery.
*******
6.0 REFERENCES
Banthiya, N. K. (1999, July 3). Module 7 Development of Curriculum for a Subject/ Programme. UK-
REC Project on Development of Competency-based Self Learning Module. Bhopal, Madhya
Pradesh, India: TTTI, Bhopal.
IHMC. (2019). CMAP. Retrieved from Florida Institute for Human & Machine Cognition (IHMC):
https://cmap.ihmc.us/
Kedar, S. S. (2012). Effectiveness of Different multimedia designs with respect to achievement of

engineering students with differing learning styles. NITTTR, Bhopal, Electronic Media. Bhopal:
S. S. Kedar.
Novak, J. D. & A. J. Cañas. (2008). The Theory Underlying Concept Maps and How to Construct and
Use Them. Institute for Human and Machine Cognition. IHMC CmapTools . Retrieved April 02,
2019, from http://cmap.ihmc.us/docs/pdf/TheoryUnderlyingConceptMaps.pdf
ASSIGNMENT
Select a topic from your course curriculum and prepare a concept map using open source
software like CmapTools.
DISCUSSION FORUM
Discuss the benefits of the concept map for the topic analysis.
Lesson L3: Strategies for Teaching
Elements of Content Analysis
Contributors

Associate Professor, Department of Media Research and Development Education&
&
Dr Sandip S. Kedar

Unit 4.4.1: Curriculum Analysis for Session Planning L3: Strategies for Teaching Elements of Content Analysis
Lesson L3: Strategies for Teaching Elements of Content Analysis
LO 1 Explain the need for different teaching strategies.
LO 2 Differentiate between deductive and inductive teaching strategies
LO 3 Select relevant teaching strategies for achievement of learning outcomes
in cognitive, psychomotor and affective domain.
Contents
1.0 INTRODUCTION ................................................................................................................................... 3
2.0 TEACHING METHODS AND STRATEGIES ............................................................................................... 3
3.0 STRATEGIES FOR TEACHING DIFFERENT TYPES OF SUBJECT MATTER ................................................... 5
3.1 Strategies for Teaching Factual Knowledge.......................................................................................... 5
3.2 Strategies for Teaching Conceptual Knowledge ................................................................................... 6
3.3 Strategies for Teaching Procedural Knowledge .................................................................................... 8
3.4 Strategies for Teaching Metacognitive Knowledge .............................................................................. 8
3.5 Strategies for Teaching Psychomotor Skills .......................................................................................... 9
3.6 Teaching Strategies for Affective Skills .............................................................................................. 10
4.0 CONCLUSION ..................................................................................................................................... 11
5.0 REFERENCES ...................................................................................................................................... 11
Lesson L3: Strategies for Teaching Elements of Content Analysis
1.0 INTRODUCTION
After completing the curriculum analysis and content analysis, now you have a clear
understanding of the subject matter/ content that needs to be dealt with, their
interrelationship and dependency by preparing the spray diagram/ concept map. You know
that teaching-learning experiences aim to accomplish the course outcomes, which are a
combination of cognitive, psychomotor and affective domain outcomes. To develop these
effectively, you need to adopt a variety of teaching strategies and methods, which are
relevant to the nature of the subject matter that is to be delivered. You might have
experienced that although many teachers have in-depth subject matter knowledge, but
when it comes to delivering this to the students, they simply pass on this information
without considering the pedagogical aspects. This ultimately leads to a situation where,
despite having a knowledgeable teacher, the student is disinterested and demotivated in the
class. Thus, as a teacher, what you teach and how you teach are inextricably linked. In this
lesson, a working definition of the terms 'teaching (instructional) method (or technique)' and
'teaching (instructional) strategy', and their proper selection for the achievement of learning
outcomes in different domains are discussed.
2.0 TEACHING METHODS AND STRATEGIES

A review of literature on instructional design indicates that terms such as teaching methods,
instructional methods, and instructional techniques are synonymously used. In this lesson
term teaching method/s is used which is defined as 'an arrangement of learning events
adopted by a teacher to facilitate learning to occur in students' (Banthiya, 1999). Several
teaching methods such as lecture, tutorial, demonstration, laboratory, project, seminar and
others can be used in technical education, the details of which are given in Unit 2.
At times during the teaching-learning process, you may use more than one method in
combination. In such a situation instead of the teaching method, the term teaching strategy
is used. The term ‘strategy’ is borrowed from military usage, where strategy is the science
and art of ‘planning' and directing large operations for military movements of a campaign to
achieve the specified aim. Similarly, in the classroom and other locations, you have to plan
and direct various teaching-learning events in such a way that the outcomes of the session
are achieved. Thus, teaching strategy is defined as 'the science and art of planning and
directing the use of teaching-learning events for achieving outcomes using appropriate
teaching method(s)' (Banthiya, 1999). The symbolic representation of the teaching strategy
is given in Figure 1.
Course/ Learning
Outcomes
Teaching Teaching Teaching Teaching
Method 1 Method 2 Method 3 Method 4
Teaching Strategy
Figure 1: Symbolic representation of teaching strategies
Now try to recapitulate how your teachers taught you about current, voltage, resistance,
food chain etc. At times, during their sessions, they might have given you the related
definitions, explanations, examples, non-examples, analogy, case studies, anecdotes, shown
a real object, model etc. Or they might have asked you to work in a group, visit the
laboratory, observe a phenomenon and present your viewpoint on the same. All these
represent the teaching strategies selected by them depending upon the content type.
It is therefore essential that for ensuring learning happens, you need to make an appropriate
match between content to be taught and teaching strategies to be adopted. The research
carried out in the area of education technology highlights the need for a variety of teaching
methods. Few findings of these researches in support of this are given below:
a) Using all the five senses (hearing, sight, taste, touch, smell) in the learning process will
maximise learning. At least two senses i.e. hearing and seeing can be used in most
learning situations. Also, the sense of touch can be used in many situations relevant to
engineering.
b) The span of effective attention of the learner is limited to 15- 20 minutes during the
learning process. The use of more than one teaching method in combination brings in
variety, breaks the monotony and provides stimulus variation thereby enhancing the
amount of learning.
c) Due to individual differences, the learners develop different learning styles. Methods of
teaching should as far as possible match the learning styles of students.
d) Achievement of learning outcomes in different domains requires the use of different
mental processes, physical processes and learning conditions as mentioned below:
• Cognitive learning outcomes include factual, conceptual, procedural and
metacognitive knowledge at remembering, understanding, applying, analysing,
evaluating and creating levels.
• Psychomotor learning outcomes include manual or physical skills required for
manipulative performance.
• Affective learning outcomes include attitudes, interests, values or motivational

behaviours.
It is, therefore, essential that different teaching strategies be used to match learning
outcomes in different domains.
3.0 STRATEGIES FOR TEACHING DIFFERENT TYPES OF SUBJECT MATTER

You might be aware of a common saying - 'Theory without practice is sterile; practice
without theory is blind.' Thus the ‘know’ and ‘do’ parts go hand in hand for the achievement
of learning outcomes. As a teacher your role is to achieve the right balance between
content/subject matter (know part), teaching strategies (do part) and student learning
(Outcome). The same is depicted in Figure 2.
2 Content/
1 Student
Subject
Learning
Matter
(Outcome)
(Know)
3 Teaching
Strategies (Do)
Figure 2: Need for relevant teaching strategies for achieving learning outcomes
3.1 Strategies for Teaching Factual Knowledge

Facts always remain as facts and are the building block for conceptual knowledge and
procedural knowledge. Factual knowledge covers the facts, knowledge of terminology also
referred to as concept (e.g. velocity, friction, rock, etc.), and knowledge of specific details
and elements (e.g. parts of IC Engine, lathe machine, etc.). A proper understanding of factual
knowledge related to different courses provides a strong foundation. These act as the
building blocks within a discipline and are required for application, analysis and problem-
solving. Factual knowledge that is frequently used needs to be memorised (e.g.
Multiplication table, atomic number of an element, etc.), and those not used frequently may
be referred from books and other sources (start button of the automatic car may be
identified, referring manual).
Memorising factual information improves speed and accuracy. For example, students who
memorise multiplication tables and the value of ‘π’ can quickly solve a given mathematical
problem or numerical problem.
A combination of lecture method, in-class and laboratory demonstrations, and industry and
field visits may help impart factual knowledge. Along with these, the following strategies are
useful for imparting factual knowledge:
a) Use of mnemonics (this helps in memorising). For example, the Name of colours in the
colour spectrum as in a rainbow can be memorised using the mnemonic VIBGYOR-
Violet, Indigo, Blue, Green, Yellow, Orange, Red.
b) Highlight patterns, relationships or tips for remembering (multiplication table of 9 using
the number from 0 to 9 in one column and reverse numbering 9 to 0 in another column).
c) Use charts and graphical displays with proper textual matter and colour coding.
d) Provide ready to refer list (e.g. List of formulae, equations etc.), glossary of terms,
acronyms and tables for reference.
e) Use analogy when using any new terminology such as voltage, current, heat etc.
f) Use examples and non-examples for clarification of a particular concept. For example,
‘Fish’ is a concept and its characteristics include jawless, cold-blooded, vertebrate
animals living in water having fins, permanent gills and scales. The different varieties of
fish are small fish, large fish, oddly shaped fishes, etc. The non-example, in this case, is
‘Dolphin’. Dolphins are mammals, warm-blooded and breathe through lungs.
ACTIVITY
Suggest strategies for memorising and recalling factual knowledge.
As a teacher and also as a student you might have developed creative ways of
memorising and recalling factual knowledge in your content area. Describe the same in
4-5 lines. Also specify how it will help the learner. Save a copy of the same in your e-
portfolio.
3.2 Strategies for Teaching Conceptual Knowledge

Conceptual Knowledge is the interrelationship among the basic elements within a larger
structure which enable them to function together. It includes knowledge of classifications
and categories, knowledge of principles and generalizations, and knowledge of theories,
models, and structures (Anderson & Krathwohl, 2001). The concept is a basic element and
has certain characteristics. For example, a diode is a concept. As a variety of diodes are
available, they can be classified or categorised based on certain characteristics. Thus,
conceptual knowledge is the head of the concept and the learner is expected to
differentiate, compare or contrast between different types within the same class or
categories (say diode). Also, conceptual knowledge includes principles, law, theories and
models, which exhibit the relationship between two or more concepts. Example Kirchhoff’s
Law, Theory of relativity, Fleming’s right-hand rule, Genetic Model (DNA) etc.
As a teacher, you have to use your creativity while teaching conceptual knowledge. This is
the heart of any subject matter and needs to be understood in depth by students. The
challenge is to ensure students' involvement during the learning process so that they are in a
position to apply the same in the real world and solve problems. You can design deductive
(direct) or inductive (indirect) teaching strategies/approaches for imparting this.
Deductive teaching strategies begin with rules or principles and then proceed to deduce
consequences or resulting phenomena. This is the most favoured teaching strategy in higher
education, particularly in mathematics and engineering courses. Using this you can cover a
large quantity of material in a short amount of time simply by lecturing and presenting
derivations.
Inductive teaching strategies provide opportunities for learners to explore observations and
then infer the governing principles from them. (Hesket, Farrell, & Slater, 2003).
Depending upon the type of conceptual knowledge i.e. classifications, categories, principles,
theories, models, etc. following strategies can be used.
a) State, explain, give examples, non-examples, assumptions, constraints and provide
situations to apply the conceptual knowledge in a varied situations (deductive
approach).
b) Design planned observation of a relevant phenomenon and interweave probing
questions for channelizing student thinking so that they derive the relationship that
justifies the occurrence of the phenomenon (inductive approach).
c) Use analogy, demonstration, laboratory experiments and in-class discussions of
experimental observations.
d) Promote the culture for writing reflective journals, blogs and graphic organizers etc.
ACTIVITY
Select a concept/ principle you want to teach in the class. Given an opportunity, which
teaching strategy- inductive or deductive you would like to choose. Mention two reasons
to support your selection.
You may go through the research paper on ‘An Inductive Approach to Teaching Courses in
Engineering’ by Robert P. Hesket, Stephanie Farrell, and C. S. Slater.
https://peer.asee.org/an-inductive-approach-to-teaching-courses-in-engineering.pdf to
understand the use of inductive and deductive approach.
3.3 Strategies for Teaching Procedural Knowledge

Procedural knowledge focuses on how to do something, methods of inquiry and criteria for
using skills, algorithms, techniques and methods (Anderson & Krathwohl, 2001). This applies
to both cognitive and psychomotor skills. The focus here is to follow a series of steps either
in a linear or non-linear way, depending upon the activity. For example, differentiation and
integration require a series of steps (mental processing), whereas setting up equipment
requires performing physical steps (psychomotor). Acquiring a skill without understanding
the various concepts, rules, principles etc. related to the skill could result in students
acquiring knowledge that is of limited use. For example, if students are skilled at solving
linear and quadratic equations, but do not understand the distinctive characteristics of these
equations or when to use a specific type of equation, they are missing the necessary critical
knowledge. As a teacher, you need to focus on the following while teaching procedural
knowledge.
a) Display the steps to be followed. This could be in written form, flow diagram, or
pictorial.
b) Develop a student guide for ready reference of the procedures, incorporating to do
checklist.
c) Demonstrate the step by step procedure, highlighting critical points.
d) Provide an opportunity for students to carry out the steps.
e) Provide immediate feedback.
f) Use video programmes and simulations where ever possible.
3.4 Strategies for Teaching Metacognitive Knowledge

Metacognitive knowledge is knowledge of cognition in general as well as awareness and
regulation of knowledge of one’s cognition (Anderson & Krathwohl, 2001). Knowledge of
cognition means what students know about their knowledge (self-awareness), and
regulation of cognition refers to what students can do with this knowledge to better control
their learning. Regulation of cognition involves planning, monitoring and evaluation of
learning (Dori, Mevarech, & Baker, 2018). A brief description of these is given below:
a) Planning involves goal setting, a clear understanding of present knowledge and skills,
the time required, and identifying other resources and activities that are essential to
achieve the goals.
b) Monitoring includes self-testing or self-assessment concerning the plan. Through
monitoring, an individual can control the learning process and can incorporate
necessary changes concerning activities, resources, time etc. that are essential for
achieving the goal.
c) When students evaluate their learning, they may ask themselves, what peers would
think about their work. If they were to carry out a similar learning activity, they might
consider planning differently and review their strategies to improve their

performance (Schraw et al. 2006; Vrugt and Oort 2008).
As a teacher ample opportunities are available to you to develop metacognitive knowledge
in the classroom, laboratory, project work, solving the real-life problem, and many more.
Focus on the following for developing metacognition.
i. Design a variety of learning tasks relevant to your course curriculum for students
where they may approach the task in a variety of ways.
ii. Encourage students to communicate their thinking process/ approach for the given
task with peers and teacher using a brief write up, spray diagram, concept map, flow
diagram, graphical representation etc. They may decide their format or you can
suggest the broad guidelines.
iii. For purposeful engagement of students, always motivate them to submit their
tentative plan, how they plan to approach the task, steps decided to solve the
problem, student's reflection and evaluation on the output or the result, and
suggestions for further improvement.
iv. Educate students to evaluate their work using rubrics.
As students become aware of how they learn, they will use these processes to efficiently
acquire new information, and consequently, become a more independent thinkers.
3.5 Strategies for Teaching Psychomotor Skills

For professionals, practical skills which include the use of equipment, machines, tools, and
devices are indispensable. Utmost care needs to be taken while teaching practical skills for
quality outcomes. In today’s high-tech environment, students have several options for
learning practical skills. They may quickly access the internet and see the relevant youtube
videos, use virtual lab resources and simulations, use help options and many more. This is a
‘quick fix’ approach, as they can have these at their will. The quality of youtube videos that
are available in abundance does not ensure that skill learning is as per the recommended
procedure. So, as a teacher it is your responsibility, to brief the students in advance
regarding:
a) the correctness of related factual and conceptual knowledge,
b) procedures to be followed, and
c) critical aspects to be considered while
learning skills for ensuring a quality
outcome.
Miller’s Pyramid (Allery, 2009) helps you in
deciding the teaching strategies that are
relevant for an identified skill. Whenever Figure 3: Miller's Pyramid
students learn a new practical skill, they move
from the base level to the top. At a lower level, you have to make the student understand
the related factual and conceptual knowledge, that are essential for demonstration of the
skill under your guidance to the final step of performance. The following steps will help you
in teaching practical skills.
a) Make the student aware of factual knowledge related to practical skills (example of
practical skill - setting up a microscope). Here show them the different parts of the
microscope, the name of different parts, and the terminology used (focus, type of
lens, focal length).
b) Explain to them the function of different parts and the working principle.
c) Demonstrate the steps to be followed for setting up the microscope.
d) Provide an opportunity for the students to practice the steps in a phased manner
under your guidance.
e) Provide feedback to students highlighting where correction is required at a different
stage.
f) Provide an opportunity to demonstrate the complete skill. After the demonstration,
provide feedback.
g) Plan for phased withdrawal so that students develop the confidence to perform
independently.
h) Provide an opportunity to practice new skills to achieve accuracy and precision.
i) Make them aware of precautions to be taken, the importance of housekeeping,
cleanliness and the use of safety gadgets (example: Use of fire extinguisher)
3.6 Teaching Strategies for Affective Skills

A good teacher always tries to integrate affective domain outcomes with the cognitive
domain and psychomotor domain to develop the emotional aspect such as empathy, care,
enthusiasm, motivation, belongingness towards the task, peer, people, and feelings of liking,
disliking, interest etc. in the students. The affective dimension of learning is important, as it
is critical in acquiring and developing cognitive and psychomotor domain outcomes. If you
critically observe the student's actions and reactions in the classroom and laboratory you will
find, they are exposed to emotional components such as listening and responding to the
teacher’s instruction, attending classes regularly, submitting work on time, acceptance or
rejection by team or group, controlling negative emotion such as anger, motivating self and
others, valuing other’s point of view etc. By carefully planning your sessions and associated
activities these can be achieved. Following guidelines will help you in the integration of the
affective dimension of learning.
a) Establish classroom and laboratory procedures/rules that support affective domain
outcomes.
b) Encourage students to adhere to procedure/rules like timely submission of assigned
tasks, punctuality, professional ethics etc.
c) Provide opportunities for them to develop as independent thinkers and problem
solvers.
d) Provide opportunities for taking initiative, being a leader and effective member of
the team, participating in discussions, volunteering for tasks, and contributing
information/ creative substance for bulletin boards and college magazines.
e) Plan and implement role-play exercises.
f) Design rubrics incorporating affective learning dimensions and make students aware
of the same.
4.0 CONCLUSION
In this lesson, a detailed description of strategies for teaching different elements of content
analysis such as factual knowledge, conceptual knowledge, procedural knowledge,
metacognitive knowledge, psychomotor skills and affective skills is given. This will help you
in carrying out the instructional planning in an effective manner. As a teacher your role is to
achieve the right balance between the content/subject matter, teaching strategies and the
achievement of learning outcomes by students.
5.0 REFERENCES
Abell, S. K., & Volkmann, M. J. (2006). Seamless Assessment in Science: A Guide for Elementary and
Middle School Teachers. Portsmouth, NH: Heinemann.
Allery, L. (2009). How to Teach Practical Skills. Education for Primary Care, 58-60.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing - Á
revision of Bloom's taxonomy of Educational Objectives. Pearson Education.
Banthiya, N. K. (1999). REC Module 2 'Devise Teaching Strategies and Select Teaching Methods'.
Bhopal, India: TTTI, Bhopal.
Dori, Y. J., Mevarech, Z. R., & Baker, D. R. (2018). Cognition, Metacognition, and Culture in Stem
Education. Springer.
Hesket, R. P., Farrell, S., & Slater, C. S. (2003). 'An Inductive Approach to Teaching Courses in
Engineering, Proceedings of the 2003 American Society for Engineering Education Annual
Conference & Exposition.
Lesson L4: Learning Principles and
Events of Instruction
Contributors
Dr (Mrs.) Kiran Saksena

Professor (Retd.), Department of Technical and Vocation Education
&
Dr K. K. Jain
Professor, Department of Mechanical Engineering Education

Unit 4.4.1: Curriculum Analysis for Session Planning L4: Learning Principles and Events of Instruction
Lesson L4: Learning Principles and Events of Instructions
LO 1. Explain the various principles of learning.
LO 2. Differentiate the events of instruction.
LO 3. Use nine events of instruction while planning classroom teaching.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 CONCEPT OF LEARNING .............................................................................................................. 3
2.1 Principles of Learning .................................................................................................................. 4
3.0 INSTRUCTION............................................................................................................................... 5
4.0 GAGNE’S NINE EVENTS OF INSTRUCTION ................................................................................... 5
5.0 MAXIMS OF TEACHING (AND LEARNING) ................................................................................... 9
6.0 CONCLUSION ............................................................................................................................... 9
7.0 REFERENCES ................................................................................................................................ 9
Lesson L4: Learning Principles and Events of Instruction
1.0 INTRODUCTION
People learn in different settings and in different ways which could be broadly categorised
into formal and informal learning. Formal learning occurs in any formal education set up
such as in schools, universities and other higher education institutes and follows a set of
prescribed rules, regulations and norms. In contrast to this informal learning occurs
everywhere depending on the characteristics and interests of the learner. To ensure
effective learning happens, the teacher must be aware of the learning principles so that they
can integrate the same during the various teaching-learning (T-L) processes. Learning has
been broadly understood as acquiring new information, exhibiting a change in attitude,
behaviour or performing a new skill that pertains to different learning domains i.e. Cognitive,
Affective and Psychomotor domains as discussed in Module 1. This lesson is intended to help
you to understand the ‘learning principles’ and 'Events of Instruction' so that you will be able
to ‘teach’ (instruct) effectively and efficiently.
2.0 CONCEPT OF LEARNING
In module 1 the concept of learning has already been discussed in detail. But it is worth
recalling that learning’ can be said to be is a process of Acquisition, Organisation, Retention,
Recall, Application. Some other educationists (Richard, 2015) say’s ‘learning’ is the process of
acquiring new or modifying existing knowledge, behaviours, skills, values, or preferences.
Robert Gagne defines learning as ‘a change in human disposition or capability that persists
over a period of time and is not simply ascribable to processes of growth’ (Robert M. Gagne,
1992). This definition has two indicators. Firstly, the duration of the change is long-term
rather than short-term. Secondly, the cause of the change is the learner’s experience in the
environment rather than fatigue, motivation, drugs, physical condition or physiologic
intervention state. Among a plethora of definitions, learning is also popularly defined among
the engineering education fraternity as ‘a relatively permanent change in a person’s
knowledge or behaviour due to the experience or teaching that happens voluntarily or
involuntarily’.
Understanding how the human brain processes the information, stores it and retrieves the
same whenever needed is often required to be known by the teacher. The kind of internal
processing that occurs in a learner at the time of learning could be summarised as follows:
(Robert M. Gagne, 1992). These processes together with the principles of human learning
will greatly help to design and implement the learning experiences in the classroom,
laboratory, workshop, field and other locations effectively and efficiently.
a) Attention: Determines the extent and nature of reception of the learning material.
b) Selective perception (or pattern recognition): Transforms the above-received

learning material in the form of object features, for storage in short-term memory.
c) Rehearsal: Maintains and renews the learning material stored in short-term memory.
d) Semantic encoding: For long-term storage, the learning material is semantically
encoded for future retrieval which may be some form of cues that differs from person
to person.
e) Retrieval, including search: Whenever the learnt material is required by the learner,
the semantically encoded material is brought to the working memory from the long-
term memory.
f) Response organization: The retrieved material that is brought to the working
memory is required for response (i.e. performance) for that particular situation.
2.1 Principles of Learning

The three major ‘principles of learning’, also referred to as ‘laws of learning’, which are
generally applicable to the learning process have been well researched, tested, and used by
educationists over the years. These are:
a) Principle of Readiness (or in other words Principle of Motivation): This is based on
the fact that Individuals learn best when they are physically, mentally, and
emotionally ready to learn. For example, the teacher can tell a story with a positive
ending, use a video clip with a motivating theme as a ‘starter’ and so on.
b) Principle of Exercise: This is based on the proof that when things are repeated, they
are best remembered and this is also the basis for ‘redundancy' in several teaching-
learning situations, ‘tutorials’ and ‘drill-and-practice’ sessions.
c) Principle of Effect: This is based on the emotional reaction of the student which is
accompanied by a pleasant or satisfying feeling due to positive reinforcement. Rather
than punishing, the teachers should provide feedback in a manner (such as saying
“good, very good, and others) so that the students get a good feeling and are
encouraged to learn more and more.
There are some other broadly accepted principles of learning as well, such as the:
d) Principle of Primacy: Things that are learned for the first time are more durable and
last longer. They are ‘absorbed’ by the student and create a durable and long-lasting
impression on the student. For example, at the beginning of the session, inform
students that how the topic will help them when they will start work in the industry.
e) Principle of Intensity: This states that a student will learn more from the real thing
than from a substitute. For example, a student will understand the construction of a
real small transformer brought to the class, rather than crudely drawn figures on the
board.
f) Principle of Freedom: This implies that things ‘freely’ (against forcefully or coerced)
learned are best learned. Learning should be ‘fun’. Students need to be given the
choice to choose, to act and also bear the consequences of the act whereby better
learning will occur. The greater the freedom enjoyed by individuals within a society,
the greater the intellectual and moral advancement enjoyed by society as a whole.
3.0 INSTRUCTION
The purpose of instruction is to provide support to the processes of learning. Teaching or

Instruction is already seen in module 1, which ‘is the process in which one individual teaches
or instructs another individual’. Teaching is considered the act of imparting instructions to
the learners. A teacher is a person who helps students to acquire knowledge, competence or
virtue. Similar to learning, teaching can occur in different settings and different locations.
Although there are many definitions of instruction, Romiszowski [1981] says, ‘By instruction,
we shall mean a goal-directed teaching process which is more or less pre-planned’. The great
educationist Robert M. Gagne, [1971] defines instruction as ‘a set of events external to the
learner which are designed to support the internal processes of learning’. This definition
indicates that the concept of instruction has the following elements:
a) It is a set of events.
b) It is external to the learners,
c) These events of instruction are designed by the teachers, and
d) These events of instruction support (facilitate) the internal processes of learning.
4.0 GAGNE’S NINE EVENTS OF INSTRUCTION
In teaching-learning (T-L) situations, the processes involved in learning as mentioned in

section 2 are influenced by external events called instruction. For effective instructional
planning, R. M. Gagne [1992] proposed nine instructional events which are popularly known
as ‘Gagne’s Nine Events of Instruction'. These nine events are applicable in various places
such as designing instructions, writing a paper, authoring a book and also in the T-L
situations. These events of instruction need to be deliberately arranged by the teacher for
the learning to occur. The functions served by the various events of Instruction during
learning are listed in Table 1.
Table 1 Instructional Events and Their Relation to Process of Learning

(Robert M. Gagne, 1992)
S. No. Instructional Events Relations to Learning Processes
1. Gaining attention Reception of patterns of neural impulses
(learning material or stimulus)
2. Informing the learner of the Activating the process of executive control
objective
3. Stimulating recall of prerequisite Retrieval of prior learning to working
learning memory
4. Presenting the stimulus material Emphasizing features of selective
perception
5. Providing learning guidance Semantic encoding; cues for retrieval
6. Eliciting the performance Activating response organization
7. Providing feedback about Establishing reinforcement
performance correctness
8. Assessing the performance Activating retrieval; making reinforcement
possible
9. Enhancing retention and transfer Providing cues and strategies for retrieval
For a better understanding, each of these nine events of instructions is discussed briefly with
some sample external activities that need to be planned by the teacher.
4.1 Gaining Attention

This event may be also called 'hooking the attention' so that the student's far away thoughts
are brought into the classroom. Some of the techniques for gaining student's attention are:
a) showing a video clip as a ‘starter'
b) showing a picture
c) telling a story related to the topic of instruction
d) clapping the hands
e) asking thought-provoking questions and the like.
4.2 Informing the Learner of the Objective

This event is perfectly in tune with the present engineering education situation in the
country where all teaching activities have to be undertaken so that some observable and
measurable outcomes are seen in the students at the end of the session. These outcomes
are also called Instructional objectives. Some of the methods for stating the learning
objectives/outcomes are:
a) The students have to be explicitly told 'After completing the lesson you will be able
to............(do something such as explain, calculate and such others)'.
b) Action verbs of terminal nature have to be used in formulating these objectives/

outcomes.
c) Describe required conditions.
d) Describe criteria for standard performance.
4.3 Stimulating Recall of Prerequisite Learning

Recalling earlier learned concepts or principles is always helpful. Prior knowledge provides a
foundation for building up the next level of learning. Revision or recall of previous relevant
instructional content helps the students to understand new information or teaching points.
Some of the techniques to accomplish this task such as:
a) Asks questions about previous learning.
b) Show some video/PowerPoint presentations of the previous lesson and the like.
4.4 Presenting the Stimulus Material

By now the student is ready to receive the new concepts or principles that you as a teacher
expect the students to learn. Present the new subject matter to develop the already stated
outcomes, which can be broken down into smaller steps to gradually and sequentially built
up such as:
a) Present the learning material using real things, videos, ppts and such others
b) Provide suitable examples.
c) Use different instructional methods and strategies depending on the subject matter.
4.5 Providing Learning Guidance

This activity means that the teacher should provide cues and learning guidance or
alternative approaches to understand the concepts so that the students can encode them,
retain the information and retrieve them as and when required. Some of the techniques to
provide learning guidance are:
a) Show real things.
b) Show videos.
c) Use analogies and visual images.
d) Conduct role plays depending on the subject matter.
e) Explain the concept with suitable examples
f) Use non-examples-to help students see what to do and what not to do
g) Provide Graphical representations.
4.6 Eliciting the Performance

For confirmation of the learning performance, eliciting the performance provides an
opportunity for students to confirm their correct understanding. This is basically for
providing feedback for consolidating the right learning. At this stage, the teacher ascertains
whether or not the students have learnt and to what extent. In this event, the students are
further required to do the repetition to confirm their correct responses. Some strategies for
eliciting student performance are:
a) Ask relevant questions to test the achievement of the learning outcomes.
b) Ask the students to solve numerically.
c) Conduct a short quiz.
d) Ask students to narrate or demonstrate new knowledge /skills.
e) Ask students to elaborate or explain details of some principle, procedure or
application.
4.7 Providing feedback

This event is very much required after eliciting the response from the students for cementing
the correct learning to occur. This can also be called 'Immediate knowledge of results' (IKR).
It is better if the feedback is given at every interim stage of the learning process. The types
of feedback at this stage can be for:
a) Confirmatory feedback or
b) Corrective and remedial feedback
When the correct responses are reinforced through the feedback, confidence is generated in
the students as the reinforced responses are likely to be repeated.
4.8 Assessing the Performance

This event that usually happens at the end of the session is generally used for grading and
certifying whether already stated learning outcomes in the third event are achieved by the
student. The students should be provided with the knowledge of these results as well. Some
of the assessing techniques are:
a) Tests of different types
b) Short questionnaires
c) Quizzes
4.9 Enhancing Retention and Transfer

This is the last of the instructional events, by which retention of the correct learning
outcome is enhanced and further cemented when the student can transfer this to new
learning outcomes or skills in some other new or different situations. For this to happen,
some of the techniques for enhancing retention are:
a) Giving relevant practice tasks and
b) Assignments and such other tasks.
5.0 MAXIMS OF TEACHING (AND LEARNING)
Combined with above mentioned major principles of learning and events of instruction,
learning in the students can be maximised if some of the following rules of instructions/
teaching also adhere. They are also called Maxims (derived from the word ‘maximisation’) of
Learning:
a) Known to Unknown paths
b) Simple to Complex concepts
c) Concrete to Abstract Concepts
d) Whole to part and part to whole
e) Particulars to generalisations.
f) Provide immediate knowledge of results (IKR), especially during classroom sessions.
6.0 CONCLUSION
You must have noticed that this lesson is of utmost importance to every teacher, as
classroom and laboratory teaching are the 'lifeline' of every engineering teacher throughout
his/ her entire career. The principles of learning and events of instruction discussed are an
indivisible part of the teaching profession. Therefore, in various teaching-learning situations
understanding and practising the salient features of these two major functions is required
for designing, developing, implementing, and monitoring lessons and instructional materials
which lead to effective and efficient learning in the students.
**********
7.0 REFERENCES
[1] experiential_learning. (2019). Retrieved from

www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf
[2] Gagne, R. M. (1977). The Conditions of Learning ( 3rd ed.). Holt, Rinehart and Winston.
[3] Gagne, Robert M.& Briggs, Leslie, J. (1979). Principles of Instructional Design (2nd ed.). New
York: Holt, Rinehart and Winston.
[4] influential-theories-of-learning. (n.d.). Retrieved from
www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-
framework/technical-notes/influential-theories-of-learning/
[5] kolb_learning. (2019). Retrieved from
changingminds.org/explanations/learning/kolb_learning.htm
[6] principles12. (2019). Retrieved from
www.education.vic.gov.au/school/teachers/support/pages/principles12.aspx
[7] Richard, G. (2015). Psychology: The Science of Mind and Behaviour 7th Edition. Hachette, UK:
Hodder Education.
[8] Robert M. Gagne, L. J. (1992). Lesson 10 - The events of Instruction. In Principles of
Instructional Design (pp. 185-201). Orlando: Harcourt Brace Jovanovich.
[9] Romiszowski, A. (1981). Designing Instructional Systems. . Kogan Page Ltd., London.
[10] Thorndike, E. (1999). Education Psychology. New York: Routledge.
ASSIGNMENTS
Match the events of instruction in Column A with the given situations in Column B
Column A Column B
1 Gaining attention A. The Teacher discusses classroom assignments
with all the students
2 Informing the learner of the B. The teacher gives a classroom assignment.
objective
3 Stimulating recall of C. The teacher organizes a Quiz at the end of a
prerequisite learning session.
4 Presenting the stimulus D. The teacher showing a video programme on a
material new theme.
5 Providing learning guidance E. The teacher is asking questions in the beginning
to ensure the learning of the last session
6 Eliciting the performance F. Teacher explaining a new concept with the help
of a diagram
7 Providing feedback G. The students solve the problems in home
assignments based on teacher inputs in the class
8 Assessing the performance H. The teacher narrates the learning outcomes at
the beginning of the session.
9 Enhancing retention and I. Greeting the students in the class
transfer
MODULE 4
Unit 4.4.2
Instructional Methods and
Strategies- Part 1
L5 Basic Teaching Model

L6 Need for Variety of Instructional
Methods
L7 Classification of Instructional
Strategies
L8 Basic Instructional Methods
Lesson L5: Basic Teaching Model
Contributors
Dr K. K. Jain
&
Prof. (Mrs.) Susan S. Mathew
Associate Professor, Department of Electrical and Electronics Engineering Education
Editor: Dr Joshua Earnest, Professor of Electrical Engineering

Unit 4.4.1: Curriculum Analysis for Session Planning L5: Basic Teaching Model
Lesson L5: Basic Teaching Model
LO 1. Describe the meaning and need of teaching models.
LO 2. Justify the use of basic teaching model to enhance the effectiveness of
teaching learning process.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 MODELS OF TEACHING ................................................................................................................ 3
3.0 UTILITY OF TEACHING MODEL..................................................................................................... 4
4.0 CLASSIFICATION OF TEACHING MODELS ..................................................................................... 5
4.1 Information processing family..................................................................................................... 5
4.2 Social interaction family .............................................................................................................. 5
4.3 Personal family ............................................................................................................................ 5
4.4 Behaviour modification family .................................................................................................... 6
5.0 BASIC TEACHING MODEL............................................................................................................. 6
5.1 Basic Teaching Model .................................................................................................................. 6
5.2 Strengths of the Basic Teaching Model ....................................................................................... 7
6.0 CONCLUSION ............................................................................................................................... 8
7.0 REFERENCES ................................................................................................................................ 8
AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved Lesson L5 Page 2
Unit 4.4.2: Instructional Methods and Strategies – Part 1 Lesson L5: Basic Teaching Model
Lesson L5: BASIC TEACHING MODEL

1.0 INTRODUCTION
Models of teaching are critical pieces of instructional planning and delivery. In general,
models of teaching help design meaningful instructional activities and experiences for
students. For any teacher, it is essential to gain the needed insights into why some
instructional methods work with some learners, while others do not. Several educationists
and psychologists have conducted research on this aspect, as a result of which the teaching
models or paradigms have been developed.
In this lesson, concepts related to models of teaching are presented in a very concise way to
understand their classroom implications. This lesson describes the meaning, functions and
types of the teaching model. The components of the basic teaching model are discussed with
reference to the instructional procedures to be adopted for different domains of learning.
2.0 MODELS OF TEACHING

The term 'model' carries different meanings to different individuals and is used in several
ways. A model could be defined as a representation or abstraction of something/system that
allows for investigation of the properties of the something/system and helps to concentrate
on the essentials of a (complex) problem by keeping out non-essential details.
Concerning teaching, the teacher needs to understand the concept of model and concept of
teaching first, so that the meaning of the term 'Models of Teaching' is clear in totality. For a
student to shape his or her behaviour and values, generally he or she looks up to a teacher, a
leader or a screen actor as a role model. In any instructional environment also, the model is
important for its imitation by the individual concerned. Teaching has been defined in
different ways by different educationists, of which some are reproduced here:
• Teaching is the work that a teacher does in helping students to learn.
• Teaching is a form of interpersonal influence aimed at changing the behaviour
potential of another person. (N.L. Gage, 1963)
• Teaching is an interactive process, primarily involving classroom talk which takes
place between teacher and pupil and occurs during certain definable activities.
(Edmund Amidon, 1967)
2.1 Definitions of Models of Teaching

Models of teaching help a teacher improve his/her capacity to reach out to more students
and create a conducive environment for them to learn. Educational experts and researchers
have developed a variety of models of teaching, each designed to produce intended learning
outcomes. Professional educators have evolved various definitions of models of teaching.
Some of these definitions are given below:
Module 4-Instructional Planning and Delivery NITTTR, Bhopal Lesson L5 Page 3

Deyouy (1916): The core of the process of teaching is the arrangement of environments
within which the student can interact.
Paul D. Eggen, et al. (1979): Models are prescriptive teaching strategies designed to
accomplish particular instructional goals.
Joyce and Weil (1978): A model of teaching is a plan or pattern that can be used to shape
curricula, design instructional materials and guide instruction in the classroom and other
settings. In other words, a model of teaching is a description of a learning environment.
B. K. Passi, L. C. Singh and D. N. Sansanwal (1991); A model of teaching consists of guidelines
for designing educational activities and environments. A model of teaching is a plan that can
also be utilized to shape courses of studies, design instructional material and guide
instruction.
These definitions indicate that various educationists perceived the meaning of teaching
models differently. However, there are certain attributes related to the term model of
teaching, which are common to these definitions. Looking at these commonalities, the
teaching model can be described to be consisting of:
a) Prescriptive teaching strategies,
b) Guidelines for designing educational activities,
c) Guidelines for designing and selecting Instructional materials,
d) Learning outcomes and their realization, and
e) Arrangement of environments.
3.0 UTILITY OF TEACHING MODEL

The model of teaching can be used for the following purposes:
a) For planning, implementation and evaluation of curriculum,
b) For developing the instructional materials, and
c) For guiding the teacher in interaction with learners.
Some other uses of the teaching model are:
i. Teaching models help in guiding the teacher to select suitable teaching strategies,
methods and techniques for the effective utilization of the resources.
ii. Teaching models help in specifying the learning outcomes in terms of observable and
measurable performance of learners.
iii. Teaching models help in bringing about desirable changes in the behaviour of the
learner.
iv. Teaching models assist teachers to develop their capacities to create a favourable
environmental situation for carrying out the teaching process.
v. Teaching models help in achieving desirable teacher-learner interaction during
teaching.

vi. Teaching models stimulate the development of new educational innovations in the
teaching-learning process.
vii. Teaching models help curriculum planners to plan learning activities and content
material which provide a variety of educational experiences to learners.
viii. The teaching model evaluates the behaviour of the students.
4.0 CLASSIFICATION OF TEACHING MODELS

Different educationists have classified the models of teaching based on several patterns. In
this lesson, the classification described is based on their families given by Joyce and Weil,
which is enough to help you to comprehend, plan and implement the instructional session.
In this classification, the models of teaching are categorised in four families as described
below:
a) Information processing family
b) Social interaction family
c) Personal family, and
d) Behaviour modification family.
4.1 Information processing family
The models of the teaching of this family are concerned with the productive thinking and
development of general intellectual ability. Joyce, Weil and Showers (1992) refer to
Information processing as how people handle stimuli from the environment, organise data,
sense problems, generate concepts and solutions to problems and use verbal and nonverbal
symbols. Some examples of the models of this family are inductive thinking, concept
attainment, advance organizers, and inquiry training. The teaching models of this family
could help attain PO1, PO2, PO3, PO4, PO5 and PO10 in the engineering graduate
programme.
4.2 Social interaction family
The models of the teaching of this family are concerned with the social relations of the
individual with others in society. These models aim at the development of the social
relationship, democratic processes and work productivity in the society. Some examples of
the models of this family are group investigation and role-playing. The teaching models of
this family could help attain PO6 and PO11 in the engineering graduate programme.
4.3 Personal family
The models of this family are intended to develop the unique personality of the learner.
These models pay more attention to the emotional life of the person and also focus on
helping the individual to develop a productive relationship with their environment. An
example of the model of this family is Non-directive teaching. The teaching models of this
family could help attain PO7, PO8, PO9 and PO12 in the engineering graduate programme.

4.4 Behaviour modification family

The models of this family are concerned with the changing behaviour of the learners that is
visible or overt instead of the underlying psychological structure and unobservable
behaviour. These have wide applicability in education, training and behavioural therapy. One
of the common characteristics of these models is that they break down the learning task into
a series of small sequenced behaviour. Each behaviour is so designed that success is
ensured. The learner actively responds to the problematic situation and gets feedback for
improvement and learning also gets reinforced. Some examples of the models of this family
are contingency/ eventuality management, self-control, and stress reduction model. The
teaching models of this family could help attain PO8, PO9, PO10, PO11 and PO12 in the
engineering graduate programme.
So far, you have been provided with sufficient related information, still, if you are interested
in further reading and updating your knowledge, you may refer to the website links given in
the references.
5.0 BASIC TEACHING MODEL

The basic teaching model was developed by Robert Glaser in 1962. This model provides a
simple but relevant conceptualization of the teaching-learning process.
5.1 Basic Teaching Model
To make teaching-learning more effective and efficient, you are required to concentrate on
the instructional processes. These processes need to be carefully designed by the teachers,
keeping in view the type of learning objectives (domain wise): Cognitive, Psychomotor, and
Affective, as a real behaviour change (learning) occurs during these processes. Robert
Glaser's model of teaching has been modified a little and is known as the basic teaching
model, which is depicted in Figure 1. He has analysed the teaching-learning process in terms
of the following components:
a) Instructional Objectives/ Learning Outcomes
b) Entry Behaviour/ Pre-requisite knowledge/ Prior Learning
c) Instructional Procedures/ Instructional Strategies
d) Performance Assessment, and
e) Feedback.
Figure 1: Basic Teaching Model

a. Instructional Objectives/ Learning Outcomes

In this component of the model, the teacher has to state the objectives or learning
outcomes of the session/unit/course as the case may be. These are what students will be
able to do at the end of the teaching-learning process. By doing so, the destination becomes
quite clear and the scope and boundaries of the teaching-learning process become clear to
the students.
b. Entry Behaviour/ Pre-requisite knowledge/ Prior Learning
Entry Behaviour of students means the abilities of the students before the teaching-learning
process begins. Ascertaining the entry behaviour of students helps teachers in designing
suitable teaching strategies/methods according to the capabilities and prior knowledge of
the students.
c. Instructional Procedures/ Instructional Strategies
This component is the heart of any teaching-learning process and in this component, the
teachers use different instructional strategies, methods, techniques and resources to
transfer information to students so that they develop the skills mentioned in instructional
objectives and achieve the expected outcomes.
d. Performance Assessment
Assessment is an essential component of understanding the extent of learning. In this
component, the teacher gives assignments, tasks and tests to students. The performance of
students in these activities provides feedback to students and teachers to find out
shortcomings in learning and teaching strategies. This feedback helps teachers and students
both to take appropriate remedial measures.
e. Feedback
The feedback loop is an important component of this model, as it provides an opportunity
both to the teachers, as well as to the students, to see whether the pre-stated objectives are
achieved and to what extent. It also provides a basis for making adjustments and taking
corrective measures for making necessary amendments in components mentioned above
under (a), (b) and (c) of the basic teaching model.
5.2 Strengths of the Basic Teaching Model

This basic teaching model is called so because it can be applied to any level of education
from primary education to higher education. It applies to all types of courses whether it is
social sciences, natural sciences (physics, chemistry, biology etc.), languages, mathematics,
and engineering-related courses.
A major strength of this model is its fundamental nature which helps to analyse the
teaching-learning processes without much complexity. The T-L process is broken down into
four basic components, where the finer elements within each block of the instructional

objectives, entry behaviour, instructional procedures and the performance assessment can
be analysed by the teacher for further improvement after each feedback cycle.
Another major strength of this model is that it helps to improve the T-L process for the
instructional events of any duration, whether it is a session of one hour or a course for a
semester or a whole programme of three/four years.
6.0 CONCLUSION
In this lesson, you have seen various types of models of teaching at an introductory level. An
important purpose of discussing these models is to assist the teacher to have an insight into
a wide range of approaches for creating a conducive environment for learning. The models
of teaching enable the teacher to adapt to the learning needs of the learners as each model
is based on a particular learning theory and differs in the type of learning that is targeted.
Thus, in a real sense, increasing the capabilities to learn more easily and effectively is one of
the fundamental purposes of these models. In this lesson, the basic teaching model along
with its four basic components was also discussed in detail to understand the teaching-
learning process (Mayer, 2008) comprehensively.
********
7.0 REFERENCES
Joyce, Bruce R., Weil, Marsha, and Calhoun, Emily; (2017, 9th Ed.). Models of Teaching, Pearson.
Gagne, Robert M. and Briggs, Leslie, J. (1979, 2nd Ed.). Principles of Instructional Design. Holt,
Rinehart and Winston, New York.
Joyce, Bruce R., Weil, Marsha, and Showers, B.; BIBLIOGRAPHY \l 1033 (1992, 4th Ed.). Models of
Teaching, PHI New Delhi.
Mayer, R. E. (2008, 2nd Ed.). Learning and Instruction, Pearson Merrill Prentice Hall, New Jersey.
Teaching and learning model. Retrieved June 02, 2019, from

http://sathitech.blogspot.com/2009/03/teaching-and-learning-models.html.
Models of Teaching. Retrieved June 02, 2019, from http://elainelouisesalonga-
edtech.blogspot.com/2015/07/models-of-teaching.html.
Families of Models of Teaching. Retrieved June 02, 2019, from
https://www.scribd.com/document/51165265/Families-Of-Models-of-Teaching.

ASSIGNMENT
Match the statements of column-A associated with abilities with the corresponding families
of models of teaching in column B.
Column -A Column -B
A. Social relationship of the individual with 1 Information processing family
others in the society
B. Productive thinking and development of 2 Personal family
general intellectual ability
C. Develop the unique personality of the learner 3 Behaviour modification family
D. Changing visible behaviour of the learners 4 Social interaction family
rather the underlying psychological structure
and unobservable behaviour

Lesson L6: Need for Variety of
Instructional Methods
Contributors

&
Dr K. K. Jain

Unit 4.4.2: Instructional Methods and Strategies – Part 1 Lesson L6: Need for variety of Instructional Methods
Lesson L6: Need for Variety of Instructional Methods
Learning outcome: At the end of this lesson, you will be able to justify the need
for a variety of instructional methods.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 INSTRUCTIONAL METHOD ........................................................................................................... 3
3.0 NEED FOR A VARIETY OF INSTRUCTIONAL METHODS................................................................. 3
4.0 TYPES OF LEARNING OUTCOMES ................................................................................................ 4
5.0 INDIVIDUAL DIFFERENCES ........................................................................................................... 4
6.0 LEARNING EFFECTIVENESS AS A FUNCTION OF TIME ................................................................. 5
7.0 NEED FOR STIMULUS VARIATION................................................................................................ 6
8.0 AVAILABILITY OF RESOURCES ...................................................................................................... 6
9.0 CONCLUSION ............................................................................................................................... 7
10.0 REFERENCES ................................................................................................................................ 7
Lesson L6: Need for Variety of Instructional Methods
1.0 INTRODUCTION
The saying ‘necessity is the mother of invention’ holds good for every teaching-learning activity.
A teacher has to be concerned about how learning can be made more effective and efficient
and this is where the different types of instructional methods can be of great help. This lesson
attempts to establish the need to use the most suitable instructional method or technique in
formal teaching-learning (T-L) situations consciously and purposefully from a plethora of
available instructional methods.
2.0 INSTRUCTIONAL METHOD

In various contexts, an instructional method is also called a teaching method or a teaching
technique. In this module, the term that will be more often used will be an instructional method
for which a working definition is given below.
‘An instructional method is an arrangement of learning events adopted by the teacher to
facilitate learning to occur in the students.’
In the above definition, you must have noticed that an instructional method is an
arrangement of learning events or learning experiences exterior to the learner. The aim is to
facilitate learning to occur in the students. A large number of instructional methods are used
in educational institutions, some of which are given below. It is the creativity of a teacher,
which makes him or her use these varieties of methods in his or her class.
i. Lecture and Improved Lecture xi. Simulation
ii. Demonstration xii. Computer-assisted Learning
iii. Tutorial xiii. Educational Game
iv. Laboratory/ Workshop/ Field Work xiv. Brainstorming
v. Project Method xv. Self-learning Module
vi. Assignment xvi. Role Play
vii. Web-based Learning xvii. Case Study
viii. Seminar xviii. Group Discussion
ix. Panel Discussion xix. Industry/ Field Visit.
x. Buzz Session
The various aspects of the initial four methods in the above list are discussed in lesson 8,
while the remaining are discussed in lesson 9.
3.0 NEED FOR A VARIETY OF INSTRUCTIONAL METHODS

To develop different types of skills in the student, using one type of instructional method
may not always suffice. For example, demonstrations or projects are effective for meeting
the requirement for the development of certain types of skills and outcomes, but ineffective
for achieving other types of outcomes. Also, a single instructional method cannot meet the
requirements of every student at the same time because of individual differences. So, a
teacher needs to develop the capability to use not merely a single instructional method but
should be comfortable employing a variety of instructional methods. The prime reasons for
using several instructional methods by a teacher, especially regarding courses of technical
education programmes are described below under the following sub-titles:
a) Types of learning outcomes
b) Individual differences
c) Learning effectiveness as a function of time
d) Need for stimulus variation
e) Availability of resources.
4.0 TYPES OF LEARNING OUTCOMES

It has already been seen in Unit-1, Lesson 1 of this Module-4 that there are three different
types of learning outcomes that have to be achieved by the learners. These are learnt
differently by students due to the requirement of different mental and physical processes.
a) Cognitive Domain Outcomes: Knowledge of concepts, principles, procedures, or
intellectual skills (understanding, reasoning, analysing, synthesising, problem-solving,
decision making, evaluating and the like). For example: explain the concept of current
and voltage, apply the current and voltage laws and others.
b) Psychomotor Domain outcomes: Manual or physical skills required for manipulative
performance. For example: operating a machine, setting up the apparatus and others.
c) Affective Domain Outcomes: Attitudes, interests, values or motivational behaviours.
For example: exhibit an attitude of inquiry, take a leadership role, practice good
housekeeping and such others.
Developing these different categories of learning outcomes require different learning
conditions. Such conditions could be created by using different teaching methods.
5.0 INDIVIDUAL DIFFERENCES

Although there are many commonalities between students of any class, all students are
invariably and uniquely different in many ways. Even the rate of acquiring and assimilating
knowledge is different in individuals and a teacher has to be conscious of this factor in
selecting activities and methods for slow learners, average learners and fast learners. Due to
individual differences, the students use different learning styles. Methods of instruction should
always attempt to match the learning styles of students. The students also differ from class to
class and institution to institution due to several other factors such as:
a) Intelligence c) Aptitudes
b) Temperament d) Social background
e) Cultural background j) Analytical abilities

f) Communication skills k) Drawing abilities
g) Physique l) Interests
h) Attitudes m) Values and such others.
i) Motivational level
Therefore, these differences in the students are important factors to be considered in the
choice of instructional methods. There is also a difference in the pace of learning and a
teacher needs to consider the methods to be employed to manage the pace. Broadly, there
can be three categories: Self-paced - the students learn at their own pace (rate), Teacher-paced
- the students proceed at the teacher’s rate of teaching and Group-paced - the students
proceed at the rate of their peers. Different methods exist for each of these, which will be
discussed in later lessons.
REFLECTION SPOT
If you are already a teacher, compare the traits, characteristics and factors under
Section 5.0 of this lesson of five of your peers or students, in order to identify the
individual differences.
6.0 LEARNING EFFECTIVENESS AS A FUNCTION OF TIME

Research has shown that by using a single type of teaching method, the attention of the
students cannot be retained beyond 15 to 20 minutes in a normal class period. If a time v/s
attention graph is plotted as shown in Figure 1, it can be noted that the curve after rising
initially and reaching a maximum level starts to droop. This implies that the effectiveness of the
teaching method starts decreasing after a certain amount of time i.e. about 15 to 20 minutes.
When the attention of the student in the class
starts drooping and if another teaching method 100 %
is seamlessly introduced at this point of time
Effectiveness
during the instructional period as shown in

Figure 2, the effectiveness of the attention curve
is sustained and rises to a new level for a greater
period. If this ‘cycle’ of using a new teaching
method is introduced, whenever the attention 15
Span of Attention
curve starts to droop, the attention will rise again
Time in Minutes
and thus the learning can be made more
Figure 1: Attention Curve
effective and efficient during the whole period of
instruction which is generally around
45 to 60 minutes.
Method 1 Method 2 Method 3

100 %
Effectiveness
Span of Attention 15
30 45
Time in Minutes
Figure 2: Need for Variety of Teaching Methods for a Teaching Session
7.0 NEED FOR STIMULUS VARIATION

Incorporating the maximum number of the human senses in a multisensory manner in the
teaching-learning process activates more of the brain, which accelerates the learning process in
the brain and facilitates the development of the various types of skills. Educational research has
established that if more of the five senses i.e., senses of hearing, sight, taste, touch and smell
are used, then the learning is more effective. This is what the advertisement world also
encashes upon through the Internet, social media, TV and other methods to market their
products. Good teachers also do the same by using techniques and methods, which make use
of more than one human sense. At least two senses i.e. hearing and seeing can be used in most
learning situations. Also, the sense of touch can be used in many relevant situations in the
realm of engineering education.
Monotony as you must be aware results in boredom and loss of interest. On the other hand,
‘stimulus variation’ enhances the effectiveness of learning. It is, therefore, essential to bring in
variety in T-L situations. The relevant activities should be planned and provided to involve the
learners in the T-L processes. This objective can be accomplished by using different types of
teaching methods that allow students to listen, watch, write, ask questions, respond to
questions, discuss, manipulate and the like.
8.0 AVAILABILITY OF RESOURCES

Many resources are available to teachers or can be developed or acquired by them. Also, they
are required to teach under various constraints. These resources and constraints may be due to
various factors which are:
a) Student's background (social, cultural, intellectual, and educational)
b) Students' entry-level (prior knowledge and experience)
c) Class-size (Number of students)
d) Time available
e) Instructional Resources available (equipment, consumables)
f) Location of learning (classroom, laboratory, workshop, industry).
Therefore, different types of instructional methods have to be judiciously selected based on the
resources available.
9.0 CONCLUSION
The teacher must ‘Focus on student's Learning, not instruction or teaching’. You have learnt
in this lesson that there are vast differences in the students as each of them is uniquely
created. It was seen how different methods can be used to enhance the limited attention
span of learning during classroom sessions. Further, it was also seen that for different types
of learning outcomes, different types of teaching methods are required to be adapted in
different educational settings. Every teaching method has its strengths and limitations,
which have to be used judiciously based on the outcomes that are to be developed in the
students.
******
10.0 REFERENCES
Mayer, R. E. (2008). Learning and Instruction (Second ed.). New Jersey: Pearson Merrill
Prentice Hall.
Banthiya, N.K., Earnest, Joshua, Mathew, Susan S.et al. (1999); Devise Teaching Strategies
and Select Teaching Methods- Competency-Based Self-Learning Module; TTTI Bhopal.
Wilson, Bob. (1987). Methods of Training: Group Work ( Vol.2), Parthenon Publishing Group
Ltd., England.
Garvin, David A. (2000) Learning in Action; A Guide to Putting Learning Organization to Work
- Harvard Business School Press; Boston, Massachusetts.
Patki, S. D. (1997). A module on overview of Training Methods, Cement Industry HRD Project:
Technical Teachers’ Training Institute.
Lesson L7: Classification of Instructional
Strategies
TEACHER STUDENT
CENTRED CENTRED
Contributors
Dr A. S. Walkey,
Professor, Department of Electrical and Electronics Engineering Education
&

Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies
Lesson L7: Classification of Instructional Strategies
Learning outcomes: At the end of this lesson, you will be able to

classify different types of instructional strategies.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 INSTRUCTIONAL STRATEGY ......................................................................................................... 3
3.0 TYPES OF STRATEGIES ................................................................................................................. 3
4.0 TEACHER-CENTRED STRATEGY .................................................................................................... 5
5.0 STUDENT-CENTRED STRATEGY .................................................................................................... 5
6.0 MIXED STRATEGY ........................................................................................................................ 6
7.0 INSTRUCTIONAL METHODS CONTINUM ..................................................................................... 6
8.0 CONCLUSION ............................................................................................................................... 9
9.0 REFERENCES ................................................................................................................................ 9
Lesson L7: Classification of Instructional Strategies
1.0 INTRODUCTION
Any teaching-learning (T-L) experience is planned and implemented to develop intended
learning outcomes for the learners. To develop these effectively, the need for a variety of
instructional methods has been discussed in Lesson 6 of this module. Even the working
definition of the instructional method has been discussed over there. This lesson endeavours to
discuss the concept of instructional strategy, and its importance in the realm of engineering
education, types of strategies, and instructional methods continum.
2.0 INSTRUCTIONAL STRATEGY

The phrase ‘instructional strategy’ is borrowed from the military jargon, where strategy is
the science and art of ‘planning’ and directing large operations for military movements in a
campaign. A commander makes an integrated use of resources to achieve the specified aim.
A teacher is also considered a master strategist in the classroom or any other location, as
he/she has to plan and direct various T-L events in such a way that learning outcomes of the
lesson are achieved.
An ‘Instructional Strategy’ is the term used to define the combination of different types of
instructional methods which incorporates the use of different media, thereby continuously
bringing in stimulus variation at the relevant time when they are rightly required. A teacher
must try to select and use different instructional methods suitable to the total class and also
take care of the individual differences among the students. For example, to develop a practical
skill, the demonstration method followed by the drill-and-practice is the best ‘instructional
strategy’. A working definition of instructional strategy will be helpful to understand it more
clearly.
‘An instructional strategy is the science and art of planning and directing the use of teaching-
learning events for achieving the objectives using appropriate instructional method(s)’.
A strategy may comprise one or more instructional methods to deliver the learning and is
symbolically represented in Figure 1.
Strategy
Method - 1
3.0 TYPES OF STRATEGIES
Method - 2 Method - 3
The instructional strategies can be broadly
classified as: Method - 4
a) Teacher-centred strategy
b) Student or Learner-centred strategy Figure 1: Instructional Strategy -
Instructional Methods Relationship
c) Mixed strategy.
A teacher-centred strategy is one in which, the teacher plays the active role more as an
information provider.
A student-centred strategy is one in which the student plays an active role in his or her
learning.
A mixed strategy is one in which there is a role change between the teacher and the student
during T-L sessions. Sometimes the teacher is more active, and some other times student is
more active. The role of the teacher may change from information provider to a facilitator of
learning, guide or counsellor for students.
Instructional strategies may also be classified differently such as the:
Deductive Inductive Eclectic strategy
In the ‘deductive strategy’, the teacher dispenses the information to the learners and they
assimilate it, i.e. the ‘rule’ or ‘principle’ of the topic in the course is first defined and taught to
the students after which the teacher provides examples using different instructional
methods orally, through visuals, or video clips in which the rule or principle that were taught
is applied in that machine/ instrument or process. Therefore this is also known as Rule-eg
strategy or expository strategy. The assumption of this method is that:
▪ The teacher knows the needs of the students.
▪ The teacher can transmit the message effectively.
▪ It is easier to understand.
In the ‘inductive strategy’, the teacher first presents various examples and/or applications
using different instructional methods such as brainstorming, simulation, role-play, question-
answer technique or visually or through video clips and helps the students to discover the
rule or principle that is underlying or being used in that machine/instrument or process.
Therefore, this is also known as the discovery strategy or eg-rule strategy. This method of
learning is more exciting to the students as they experience the joy of discovering the rules
and/or principles related to that topic of the course.
However, an inductive strategy may sometimes require relatively more time than a
deductive strategy. The assumptions in this method are:
• Learning by doing is more effective.
• Students have intrinsic motivation when there is a relevant problem to solve.
• Students are capable of generalizing on their own. Based on examples they can find
out underlying principles.
Felder and Silverman suggest using both deductive and inductive instructional strategies, as
in the case of the scientific method i.e. first by induction and then by deduction. You can
plan for relevant observable phenomena in class that creates a framework for inferring
general principles. These governing principles can then be used to deduce other implications
and consequences (Hesket, Farrell, & Slater, 2003).
Sometimes ‘eclectic strategy’ is employed, wherein a combination of both the deductive and
inductive strategies are used by the teacher to teach various facts, concepts, principles and
procedures.
Such classifications of instructional strategies provide cues to the teacher as to how to use a
judicious mix of the instructional methods to develop the pre-determined learning outcomes
in the students, thereby making the T-L more effective and efficient.
4.0 TEACHER-CENTRED STRATEGY

The teacher-centred strategy is the most common one. Control of the T-L session lies with
the teacher. It helps the teacher to transmit factual information and relatively more
information to the students in the minimum time. Moreover, it is less demanding on the part
of the teacher. But, it turns out to be boring to the students as students are more or less
passive and hence not very effective in the application of the knowledge imparted. During
the T-L sessions, students listen, observe and take down notes. They usually respond only
when the teacher asks them.
Assumptions
The following assumptions justify the use of this strategy.
The teacher:
a) knows the needs of the students fully.
b) can deliver the lesson more effectively.
5.0 STUDENT-CENTRED STRATEGY

In the student-centred strategy, also known as the
learner-centred strategy (Figure 2), the student will
play an active role, while the teacher’s role will be
predominantly of a guide or a counsellor. Control of
the T-L session is in the hands of the student. The
student is more or less autonomous about his/ her
learning. The teacher's role, though extremely
important, is not that of an information provider. It is Figure 2: Student Centred Strategy
more of a ‘facilitator’ or a ‘guide’ or a ‘mentor’.
When this strategy is used, the students are actively involved in the learning process, ‘learn to
learn’ and think on their own and feel rewarded when they solve the problem (s). However, this
strategy may sometimes seem more demanding on less able students and also more time
consuming as compared to the teacher-centred strategy.
Assumptions
Knowing about some basic assumptions of this strategy will be helpful, which are:
a) ‘Learning-by-doing’ is more motivating.
b) Students have intrinsic motivation when there is a relevant problem to solve.
c) Based on examples, the students find out the underlying principle, rule or law governing
them.
d) There is an academic thrill in discovering by oneself.
6.0 MIXED STRATEGY

It may so happen that to facilitate learning and establish channels of information flow; the
teacher may have to adopt a combination of teaching methods, which are both teacher-
centred and student-centred. When such a strategy is used, both the teacher and students are
active, and the focus continues to be on the learning outcome(s) that should occur in the
students as illustrated by the following example.
Example
Suppose the learning outcome of a course is ‘the student will be able to use (operate) a single-
phase induction motor (or any other equipment related to any branch of engineering).
In this case, there are two dimensions to it. One dimension is the cognitive domain like-
‘discriminate various parts of the equipment or explain the functions of various parts of the
induction motor (or the concerned equipment or process)'. This dimension may have to be
addressed using the teacher-centred strategy and using methods like an improved lecture,
demonstration and others.
The other dimension is the psychomotor domain component - that of 'manually using or
operating the real induction motor (or the concerned equipment)'. For this, the teacher
needs to adopt the student-centred strategy by allowing the student to discover the fault
through the laboratory experience, project work and other methods.
As seen in the last lesson, deciding the strategy also depends on various other criteria like
the availability of the resources, time constraint, the pace of instruction and others.
7.0 INSTRUCTIONAL METHODS CONTINUM

To fully comprehend the classification and use of these instructional strategies, the
instructional methods are represented diagrammatically as instructional methods
continuum (Figure 3) based on the roles of teacher and students. The upper row lists
methods, where the teacher's role is that of an information provider. For example, when the
lecture method is employed, or when demonstrating the working of a mechanism, the
teacher role is predominant, as the teacher plays the major role of an information provider.
The list of instructional methods in the middle column i.e. lecture, improved lecture and
demonstration is considered teacher-centred methods.
Based on Figure 3, some more observations can be made:

a) The middle column gives a continuum of instructional methods beginning with a
teacher-centred strategy to a student-centred strategy. In between there are
instructional methods, which can be used as a mixed strategy for both teacher and
student, playing a substantial role in the teaching-learning process. The features and
their benefits will be discussed in the subsequent lessons.
b) The teacher's role decreases from that of a direct information provider as can be
seen outside the first column in this continuum. However, it does not become
unimportant. On the other hand, it becomes much more crucial. Role shift is from
direct information provider to that of a facilitator of learning, to that of a guide to
learning and learners, to that of a mentor or counsellor to learners on their learning.
This is evident as seen in column 1.
c) For the methods starting from the tutorial method down, the teacher facilitates the
student to learn by himself/ herself. These methods are fairly good, even to develop
some desirable attitudes like respecting the views of others, co-operation, teamwork,
leadership and others. This is because a student has to interact with other persons in
varied situations.
d) It can be seen in the third column that the student role increases down the rows in the
continuum. After each row, the student becomes more active in the learning process.
From an inactive role in the lecture method usually, where there is 'monologue' by the
teacher only, it shifts to dialogue, interaction, action and then to reflection towards the
end. In methods like seminars, group discussion, case studies, games, simulation and
others, there are usually more interactions between learners and the teacher and
amongst learners themselves. This could lead to the development of certain social
skills among the students because of the interaction that takes place during the
learning process.
e) In laboratory, project work and assignments, most of the responsibility of learning is
transferred to the student and he/she has to take action. This gives him/her the
practice of taking certain decisions. In the assignment method, laboratory or project
work, industry/ field visit, the teacher functions as more of a guide as the student act on
his/ her own and struggle to learn. The teacher plans (Figure 4), and may also solve
certain problems, which the students face during this process of learning. As the
students are active in the learning process, the retention and learning is more.
Teacher’s Instructional Methods Type of Activity

Role Happening
Teacher-centred
T S
e Information Lecture Monologue
Provider t
a Improved Lecture Dialogue
u
c Demonstration d
h e
Facilitator Tutorial (Individual/ Group) Interaction
e n
r Buzz Session
t
Seminar
Brainstorming
R R
o Game o
l Panel Discussion l
e Case Study e
Roleplay
D Group Discussion
I
e Guide Assignment Action n
c Laboratory/Workshop/ Fieldwork c
r Simulation r
e
Project Method e
Industry/ Field Visit a
a
Mentor Self-directed learning Reflection
s s
ICT-Based Learning
e e
Student-centred
s s
Figure 3: Instructional Methods Continuum
I need to give students

sufficient opportunity for
learning. What
assignments/ activities
can be planned?
Figure 4: Planning for students’ involvement
f) Towards the end of the continuum, students’ role in the T-L process leads to a
'reflection' mode, if learning has to be more effective. It can be noted that
instructional methods such as web-based learning (also commonly known as online
learning), computer-assisted learning and self-learning module can be used as a fully
student-centred strategy. These are all self-learning methods and provide considerable
autonomy to the student to control his/her learning. In these methods, the student is
active and not passive and continues to act, interact and reflect depending on the
design, as the T-L process goes on. This prepares the student for independent study
and he/she can be said to be in the reflection phase. As a student works through the
lessons, the lessons make him/ her reflect on the answers and decisions, he/ she
takes, in turn reinforcing his/ her learning.
g) The continuum shown in Figure 3 is not 'sacrosanct' or ‘prescriptive’. This is the
author’s view when the T-L takes place in the right spirit. However, if a student does
not do the laboratory work on his own assigned to him, and the teacher or laboratory
instructor does everything for him, the use of this method can't be called a student-
centred strategy. The student is not doing any 'action' and the teacher is not a 'guide'
in this case. The teacher or laboratory instructor is functioning like an 'information
provider' as in a 'lecture', where there is 'monologue', and the student has no role.
8.0 CONCLUSION
‘All said and done, our ultimate aim is that the student achieves the required objectives. For
this, a judicious mix of instructional strategies incorporating several methods should be
adopted. This will come only through sustained ‘practice and feedback’. In the following
lessons, you will see in detail, the various aspects of different instructional methods
mentioned earlier.
9.0 REFERENCES
[1] Banthiya, N. K., Joshua E. & Mathew Susan S.et al. (1999, July 3). Devise Teaching
Strategies and Select Teaching Methods- Competency-Based Self-Learning Module; TTTI
Bhopal.
[2] Stephen Petrina. (in press). Curriculum and Instruction for Technology Teachers-eBook.
[3] Damodharan V. S. and Rengarajan. V. (paper article). Innovative Methods of Teaching.
[4] Instructional methods-Retrieved April 26, 2019, from

http://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf.
[5] Methods of Teaching in the Classroom-Retrieved April 26, 2019, from

www.education.com/reference/article/methods-teaching-classroom/.
[6] Instructional Methods information- Retrieved April 26, 2019, from

www.adprima.com/teachmeth.htm.
[7] Teaching methods- Retrieved April 26, 2019, from https://teach.com/what/teachers-

teach/teaching-methods
[8] Hesket, R. P., Farrell, S., & Slater, C. S. (2003). 'An Inductive Approach to Teaching
Courses in Engineering, Proceedings of the 2003 American Society for Engineering
Education Annual Conference & Exposition.
DISCUSSION FORUM
Discuss the viability and use of student-centred methods over teacher-centred methods in
an engineering institution in view of outcome-based education.
L8: Basic Instructional Methods
Contributors

&
Dr K. K. Jain
&
Dr A. S. Walkey

Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods
Lesson L8: Basic Instructional Methods
LO 1. Use lecture method effectively.
LO 2. Use question answer and other techniques to improve lecture method of instruction so
that the learners are actively involved in the T-L process.
LO 3. Employ demonstration technique during instruction effectively.
LO 4. Apply tutorial technique effectively.
LO 5. Use laboratory experiences to develop the practical learning outcomes.
Contents
1.0 OVERVIEW ................................................................................................................................... 3
2.0 LECTURE METHOD ....................................................................................................................... 3
2.1 Question Answer Technique ....................................................................................................... 4
2.2 Types of Questions ...................................................................................................................... 4
2.3 Feedback to Questions ................................................................................................................ 5
2.4 Other Techniques to Improve Lecture ........................................................................................ 5
3.0 DEMONSTRATION METHOD ........................................................................................................ 6
3.1. Types of Demonstration .............................................................................................................. 7
3.2 Laboratory/ Workshop/ Field-based Demonstration .................................................................. 8
3.3 Planning for Demonstration ........................................................................................................ 8
4.0 TUTORIAL METHOD ................................................................................................................... 11
4.1 When and Where to Use Tutorials? .......................................................................................... 12
4.2 Individual Tutorial...................................................................................................................... 12
4.3 Group Tutorial ........................................................................................................................... 13
5.0 LABORATORY METHOD ............................................................................................................. 13
5.1 Need for Laboratory Work ........................................................................................................ 14
5.2 Objectives of Practical Work ..................................................................................................... 14
5.3 Factors influencing Laboratory Instruction ............................................................................... 16
5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work ............................................. 17
6.0 CONCLUSION ............................................................................................................................. 18
7.0 REFERENCES .............................................................................................................................. 20
Lesson L8: Basic Instructional Methods

1.0 OVERVIEW
In the previous lesson, the instructional strategies were classified as teacher-centred and student-
centred strategies. In this lesson, commonly used instructional methods and strategies required to
teach typical engineering education courses are discussed, and hence they are referred to here as
basic instructional methods. Every engineering teacher, whether newly inducted or experienced,
invariably use the Lecture method, Tutorial method, Laboratory and Demonstration methods in the
teaching-learning environment. How to use these effectively, is discussed in this lesson.
2.0 LECTURE METHOD
After going through this e-content, video and activity/assignment related to lecture method, you
will be able to use the lecture method to teach the engineering courses effectively.
The lecture is a method, which is very widely used for instruction and it is observed that a teacher
uses lecture for a major part of teaching. The word lecture is derived from the Latin word lectus,
which translates into ‘to read’. Although there are different definitions, in this context, the following
definition is considered.
Lecture is a method of imparting learning where one teacher teaches a relatively large
group of students (numbering 20 or even more) exclusively by one-way
communication, usually talking to them without much of students’ participation in the
teaching-learning process.
Although the lecture method is just one of several

instructional methods, it’s usually considered the primary
one by most teachers. This is because it is convenient and
usually makes the most sense in many circumstances,
especially with larger classroom sizes. Lecturing lets
teachers address all students of the class at the same time
to expose students to unpublished or not readily available
material and where the students are passive learners
(Figure 1). The lecture method is quite popular due to its Figure 1: Lecture method
certain strengths, some of which are given here:
a) A teacher can dispense more information (facts, theory) in less time and thereby complete the
syllabus/curriculum of a course.
b) It is cost-effective. More number of students can be included in the teaching-learning
environment.
c) The teacher can adapt the lecture to the time and resources available.
d) Teachers and students being familiar with this method feel comfortable.
e) A teacher can pick up non-verbal cues from the students regarding their learning, as well as
teaching.
f) A lecture that is properly managed ensures students' discipline.
When the focus is on the achievement of learning outcomes in the students, the lecture method has
its share of limitations:
a) Lecturers involve one-way communication where learners are passive listeners.
b) Due to poor note-taking skills in students, they forget much of what is heard during the
lecture.
c) All teachers are not trained to deliver good lectures, thereby reducing their effectiveness.
d) As learners' active participation is limited, it tends to become dull, drab and boring.
e) For want of feedback from the learners, there is very little evidence of the learning outcome.
f) It takes limited care of the individual differences in the students’ interests and experiences.
g) Research has indicated that recall of information after the lecture is not that effective.
h) The lecture method is not at all suitable for developing practical skills.
i) It is not effective in developing desirable attitudes and social skills in the learners.
Some of these limitations could be overcome with the help of some other instructional techniques
and media that have been described later. However, one way of ensuring two-way communication is
to use the 'oral question-answer technique'. For this, a teacher needs to plan well in advance, as to
what questions would be asked to students after covering each teaching point in the class. The use of
the ‘oral question-answer technique’ helps in improving the effectiveness of the lecture.
2.1 Question Answer Technique

Good questions help the students to be actively involved in learning, and there is less scope to get
“switched off”. Depending on the purpose, questions of various types can be formulated. Oral
questioning can be used to:
a) Introduce a new topic.
b) Review what has been taught.
c) Develop subject matter step-by-step.
d) Check whether students understand.
e) Stimulate the mental activity of students.
f) Encourage/promote healthy discussions.
g) Direct students to new possibilities in the problem being tackled.
h) Help students apply previously learned material.
i) Prompt students to make additions to their answers.
j) Develop oral communication skills of students.
2.2 Types of Questions

During any instructional session, several types of questions can be used which are listed below:
a) Rhetorical questions: These are the questions that the teacher can use in rapid succession in
such a way that there is no opportunity for students to respond. This is a way to present
information and give variety to the presentation.
b) Introductory questions: These are the questions asked to introduce new knowledge. In the
beginning, these may be used to test previous knowledge so that the teacher knows what and
where to start.
c) Developing questions: These are the questions asked for developing the lesson with the active
participation of the students. These may help the students discover new knowledge by
themselves.
d) Leading questions: These questions are asked after students have been asked some questions,
which they have not been able to answer. These leading questions provide some prompts or
clues to the students and lead students to correct answers.
e) Recapitulatory question: These questions are asked at the end of the lesson to revise the lesson,
measure the success of the lesson, and evaluate how much learning has occurred.
To increase the active participation of students and to provide them practice for comprehending the
concepts, principles, etc. during the lecture or any instructional session, the following types of
questions depending upon the process of asking questions can also be used in addition to the types
of questions mentioned above:
i. Centering questions: These can be used for focusing students thinking on a particularly
important concept or principle asked.
ii. Probing questions: These can be used for trying to get a student to go beyond his/her initial
answer to a previous question.
iii. Redirecting questions: These can be used for getting other students to respond to an initial
student's question or to comment on another student’s response.
2.3 Feedback to Questions

The student's responses to questions raised during the session should be handled carefully:
a) The teacher should give feedback about the correctness or otherwise of the answers.
b) The teacher should reward (reinforce) their correct responses.
c) The teacher should handle the incorrect or partially correct responses by offering
explanations in simple language and giving much more familiar examples.
How teachers respond to erroneous answers is critical in maintaining the trust and developing
curiosity. The students should experience incorrect or partially correct answers genuinely as learning
opportunities. Hence to improve the effectiveness of any lecture session, the teacher ought to ask
questions, help students to understand the significance of the question, ask students to make a
judgment and provide them with some basis for making the judgment, answer the question and
leave students with a leading problem or question related to the topic taught.
2.4 Other Techniques to Improve Lecture

In the previous section, you have learned that to remove the limitation of one-way communication,
one of the effective ways is to use the 'oral question-answer technique'. Weaving other instructional
techniques, methods and instructional media mentioned below during a lecture improves this
method.
These methods should build interest, maximize understanding and retention, involve learners during
the lecture, and then reinforce what has been said. Along with the Question-answer technique, some
of these methods are:
a) Demonstration
b) Lead-off stories or interesting visuals
c) Use of media like a chalkboard, whiteboard, interactive board, smartboard

d) Use of resources like charts, video programmes, books, hand-outs, manuals, self-learning
modules, case studies
e) Examples and analogies
f) Short classroom assignments and tests.
If such techniques are properly planned and implemented, if not all, at least some of the limitations
of the lecture method can be removed. The demonstration method that is one of these techniques,
is being dealt with in this lesson and some other techniques will be discussed in subsequent lessons.
For increasing the effectiveness, it is also important for any teacher to properly organise the lecture
in three phases i.e. introduction, development of content, and summarization/ consolidation. While
planning for implementing the instructional session, a teacher should take care to incorporate these
phases and the nine ‘Events of Instruction’, discussed in lesson - 4 (Gagne 1970) and will be further
dealt with in the last unit of this module-4.
Please see the associated video on the Improved Lecture method. You may also refer to the web links
provided in the references to get more information.
VIDEO
3.0 DEMONSTRATION METHOD
After going through the e-content, video and activity/assignment related to demonstration
method, you will be able to plan to conduct an effective demonstration
Research has shown that one of the ways to maximise

learning is using the real things in the classroom, laboratory
or any other place. The use of the real thing in the
classroom is through demonstration. For example, the
teacher can show a small electric motor (Figure 2), which
could be brought into the class to show the stator, rotor,
windings, shaft and other things. It could also be diodes or
transistors in an electronics engineering class or different
types of gravel or aggregate in a civil engineering class and
so on. A well planned, well-performed demonstration by
Figure 2: Display of components of
the teacher provides stimulating visual reinforcement. It Induction motor
includes thinking, invites discussion and bring out why,
when and how the way things or phenomenon happen, and generates a sense of satisfaction in the
class. The demonstration method could be defined as:
Demonstration is an instructional method that normally combines oral explanation with the
handling or operation of equipment or materials.
Demonstrations serve as a link between theory and practice. In a teaching-learning environment, it is

an activity carried out by the teacher in the classroom, laboratory, workshop or any other situation
to support theory discussed during classroom instruction or to show how something is done (skill).
Demonstrations may be used at the beginning of the lesson, during the lesson to link theory and
practice or to provide a motivation and/or stimulus variation to the students.
A lecture with a demonstration can make the teaching-learning process more effective. Learning
becomes much more effective when concepts, principles, etc. studied in theory classes are
synchronized with the demonstration or laboratory work. A demonstration can be planned as a part
of a lesson to provide a motivation or stimulus variation to the students. The teacher should perform
a demonstration and ask questions as the demonstration is in progress.
3.1. Types of Demonstration

For a better understanding, the trainee can
classify demonstration into four types based
on the purpose for which it is going to be
used.
Display type - This is used to show something
in outline or detail.
Examples - External features of a theodolite
and components of the crankshaft (Figure 3) Figure 3: Display of components of crankshaft
etc.
a) Operational type - This is used to show how something

works– working principle, constructional details, processes
etc.
Examples – Mechanism of an engine (Figure 4), Working of
an Oscilloscope working of a Vernier calliper, working of a
compound lever, etc. Figure 4: Mechanism of an engine
b) Instructional type – This is used to show how something is done

so that the student can repeat the same.
Examples – Reading a thermometer, how to start an electric
motor, how to drill properly, etc. (Figure 5)
c) Illustration type – This can be used to show why something

happens the way it does.
Examples – Concepts like deflection (Figure 6), discharge through Figure 5: Drilling
V- Notch, principles like ohm’s law, laws of friction etc.
The teacher can also classify demonstration based on the location

where it is conducted as:
• Laboratory-based demonstration
• Workshop–based demonstration
• Field-based demonstration
• Classroom-based demonstration
Figure 6: Concept of deflection
Normally, for developing practical skills, laboratory, workshop or
field-based demonstrations are used.
3.2 Laboratory/ Workshop/ Field-based Demonstration
Students prefer to see (rather than hear) how things happen.

It is a fact that the more the senses are used during a
teaching-learning situation, the greater the possibility of the
student learning and retaining what is being taught.
Demonstration makes this possible. The demonstration can
also be used during the laboratory/ workshop/ field session
to develop some practical skills related to equipment or
process (Figure 7). The students will be able to clear up the
doubts which might have risen in theory class. In that case,
the master craftsperson or the concerned expert on that Figure 7: A Field based demonstration
equipment or process can conduct the demonstration so that
the students can observe and practice the skills under controlled supervision. The main objective of
such a demonstration is to develop the requisite skills required by the industry.
REFLECTION SPOT
It has been stated that:
• Demonstration can be used for explaining ‘how something can be done?’
• Demonstration can be used for explaining ‘how something works?’
• Demonstration can be used for explaining, ‘what something is like’
• Demonstration can be used for explaining, ‘why something happens the way it does’.
From your course area, find at least one example where above requirements of demonstration
are met.
3.3 Planning for Demonstration
When the teacher prepares a proper plan, s/he will not only be able to deal with expected learning
problems but also will feel confident while dealing with unexpected learning problems. The purpose
of the demonstration should be quite clear. Therefore, the learning outcome/s, the teacher wants
his/her students to achieve through demonstration should be thoroughly understood. Planning for a
demonstration involves six stages.
Planning for
Design Rehearsal Motivation Performance Practice Feedback
a. Planning for Design

To have a good design, first of all, the teacher has
to decide for his/ her demonstration, the
objectives to be achieved. Once the objectives are
clear, then decide the type of demonstration,
which suits the need i.e. whether it is a classroom
Figure 8: A class room-based demonstration
(Figure 8), laboratory, field or workshop type. Try to find out what students already know so that it
can be omitted or touched lightly. Take care of certain critical points that need attention during the
demonstration. Decide, develop or arrange in advance, if any instructional media is required to
support the demonstration so that it is more effective.
b. Planning for Rehearsal

Before starting the demonstration, arrange the required material and equipment systematically so
that they are readily available when needed. Make sure that the equipment is working satisfactorily.
If necessary, collect or prepare instructional media for greater effectiveness such as drawings,
product or process leaflets, graphs, diagrams, charts, animations, video, computer-based
presentations, etc. Before the demonstration, do not forget to rehearse, so that you become sure
and confident that everything will work during the demo in front of students. If needed make an
appropriate sequence of the operations. Prepare well for each step. If required by the student,
repeat the whole sequence or part of it.
c. Planning for Motivation

To motivate the students, it is beneficial to have their active participation, instead of merely
observing the demonstration. The importance and purpose of the demonstration ought to be
established to build up the interest of students in the demonstration. Students' attention to specific
points should be drawn; and if possible, by involving the students during the demonstration by
inviting them to assist the teacher.
d. Planning for Performance

While demonstrating the most important thing is that students should hear and see the
demonstration. The teacher will be tempted to look at the work, and if the teacher talks to the work
table rather than to the students, the teacher cannot hope to be heard. In addition to this, the
student will also feel neglected. The involvement of students can be achieved by asking them. "What
will happen further", by building suspense during demonstration or expressing wonder about a
certain thing. Allow students to try for themselves if time permits. Encourage students to ask
questions and make special efforts to clear their doubts. Make sure that students see the
demonstration clearly. The size of the model used should be appropriate for the size of the group.
Use enlarging media such as a document camera, or projector to show tiny components or parts
visible to all.
e. Planning for Practice

If the demonstration is for the development of skill, allow students to emulate. Promote interaction
among the students. Supervise each student and while they are practicing, watch common mistakes.
Once the demonstration is complete, repeat and explain both the correct and incorrect way of doing
it. Also plan to evaluate each student’s performance of the skill.
f. Planning for Feedback

Invite any of the faculty members or colleagues to watch the new demonstration. Have detailed
feedback from him/her or observe any of the colleagues giving a demonstration and note his/her
good points for the improvement.
3.4 Demonstration for Development of Manipulative Skills
In simple words, skill can be defined as an 'organised and coordinated pattern of mental/or physical
activity’. When any teacher plans to use the demonstration method for developing manipulative
skills in a laboratory or workshop, do remember that giving a demonstration is not just performing,
but it includes explaining the procedure as well. Demonstration of a skill by a teacher primarily
consists of two parts:
Doing part
Demonstration
Explaining
Now, the question comes up as to what the explanation should include in this case.
a) A list of the equipment, tool and other materials required for the demonstration.
b) A logical sequence of steps in a skill that the students can follow.
c) The techniques, cues and key points of each step are to be emphasized.
d) A description of the safety procedures to be followed.
Steps for developing skills Skill

Skills are best learned by repeated
practice. Hence, it is also important that
a skill lesson should be planned to
Demonstration by Practice by
contain the two components as shown
Teacher/ Students
below.
Demonstrator
A teacher must identify those mistakes, which may hinder the learning of manipulative skills, and
should act to rectify them immediately. Once having gone through a sequence of movements
wrongly, it is very difficult for learners to unlearn. This must be prevented from happening. For
example, a student before starting to solder, it is important that s/he should hold the soldering iron
correctly and a teacher ought to ensure it. Principles of planning a skill lesson include:
i. Show students how to do it.
ii. Explain key points.
iii. Demonstrate the skill in full
iv. Break the skill down into its parts
v. Give reasons for doing a particular step in a particular way.
vi. Give the students plans of practice
vii. Repeat: Let the students watch the teacher/ demonstrator do it again.
viii. Let them do the simple parts of the job.
ix. Ensure feedback
x. Help them to do the whole, under supervision/observation. Provide feedback.
xi. Allow for free practice. Provide feedback.
xii. Let them practice on their own.
ACTIVITY
Identify skill(s) related to one of the courses you plan to deal with. Write the steps for
developing identified skills in students using the demonstration technique
3.5 Points to be taken care of before giving Demonstration

a) Anticipate those steps, which may cause the greatest difficulty and provide or have a ready
form of supplemental instruction to clarify the point.
b) Have all materials and equipment needed for the demonstration at hand and within reach.
c) Rehearse before the actual presentation; be sure that everything works as planned.
d) Give a short demonstration to avoid the fatigue of students and to help retention what is
learnt.
e) Remove all distractions before the demonstration begins like unnecessary noise, unused
equipment, etc.
f) Be sure that everyone can see, as the worth of a demonstration is measured by its visual
appeal.
g) Use large equipment objects etc. if possible.
h) Avoid glare from the light source and shining surface.
i) Hold work aloft, where all can get a good view.
j) Stand by the side of the chart or model, particularly when it is on the board behind the
teacher.
k) Support demonstration with charts, diagrams, slides & printed instructional materials.
l) Ensure all students see the demonstration from the angle of their seats so that they don't
have any difficulty when they do it by themselves.
Please see the associated videos to get more information. VIDEO
4.0 TUTORIAL METHOD
After going through the e-content and video related to tutorial you will be able to explore the use
of tutorial as an instructional method.
In most of the curricula of engineering programmes, credits of lecture (L), tutorial (T), and practical
(P) are part and parcel called the L-T-P design. Therefore, tutorials have to be taken
with all seriousness as they are included even in the timetable. The individuals in a class though
treated as equal by the teacher, are not comparable to each other, neither in terms of cognitive
ability nor in terms of desirable attitudes. The tutorial method is the follow-up action of a lecture
session and one of the means to create an environment for individualized instruction. To achieve
maximum learning in the students, it is desirable to go for individualized instruction. When the word
'tutorial' is used, it signifies one-to-one interaction between teacher and student. It can be defined as
below -
A tutorial is an interaction between the teacher and student(s), primarily on one-to-one basis
wherein an instructional session is reviewed, or a problem considered.
Tutorials are not intended to supply what books and lectures can give, rather provide students
opportunities for more practice and clear their doubts. During the tutorial, the teacher enquires
from students, about their areas of difficulty and tries to help them. Most of the time, students are
least prepared even to know what to ask. In such situations, teachers on their own identify areas of
difficulty and give an assignment to the student to solve the problems so that they could learn from
repeated practice. This particular part of the lesson aims to explain what a 'tutorial' is, emphasize the
strengths of a tutorial and how best it can be used as a method of teaching. Even when there is no
provision of 'tutorials' in the timetable, the concept of 'tutorial' can be adopted in any educational
institution.
The tutorial is popular for practice and remedial teaching due to its following salient features:
a) It brings in elements of individualised learning to a large extent, as a student has to make
attempts to learn on his/her own, and then identify what he/she does not understand.
b) It helps the students in solving their difficulties.
c) It supplements learning occurring during normal classroom teaching.
d) It provides the students with an opportunity to exchange and validate ideas learnt through
individual study.
The tutorial has its share of limitations as well:
i. An individual tutorial is time-consuming. If there are large numbers of students, it will be
difficult for the teacher to cater to the needs of every individual student satisfactorily.
ii. During group tutorials, the pace of the instruction would differ if students vary in mental
ability.
iii. Even with these limitations, one can use this method effectively by proper planning.
With the advancement of technology, there are other ways and means to create a tutorial-like
situation. For example, in 'Computer-Assisted Learning (CAL)', there is a one-to-one interaction
between student and teacher (in the form of a CAL lesson).
4.1 When and Where to Use Tutorials?
Situations, where tutorials can be used, are:

a) When the topics are very important for understanding subsequent topics.
b) When the topics are difficult.
c) When the topic requires drill and practice.
d) When the students face some problems.
e) When the teacher wants to have remedial teaching for weak students.
f) When students need the guidance of a teacher for their project work, assignment, seminar
presentation etc.
Tutorials can be of two types - Individual tutorials and Group tutorials.
4.2 Individual Tutorial
Here the teacher will meet one of the students possibly in

the office at pre-fixed times or in the laboratory or some
other location (Figure 9). Students can come up with the
problem. The role of the teacher will be a facilitator of
learning. There will be close interaction between the
teacher and the student. Because of this, there will be
better interpersonal relationships and students can feel free Figure 9: Individual tutorial
to get doubt(s) clarified.
Example
Suppose in an electronics engineering class, the students are taught how to calculate the gain of an
amplifier. But it may be possible that some weak students have not understood it thoroughly. So,
they may come individually to the teacher during the pre-fixed time and then the teacher can explain
stepwise how to solve the problem. To see whether the student has understood or not, the teacher
can give similar exercises with slight variations in the circuit. This drill and practice followed by
immediate feedback will help them learn. The teacher will also provide individual care and attention.
4.3 Group Tutorial
Figure 10 depicts a group tutorial situation. The number of students in group tutorials could be 5 to
10. The preferred seating arrangement in this is around a table, to
facilitate easy interaction between the teacher and the students.
Student
Group tutorial could be in the form of getting exercises solved in a
group with teacher assistance, and getting doubts clarified for Teacher
specific topics/situations. Additional gain from the use of this
method is that through the interaction, interpersonal relationship
Figure 10: Group Tutorial
drastically improves. There is a great deal of intimacy and every
Seating Arrangement
student gets individual attention from the teacher.
Example
Suppose the teacher asks the students to design a 'fibre optic link' based on the power budget. For
this, the students have to collect data and do calculations to get the final result. The teacher can
have a group tutorial for a group of students in which the teacher can look at what they have done,
what their difficulties are, and how they can proceed further.
Please watch the associated video of the tutorial method.
VIDEO
5.0 LABORATORY METHOD
After going through the e-content, video and activity/assignment related to Laboratory method,
you will be able to use appropriate laboratory experience as an effective teaching method to
develop the pre-determined practical outcomes.
Engineering is a 'hands-on' profession, where doing

is the key. Applying engineering to everyday life
requires both theory and hands-on practice. While
the former lends itself to classroom learning, the
latter can only be learned and practiced in the
physical laboratory. In this method the teacher’s
role has to be that of a 'guide' and students must do
most of the 'action'. This means that students need
to be most of the time guided and helped to Figure 11: Laboratory method
conduct practicals in the laboratory. The laboratory
method (Figure 11) can be used both for individual and group instruction and how to effectively use
this instructional method to develop the pre-determined outcomes is discussed in this lesson.
5.1 Need for Laboratory Work

Firstly, it is necessary to understand the reason for the existence of the laboratory in the engineering
institutions, which is different from science colleges. The laboratories in the science colleges are set
up to verify the various scientific theories, rules, laws and principles. Whereas the laboratories/
workshops in the professional institutions related to the engineering education system are
established to develop the requisite competency and skills required for the concerned profession.
Laboratory functions as a ‘miniature industry’ where the necessary equipment and instruments are
set up to develop the basic and essential competencies and skills related to that occupation and
required by the industry so that they become almost ready for the world of work on graduation.
It is also pertinent to understand that the students are not all the time doing only practical activities,
but they also undergo experiences of being a group leader, team member and such generic
laboratory-based activities hence the term ‘laboratory experiences’ would be a more appropriate
term to be used in place of the term ‘laboratory experiments’ as they are not ‘experimenting’
anything. In fact, the ‘practical work’ would be still better as they will be doing that practical work,
which help them to attain the practical outcomes/ skills required by the industry. Hence there should
not be any of the so-called ‘Study Type’ experiments as the focus of the laboratories is on developing
the skills and not observation. Therefore, just observation and study of static equipment in a
laboratory/ workshop cannot be considered ‘practical/ laboratory work’. Therefore, in most parts of
this lesson and associated videos, the term practical work or experience (which means laboratory/
workshop/ fieldwork) is used.
5.2 Objectives of Practical Work

All engineering programmes have several courses and associated laboratory work. The practical work
in the laboratories related to these courses needs to be focused, to render the students more
acceptable to the industry. Most of the graduates from engineering programmes, who get employed
in the industry work on the shop floor, undertake production, market and service the products. For
this to happen, the objectives of the laboratory work ought to be clear to both the teacher and the
students. The objectives of the laboratory work with a special focus on UG and diploma engineering
curricula are discussed separately in subsequent paragraphs.
Thirteen objectives, converged at the colloquy convened in San Diego, California, where
academicians discussed “What are the fundamental objectives of engineering instructional
laboratories?” which are listed below. All objectives start with the following: “By completing the
laboratories in the engineering undergraduate curriculum, the student will be able to….”
i. Instrumentation: Apply appropriate sensors, instrumentation, and/ or software tools to make

measurements of physical quantities.
ii. Models: Identify the strengths and limitations of theoretical models as predictors of real-
world behaviours. This may include evaluating whether a theory adequately describes a
physical event and establishing or validating a relationship between measured data and
underlying physical principles.
iii. Practical Work: Devise practical works, specify relevant equipment and procedures,
implement these procedures, and interpret the resulting data to interpret and come to
conclusions.
iv. Data Analysis: Demonstrate the ability to collect, analyze, and interpret data, and to form
and support conclusions. Make an order of magnitude judgments and use measurement unit
systems and conversions.
v. Design: Design, build, or assemble parts, products, or systems, using specific methodologies,
equipment, or materials; meet client requirements; develop system specifications from
requirements; and test and debug a prototype, system, or process using appropriate tools to
satisfy requirements.
vi. Learn from Failure: Identify unsuccessful outcomes due to faulty equipment, parts, code,
construction, process, or design, and then re-engineer effective solutions.
vii. Creativity: Demonstrate relevant levels of independent thought, creativity, and capability in
real-world problem-solving.
viii. Psychomotor: Demonstrate competence in selection, operation, and modification of relevant
engineering tools and resources.
ix. Safety: Identify health, safety, and environmental issues related to technological processes
and activities, and deal with them responsibly.
x. Communication: Communicate effectively about laboratory work with a specific audience,
both orally and in writing, at levels ranging from executive summaries to comprehensive
technical reports.
xi. Teamwork: Work effectively in teams, including individual and joint accountability; assign
roles, responsibilities, and tasks; monitor progress; meet deadlines; and integrate individual
contributions into a final deliverable, product.
xii. Ethics in the Lab: Behave with the highest ethical standards, including reporting information
objectively and interacting with integrity.
xiii. Sensory Awareness: Use the human senses to gather information and to make sound
engineering judgments in formulating conclusions about real-world problems.
For undergraduate engineering students from engineering institutions, the following list of objectives
has been formulated for their laboratory work:
a) Develop practical skills through first-hand experience.
b) Show an attitude of enquiry.
c) Show confidence and ability to solve problems.
d) Interpret events and results.
e) Work effectively as a leader of a team.
f) Work effectively as a member of a team.
g) Assess errors and reduce them.
h) Observe and measure physical phenomena.
i) Write technical reports.
j) Select suitable equipment, instruments and materials.
k) Locate and rectify faults in systems.
l) Set and handle instruments, machines and equipment.
m) Follow standard/ specified test procedure.
n) Show awareness of safety procedures.
o) Understand concepts, theories and principles.
p) Understand the operation of instruments, machines, systems, equipment, etc.
q) Integrate theory and practice.
r) Discover or prove rules, relationships and principles.
To fulfil these objectives of engineering laboratories, some of the most industry needed skills that
could be developed in students through practical work during the programme of study in a technical
institution are given in Table-1.
Table 1: Some Common Skills to be Developed in Laboratory
S. No. Practical Skills Social Skills & Values Cognitive Skills

1 Operate Follow safe practices Evaluate
2 Handle with dexterity Manage time Analyze
3 Survey Show alertness Communicate in written form
4 Procure Exhibit sincerity Communicate orally
5 Estimate Show Interest Listen
6 Install Demonstrate Confidence Solve problem
7 Test Show Cost consciousness Draw conclusions
8 Inspect Adhere to Healthy practices Record
9 Repair Work hard Classify
10 Maintain Show empathy Investigate
11 Service Demonstrate Integrity Interpret
12 Use of modern tools Self-motivation Use for varied applications
13 Measure with precision Self-discipline Observe
As can be observed, Laboratory work can be used for the achievement of outcomes in all the three
domains of learning i.e. psychomotor domain, affective domain and cognitive domain.
These skills are possible to be developed if the laboratory work is suitably designed and effectively
implemented. Repeatability is one of the characteristics of skill development and this needs to be
built in the laboratory work design for implementation. Social skills and values, which are the
outcomes in the affective domain, can be developed through only some methods, the laboratory
being one of the most prominent ones, especially since in any curriculum, significant time is allotted
to practical work. Values are not social skills. Good values like loyalty, sincerity and others are those
that the industry strongly needs, for which a suitable environment has to be created in the
institutions and teachers should motivate the students to internalize such noble values and ethics
and assess them at appropriate times.
5.3 Factors influencing Laboratory Instruction
The following are the important factors that influence laboratory instruction. As the influence of
these factors is self-evident, a brief discussion on them is only given.
a) Teacher competence
It is important that the teachers themselves need to be confident, competent and trained to
operate all the concerned equipment in the laboratory, they have been given responsibility.
A necessary step before administering any practical work is to try it out. This will enable the
teacher to appreciable the difficulties that the students may encounter when performing it.
Furthermore, the teacher will be in a better position to guide the students in the
achievement of the industry-relevant skills.
b) Resource Constraints
Equipment must be available in good working condition in the laboratory. Equally important
is the availability of necessary consumables. Policy support and essential funds ought to be
available for ensuring the same.
c) Students Characteristics
While more able students need little guidance, average and less able ones need more
support from the teacher and have to be gradually trained up to take up the student-centred
learning experience. Some students readily take up the initiative and assume responsibilities,
while some students feel contended with passive roles. Teacher influence becomes
necessary to make such students take an active role and thereby develop necessary practical
skills which cannot be attained anywhere else.
d) Learning Outcomes
This is a vital factor. The students should clearly understand the outcomes expected through
the practical work. The relevance of the laboratory work has to be appreciated by the
student to gain and sustain his/ her interest. Therefore, there has to be clarity to students as
well as to teachers regarding the practical learning outcomes and the practical skills linked
with the course outcomes and programme outcomes, which need to be acquired by the
students.
e) Assessment of Learning Outcomes

One of the most important factors in the development of practical outcomes effectively is their
assessment. If teachers design assessment schemes properly and make them transparent
and implement them sincerely, it can motivate students to acquire the skills through
laboratory work effectively. Details about it will be discussed in the subsequent lessons.
5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work
The engineering teacher is the key person who has to facilitate the development of requisite
practical skills, social skills and cognitive skills in the students. The main roles of the teacher in the
laboratory are:
a) Plan and design lab experiences.
b) Provide guidance and direction during laboratory practice.
c) Assess the students’ performance.
d) Organise and manage the laboratory work in totality.
For achieving this, the major responsibilities of the teacher specifically in the laboratory are
highlighted here:
i. Ensure that all the equipment required for that course is procured, installed and
commissioned.
ii. Assure the availability of required consumables in time.
iii. Plan to organise the practical work.
iv. Design practical work to develop the industry-relevant skills relevant to the course.
v. Develop notes for teachers and compile them in the form of a teacher guide, so that the
designed practical work is implemented properly.
vi. Implement the practical work to develop the industry-relevant skills relevant to the course.
vii. Facilitate the development of the skills in the students during the practical work.
viii. Assess the students’ performance and certify whether the practical learning outcomes have
been acquired or not.
The above responsibilities may call for special care and additional activities such as:
• Prepare various schedules.
• Develop learning material for labs/ workshops - (Instruction sheets, Models, Charts, Video
Programs, CAI packages, etc.).
• Decide relevant instructional strategy.
• Ensuring active student participation.
• Render guidance and assistance.
• Set criteria for evaluation - Continuous, end-of-term using Rubrics, Checklist, Rating Scale
• Ensure housekeeping and maintenance of the laboratory.
• Ensure safety in the laboratory.
In nutshell, it can be said that laboratory work is a powerful tool to develop industry-relevant skills
and practical outcomes, which cannot be developed in the classroom. Hence, the practical work in
the laboratory/ workshop/ field needs to be effectively designed and implemented to develop the
requisite skills in the students. Moreover, the laboratories also need to be utilized for the maximum
amount of time so that the students will have more time to practise and develop their skills. All of
these point to the fact that laboratory work is to be logically and scientifically designed or innovated
to focus on the development of these skills in the students.
Please watch the associated videos on the laboratory to get more information. VIDEO
6.0 CONCLUSION
It can thus be seen that all the basic instructional methods, discussed in this lesson, viz Lecture,
Demonstration, Tutorial and Laboratory have their features, strengths and limitations. ‘All said and
done’, the ultimate aim is that the students achieve the expected learning outcomes. For this, a
judicious mix of instructional strategies incorporating several methods should be adopted. Along
with it, a good mix of various instructional media needs to be used for implementing the session
effectively, keeping in focus that there is active student involvement in the teaching-learning process.
This will come only through sustained ‘practice and feedback’.
*******
ACTIVITY
Please go through the given case related with improved lecture method and answer the
questions that follow.
Mrs. Surbhi Khanna, is an Assistant Professor in electrical engineering department of XYZ

technical Institute. She was teaching “Basic electrical engineering” in second semester for the
last three months. She tried her best to make her lessons interesting to the students. She
brought different types of models relevant to the topics to the classroom, conducted several
small demonstrations in the class room, encouraged students to observe the natural phenomena
and used several other activities to make students learn effectively. Whenever she was planning
for the delivery of classroom lecture, she proceeded as follows:
a) Introducing the topic.
b) Asking questions about last topic covered.
c) Demonstrating the concept to be taught with a simple model.
d) Consolidating information from the demonstration on the board.
e) Giving examples and non-examples of concept taught.
f) Asking students to give more examples and non-examples concept.
g) Asking students to solve a problem in the class, which makes use of concept taught that
day, and/or on previous turn.
h) Going around the class and seeing that students are working and solving their
difficulties.
i) Commenting on the solution.
j) Summarising the lecture.
Answer the following:

i. State the variety of instructional methods, Mrs. Khanna has planned?
ii. In your opinion was she able to:
a) generate students’ interest in learning electrical engineering?
b) satisfy to the individual needs of the students?
c) encourage creative thinking of the students?
d) assist the students to organise their knowledge?
e) motivate students to participate more in the learning process?
*******
7.0 REFERENCES
Banthiya N.K., Joshua E., Mathew Susan S. et al.(1999). Devise Teaching Strategies and Select Teaching
Methods- Competency-Based Self-Learning Module. TTTI Bhopal.
Banthiya N.K., Srivastava M.K, Earnest, Joshua, Mathew S.S. (1999). Design suitable learning experiences for
laboratory work & Direct laboratory experiences to achieve specified aims. Module 4: Competency-
Based Self-Learning Module; TTTIBhopal.
Damodharan V. S. ACCA, AICWA and Rengarajan.V. AICWA.Innovative Methods of Teaching. paper article
Earnest, Joshua, et al. (1999). Competency-Based Laboratory Manuals for Various Courses of DEVE and DERE
Programmes. St.Xavier's Technical InstituteMumbai.
Earnest, Joshua. (2003). How to Assess Student Outcomes in an Engineering College Laboratory? - Proceedings
of the International Symposium on ‘Best Assessment Processes V’, at Rose-Hulman Institute of
Technology, Terre Haute, Indiana; USA.
Earnest, Joshua.(September 8 - 11 2002).Graded Laboratory Experiments – An Innovation. Proceedings of the
30th SEFI Annual Conference ‘The Renaissance Engineer of Tomorrow’; at the University of Florence,
Firenze; Italy; Technical Session B5.
How do I improve my lectures? Retrieved March 06, 2019,
fromhttps://www.montclair.edu/academy/resources/teaching-resources/how-do-i-improve-lectures/
Improving lectures by understanding students’ information processing. Retrieved March 02, 2019, from
https://www.colorado.edu/ftep/sites/default/files/attached-files/ftep_memo_to_faculty_1.pdf.
Jain K.K and Lalla G.T.(1995). The module on Skill Training Techniques. Technical Teachers’ Training
InstituteBhopal.
Jain P.C., Mathew, Susan.S., Earnest, Joshua, et al.(1999). Compendium of Laboratory Experiences– A Project on
Effective Utilization of Laboratory Equipment (Maharashtra State) – A Report; TTTI. Bhopal, India.
Levin (1989).Secondary Instruction: A manual for classroom Teaching. Allyn & Bacon.
Mathew S.S.(2002). Conduct a good demonstration, using laboratory equipment. Module 4: Competency-Based
Self-Learning Module: Technical Teachers’ Training Institute Bhopal.
Mathew, Susan S., Earnest, Joshua. (9-13 February 2004). Innovations in the Laboratory for Competency
Development. Proceedings of the 7th UNESCO International Centre for Engineering Education (UICEE)
Annual Conference on Engineering Education, Mumbai, India.
Mukhopadhyay M.& Kapruan N. S.(1978).Conduct Tutorial. CBTE Module No.24, Technical Teachers’ Training
InstituteBhopal.
Patki S D (1994).The module on Overview of Teaching Methods.Cement Industry HRD Project, Technical
Teachers’ Teaching Institute: Bhopal.
Some advantages and disadvantages of tutorial Methods of Teaching.Retrieved March 08, 2019,
fromhttp://www.dissertationhelponline.co.uk/blog/advantages-disadvantages-tutorial-method-
teaching/
Teaching improvement guide. Retrieved March 06, 2019, from https://sites.google.com/a/uwlax.edu/teaching-
improvement-guide/improvement-strategies/teaching_methods_course_structure/a-lecture.
Ten suggestions for improving a lecture. Retrieved March 02, 2019, from
http://www.montana.edu/facultyexcellence/Papers/lecture.pdf.
Tutorial strategy in education.Retrieved March 06, 2019, from http://www.vkmaheshwari.com/WP/?p=2427
Tutorials and small group Teaching.Retrieved March 08, 2019,
fromhttps://iubmb.onlinelibrary.wiley.com/doi/pdf/10.1016/0307-4412%2888%2990007-6
Why lecture.Retrieved March 07, 2019, fromhttps://faculty.londondeanery.ac.uk/e-learning/improve-your-
lecturing/why-lecture
Wilson B.(1987). Methods of Training: Individualised Instruction. Parthenon Publishing: Lancashire
ASSIGNMENT
Some learning outcomes are given below. Identify the outcomes, which can be best achieved
through laboratory work.
S. No Learning Outcomes Yes or

No
The student will be able to
1. apply all the rules of grammar to form meaningful sentences.
2. select suitable instruments for carrying out specified survey work.
3. follow given safety precautions while conducting a performance test on an
induction motor.
4. sketch a given object.
5. discriminate between active form and passive form in simple, compound and
complex sentences.
6. demonstrate the ability to work in groups.
7. check the soundness of the columns and beams with accuracy.
8 state the laws of friction.
9 start the given pump in good condition in three minutes.
10 define the concepts: work, power and energy.
DISCUSSION FORUM
Suggested topics for discussion forum:
• Discuss the concerns related to the roles of teachers, students and technical staff in the
laboratory.
MODULE 4
Unit 4.4.3
Strategies- Part 2
L9 Advanced Instructional Methods

Unit 4.4.3: Instructional Methods and Strategies - Part 2 L9: Advanced Instructional Methods
Lesson L9: Advanced Instructional Methods
Contributors
Dr B. L. Gupta Professor, Department of Management Education

Dr J. P. Tegar Professor, Department of Curriculum Development and Assessment
Education
Prof. (Mrs.) Susan S. Associate Prof. Department of Electrical and Electronics Engineering
Mathew Education
Dr A. K. Jain Professor, Department of Civil and Environmental Engineering Education
Prof. (Mrs.) Asmita A. Associate Prof., Department of Media Research and Development
Khajanchee Education
Dr Vandana Professor, Department of Mechanical Engineering Education
Somkuwar
Dr Sharad Pradhan Professor, Department of Mechanical Engineering Education

LESSON L9: ADVANCED INSTRUCTIONAL METHODS
LO 1. Justify the importance of the specified advanced instructional method.
LO 2. Select relevant advanced instructional method to develop the pre-
determined learning outcomes.
LO 3. Explain the procedure to implement the selected instructional strategy
effectively.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 WHY ADVANCED INSTRUCTIONAL METHODS? ........................................................................... 3
3.0 LEARNING IN GROUPS: HOW DOES IT OCCUR? ......................................................................... 4
4.0 ADVANCED INSTRUCTIONAL METHODS...................................................................................... 5
5.0 ADVANTAGES OF GROUP-BASED LEARNING............................................................................... 8
6.0 USE OF SOME ADVANCED INSTRUCTIONAL METHODS FOR DEVELOPING CREATIVITY ............. 8
7.0 SEMINARS .................................................................................................................................... 9
8.0 PANEL DISCUSSION.................................................................................................................... 10
9.0 EDUCATIONAL GAMES .............................................................................................................. 11
10.0 GROUP DISCUSSION .................................................................................................................. 13
11.0 CASE METHOD ........................................................................................................................... 14
12.0 ROLEPLAY .................................................................................................................................. 16
13.0 BUZZ SESSION ............................................................................................................................ 18
14.0 BRAINSTORMING....................................................................................................................... 18
15.0 SIMULATION .............................................................................................................................. 19
16.0 PROJECT METHOD ..................................................................................................................... 20
17.0 INDUSTRY/ FIELD VISIT .............................................................................................................. 23
18.0 ICT-BASED LEARNING ................................................................................................................ 24
19.0 SELF-DIRECTED LEARNING ......................................................................................................... 26
20.0 PROBLEM-BASED LEARNING ..................................................................................................... 27
21.0 SELECTION OF INSTRUCTIONAL METHOD ................................................................................. 28
22.0 REFERENCES .............................................................................................................................. 31
1.0 INTRODUCTION
In any educational institution, teaching-learning normally occurs in a formal set-up under the
guidance of teachers to attain pre-determined learning outcomes which are derived from the
curriculum as per the industry need for that occupation. The industry requirements include
competencies and skills related to technology, problem-solving, creativity, communication,
sustainability and the like which fall in the three domains of learning – i.e. Cognitive, Affective
and Psychomotor. The teaching and practice of these skills are not restricted only to the
classrooms, but it occurs in different places like a laboratory, workshop, field, etc. It can be
said that though lectures and demonstrations are popular methods of conveying structured
information to all classes of the learner, the development of psychomotor and affective
domain skills needs a different kind of setting for learning. No single instructional method can
develop the above-mentioned skills. A proper mix of different instructional methods will serve
this purpose. This lesson which is in continuation of the basic instructional methods seen
earlier will discuss some advanced instructional methods. One important point to note is that
the word ‘Advanced’ does not necessarily indicate that any advanced technology is essentially
needed to implement these methods. The discussions along with the videos will help you to
understand how to use these methods to develop the above-mentioned skills.
Some important words/phrases frequently used here: Learning Outcomes, Cognitive

Domain, Affective Domain and Psycho-Motor Domain, Skills, Teacher-Centred Methods,
Student-Centered Methods, Group Based Methods, Student Activities, Teacher Roles,
Interaction, Discussion. These have specific meanings as given in earlier lessons.
2.0 WHY ADVANCED INSTRUCTIONAL METHODS?

The basic methods such as lecture, and demonstration (discussed in the previous lesson)
requiring more teacher control during the learning process, have some inherent advantages.
Teachers’ proficiency in the subject and skills in managing the learning process are key factors
for the success of these methods. As a learner attains learning skills s/he may also develop the
ability to take responsibility for managing herself/ himself during the T-L process and taking
decisions related to the learning process. Then s/he can be allowed to study on her/his own
and learn individually. Methods which permit individualized learning are advantageous and
may also take care of individual learners’ differences concerning their learning preferences
and flexibility for learning.
The learner may also develop an ability to work in a group if such a situation is provided.
Matured learners/ students can also be allowed to collaborate by sharing knowledge, taking
some responsibilities in learning activities, and sharing the given resources in conditions
facilitated by the teacher. Such situations may be categorized as 'Group Based Learning'.
Group-based learning is a common feature in many advanced instructional methods.

Therefore, it is important to understand how learning occurs in groups. In such situations,
cognitive abilities at higher levels of “Revised Bloom's Taxonomy” can be developed easily.
Such methods also facilitate attitude development which is discussed over here. For effective
achievement of desired learning outcomes using such methods, two abilities in the teachers
are required to be ensured:
a) Ability to select proper method/s and
b) Ability to implement the selected method/s.
If a teacher lacks these abilities, implementing such methods may not give the desired result;
but may turn out to be just a mockery. Many of the advanced instructional methods demand
the participation of students in the group, wherein advantages of group-based learning could
be harnessed.
3.0 LEARNING IN GROUPS: HOW DOES IT OCCUR?

In previous lessons, different models of teaching have been discussed. There are different
theories of learning too. It is essential to briefly state approaches, some of them in the context
of group learning are:
a) The Constructivist Approach to learning states that 'learners are not passive recipients
of information, but they actively construct/ build up their knowledge by interacting with
the environment’. Secondly, learners evolve or reorganize their mental structures
through collaborative learning.
b) The Social Learning Theory-Based Approach states that 'people learn new behaviours
by observation, within a social context'. The context brings about attention, retention,
reproduction and motivation. The learner's belief in his or her capacity to act or
behave in a certain way helps to learn in such contextual situations. The learners or
students can be put in a contextual situation in which they satisfy social needs and
develop useful skills.
It has been observed that learners enjoy learning in a group. Research in the area of small
group learning indicates that 'Learning in a small group provides a powerful means to develop
social skills, managerial skills and entrepreneurial skills'. In specific contexts, the skills such as
effective communication, negotiation, bargaining, collaborating, and working in teams as
required for working in a real-life situation can be developed. Every learner has some
strengths and some weaknesses. Their strength can be used to enable learning in groups. The
most important aspect of group-based learning situations is that the group exerts pressure on
individual members to follow group norms thus enabling controlled proceedings of group
activity.
4.0 ADVANCED INSTRUCTIONAL METHODS

In the previous lesson, the classification of instructional methods based on teacher role and
student role was discussed. The figure is recalled here with some more information in the
context of the discussion in this lesson. The curly bracket in Figure 1 includes many of the
Advanced Instructional methods.

Role Happening
Teacher-centred
Information Lecture Monologue
T Provider S
e Improved Lecture Dialogue
t
a Demonstration
u
c Facilitator Tutorial (Individual/Group) Interaction d
h e
Buzz Session
e n
r Seminar
t
Brainstorming
R Game R
o Panel Discussion o
l l
Case Study
e e
Roleplay
D Group Discussion I
e Guide Assignment Action
n
c c
Laboratory/Workshop/ Fieldwork
r r
e Simulation e
a Project Method a
s Industry/Field Visit s
e e
s s
ICT-Based Learning
Student-centred
Figure 1: Instructional Method Continuum
The methods, except laboratory and tutorials, all are dealt with under the category - of
advanced instructional methods. These methods require action, interaction and reflection by
students individually or in groups (see Figure 1). Table 1 below broadly shows where and when
these can be implemented. Some methods like group discussion, brainstorming, case study,
seminar, panel discussion, and simulation, are examples of teacher-centred approaches. Here
the teacher is supposed to identify the activities which enable building on individual students’
existing knowledge, sharing of specific information within the group, and application of
previous learning. The teacher is considered an expert on the topic/ theme and is expected to
share his expertise and to ‘present’ information and his views on the theme to the group after
the group work is over.
Table 1: Instructional Methods and their Implementation
Instructional Methods Implementation

Group Discussion, Brainstorming, Buzz session, Panel Discussion, Group-Based Methods
Role Play, Nominal Group Technique (NGT)
Project Method, Case Method, Simulation, Assignment, Problem Individual and Group-
Based Learning, Online learning, Seminar, Industry visit Based both possible
Self-Learning Individual
On the other hand, in methods like problem-based learning and project method, the teacher
is there to help only to manage the process of learning. Problems are very broadly or loosely
defined. Tasks that are designed are to encourage the students to:
a) Plan for learning
b) Undertake research for formulating the problem
c) Assess problem-solving and learning approach
d) Share their ideas
e) Develop a set of subject-related skills.
The teacher’s actions are more in the background- that of the facilitator or mentor. S/he may
or may not know what exactly can be the final output.
2a Briefing for Seminar Presentation 2b Roleplay

Figures: 2a and 2b Teacher-Centred Approach
Students working on the given problem

Figures: 3a and 3b Student-Centred Approach
Group-based learning can occur in formal groups and informal group situations. An Example
of an informal group is a student club that is formed by students on their initiatives to achieve
a specific purpose. However, for advanced instructional methods, formal groups are
preferred. So, whenever the word ‘Group’ appears, it means ‘Formal Group’.
Formal groups are made using criteria such as learning requirements, time available,
requirements of the learning task, availability of the resources, etc. These groups can be of
different sizes such as Dyads (2 students), Triads (3 students), small groups (4 to 8 students)
and large groups (12 to 15+ students). Formal groups that are heterogeneous concerning
particular skills or abilities of students are most advantageous for achieving learning
outcomes.
Different kinds of interactions can be held in different types and sizes of groups in different
instructional methods. They are described in subsequent sections.
PRACTICE TASK
a) Define dyad and triad.
b) List three group-based methods that use creativity techniques.
c) Fill up the blank spaces with appropriate option-
i. The number of students in small group can be (3/ 4 to 8 /12 to 15 +)
ii. ……………………type of learning approach is based on learning in stimulus-
response situations.
iii. Social learning approach describes learning in (society / defined context).
Teacher can find answers by reading previous paragraphs.
5.0 ADVANTAGES OF GROUP-BASED LEARNING

There are several advantages of using group-based learning in technical institutions.
It develops: It reduces:
• discussion attitudes • the feeling of loneliness
• reflective thinking • anxiety and tension for learning
• socio emotional support • problems of learning
• foster creativity and synergy • negative thinking
• attitudes for collective learning • frustration
• greater energy to learn • feeling of exhaustion and
• adjustments with individual differences withdrawal
• opportunity for fun and joy
• mutual trust
PRACTICE TASK
a) Write at least one example of one situation where you as a teacher has found
group work to be advantageous
b) Write at least one example of one situation where you as a teacher has found
group work to be disadvantageous.
6.0 USE OF SOME ADVANCED INSTRUCTIONAL METHODS FOR DEVELOPING CREATIVITY

These methods enable shifting the focus of instruction away from knowledge transmission to
learners' knowledge construction (application of Constructivist learning theory). The creation
of guided tasks, interactions, assignments, and environments that cultivate deep, meaningful
learning in small groups in methods given in the figure below involves a group of 5-7 students.
The application of such groups is in the implementation of creativity techniques.
Any creativity technique uses two predominant steps:
• Idea generation (an important step in creativity) and
• Idea analysis.
After reading this lesson and watching the associated videos you will appreciate the use of
such small groups. The literature related to instructional methods often refers to these groups
as Action Learning Sets. The teacher should be aware that Graduate Attributes (The abilities
of a fresh passouts of undergraduate engineering programme) recommended by the National
Board of Accreditation (NBA) include Creative Abilities as an important outcome of the
educational programme. Hence engineering college teachers must use these methods.
7.0 SEMINARS
The seminar can be defined as ‘A gathering of people for the purpose of discussing a stated
topic’. ‘Seminar is a teaching technique for higher learning. A specific subject or topic is
delivered as an article or report in the seminar. The article and its concepts submitted in the
seminar are analyzed and discussed through group discussion to arrive at a final decision or
concept.’ (C. N. Raja and T. P. Rao). The seminar method is an advanced teaching method or
technique used to develop in-depth learning of any subject or topic by the students. This
method is a student-centred learning method in which the teacher serves as a facilitator. This
method creates a situation for a group of students to have a guided interaction among
themselves on a given topic/theme. The seminar as a teaching method can be classified
according to the level of activities involved:
a) Mini Seminar conducted at the classroom level
b) Major Seminar conducted at Department or Institutional Level.
7.1 Purposes of Seminar Method

The major purposes, of using seminar as an instructional method, are to:
a) develop higher cognitive abilities, communication-related and team working abilities.
b) develop the ability to respond, keen observation of experience and feelings.
c) provide students with the opportunity to participate in the methods of scientific
analysis and research procedures.
d) help the students to develop skills in reading and comprehension of scientific writing of
verbal presentation.
e) enable the students to gain experience in self-evaluation.
7.2 Planning and Organizing Students’ Mini and Major Seminar VIDEO- V31, V32
The steps that are usually followed are given below. The steps for organizing a classroom mini-
seminar are demonstrated in the associated videos.
a) The teacher selects the theme and sub-theme of the seminar.
b) The teacher assigns the topics to the students so that they have enough time to
prepare for the seminar.
c) The teacher conducts the activities of the seminar and directs the seminar on the
theme.
d) Students present the paper on the given theme. Participants seek clarification and put
questions.
e) In case of a long silence in discussion in the initial stage, the teacher can ask probing
questions.
f) The teacher helps students to express their ideas and keeps the discussion at a high
level of interest so that the students listen attentively to those who contribute their
ideas.
g) The teacher may also plan to comment and prepare questions that relate to the subject
and also guide and direct the discussion.
h) The teacher manages time by setting time limitations for each student's contribution.
Makes sure that all members have a share in the discussion and that irrelevant
discussion is avoided.
i) The teacher plans for summarisation at intervals during the discussion and also at the
end of the discussion and relates the ideas expressed to the purpose of the discussion.
j) The teacher arranges to get the discussion recorded by a student as a recording
secretary or by video recording.
k) The teacher has to ensure that essential points are not overlooked. The teacher has to
ascertain that gross inadequacies are corrected preferably by other members of the
class.
l) The teacher has to motivate the students who are not participating.
m) Plan for teacher and student self-evaluation of the progress made towards the
immediate objectives.
REFLECTION SPOT
a) Prepare a list of topics/themes for the seminar from the curriculum.
b) Prepare a list of sub topic/ sub themes for each main topic.
8.0 PANEL a.
DISCUSSION
The panel discussion is a student-centred instructional method. As the name suggests 2 to 6
participants discuss a particular topic from different points of view and after the discussion the
audience asks the questions to panellists. The students are assigned issues related to discipline
and they are asked to explore the issues on well-defined points in detail. Students do a piece
of research and prepare the information for discussion. The teacher organizes the panel
discussion of these students for the benefit of all the other students. If the discussions are
related to course/ subject-specific technology, they can be organized from the fourth to
seventh semester. Generally, the panel discussions are one-time activities and the
participating members may never get an opportunity to work together. Sometimes panel of
Experts having specialization in a particular area are also invited to the institution for
discussing the general issues, trends, prospects, demands, and problems of the industry. Panel
discussions may be practised in higher semesters.
8.1. Purposes of Panel Discussion Method

Panel discussions prepare the students for the future. They get information about their career
and trends. The major purposes of using panel discussion as an instructional method are:
a) Learn to explore the issue, systematically gather information,
b) Logically present the information.
c) Put forth their views on issues raised by someone.
d) Approach a question/ problem rationally.

e) Respect the views of others.
f) Ask a question.
g) Formulate a strategy for discussion.
h) Establish relationship.
i) Respond positively.
j) Recall the information spontaneously with a reference, and so on.
k) Debate over an issue.
8.2. Planning and Organizing Panel Discussion VIDEO- V21, V22
The steps usually followed are given below. An associated video demonstrates panel
discussion.
a) Select the topic for panel discussion related to some learning outcome of the course.
b) Select the panel of students.
c) Provide enough time (at least 5 to 7) days to the panel of students to plan.
d) On the scheduled day, call the panel of students to the dias.
e) Conduct the panel discussion and monitor each student’s contribution.
ACTIVITY
Suggest three topics related to your curriculum for organizing panel discussion with
justification. (In about 100 words each).
9.0 EDUCATIONAL GAMES

Games are considered part of the active learning process. Here the focus of discussion is on
learning and not on the games played for physical fitness and enjoyment. Educational games
completely involve the students in the learning process. They accept the challenges of learning
and prepare themselves to play the games. Games provide a good change in the instructional
process. It is a good tool to involve students in the learning process and harness their full
learning potential. Properly designed and conducted games incorporate several principles of
learning such as reinforcement, recognition and rewards for positive learning, feedback for
improvement, purposeful and joyful learning without anxiety and learning to win. The games
create a sense of responsibility for self-learning and feedback for improvement.
The main feature of any game is ‘competition’. Therefore, when the feature of ‘competition’
is weaved into any instructional method, it can become an educational game. The following
example can make features of this type of instructional method clearer.
Example
‘Educational Volleyball Game’ – Time duration: 30 minutes; Players: Whole class.
The teacher announces in the class that a particular unit of the course of that semester has to
be self-learnt and the game will be played around 20-25 days from the date of the
announcement. S/he divides the class into team ‘A’ and team ‘B’. Each team will prepare a set
of 10 ‘short–answer’ or ‘multiple choice questions’ to assess the pre-stated unit outcomes
which are derived from the curriculum. This will be a secret till that date and marks will be
awarded for the right answers which can get reflected in the progressive assessment. Each
team is expected to keep the questions a secret. On that day, the teacher will be the referee
(moderator of the game). When the game begins, team ‘A’ will throw the first ball (i.e. ask the
question) to team ‘B’. If they answer the question correctly, they will get 4 marks and if they
answer half correct, they will get 2 marks and so on. The next question will then be posted by
team ‘B’ and the game will go on.
9.1 Purposes of Educational Games

The major purposes of the educational game are:
a) The competition encourages learning.
b) Learning becomes fun.
c) The onus of learning is transferred to the students.
d) Both lower and higher-order learning outcomes could be developed if designed
accordingly.
9.2 Planning and Organizing Educational Games VIDEO-V25, V26
The steps that are usually followed are given below. An associated video demonstrates the
educational game.
a) Select the topic(s) to design the game.
b) Identify the learning outcomes.
c) As far as possible, involve the whole class in the game.
d) Design the game with a competition element in it.
e) Decide the time limit.
f) The rules of the game should be clear to students.
g) The teacher forms the teams.
h) Decide the scoring (assessment) method and inform the students about it.
i) Give the students sufficient time for preparation.
j) The teacher facilitates the conduction of the game.
k) The teacher scores the game as it progresses.
l) Students share the learning experience.
m) The teacher consolidates the learning.
n) Gives feedback during the game and after the game as well.
ACTIVITY
Design an educational game to fulfill the curriculum outcomes of your course.
10.0 GROUP DISCUSSION

Group discussion is a student-centred instructional method in which students are divided into
groups and are encouraged to discuss the subject matter given. This method can generally be
used at the end of the semester after the teaching of the entire course and the students have
enough background to take part in the discussion actively. Group discussion is supervised and
guided by the teacher. The use of group discussion as a teaching method could be used as
stimulus variation towards the end of a classroom session from the point of view of arriving
at solutions concerning the pre-determined learning outcomes, especially in the higher order
of the cognitive domain. Due to the high level of interaction, some of the affective domain
outcomes are also addressed.
10.1 Purposes of Group Discussion

The major purposes of the group discussion as an instructional method are the following:
a) Provides a deeper understanding and learning of the content of the subject matter.
b) Improves the ability to think critically.
c) Provides different approaches to solving a problem.
d) Helps the group in taking a decision.
e) Enhances communication skills.
VIDEO- V20
10.2 Planning and Organizing Group Discussion
The steps usually followed are given below. An associated video demonstrates group
discussion:
a) Choose the topic for group discussion
b) Form groups for group discussions.
c) Give the time limit.
d) Monitor the group discussions.
e) Summarise the group discussion.
When a more creative output is expected out of a discussion then other advanced techniques
like Fishbowl can also be used.
Fish Bowl: The teacher forms two groups of equal size for a learning situation. One group
works on the situation and the other group observes the behaviour of the working group. The
observation of the behaviour is made on one to one basis on predefined criteria. The working
group is also called the inner group and the observing group is called the observer group. After
completion of learning in the group, the observing group members offer positive feedback on
one to one basis on the behaviour of the members. This method is beneficial in situations
where attitude development is prominent in the learning process. In this process both the
groups learn but they learn different types of skills. The inner group learns on working in the
situation. The observing group learn observational skills and feedback providing skills. In
subsequent learning situations, the observer group may take the position of the working
group and the working group can be the observer group. The fishbowl method is useful in
shifting the responsibility of learning to students. In a classroom situation, the circular sitting
arrangement is made to facilitate the process of learning and observing. The sitting
arrangement is shown in Figure 4. Blue arrows indicate the observation links within inner and
outer circle students. This method helps the teacher to objectively observe the particular
behaviour and provide specific feedback to a particular student.
Inner Circle- Learning Group
Outer Circle- Observer

Group
Figure 4: Group arrangement in Fish Bowl method
ACTIVITY
Select a topic for group discussion and identify the criteria, and the specific activities that
are to be performed by the students before, during and after the discussion.
11.0 CASE METHOD

A case is a story-like description of an incidence or a sequence of coherent events that
represent a notable change in a scenario or problem-solving. It suits a learning situation
wherein comprehension of a situation or problem and the analysis of events that surround
the situation are required. It promotes intensive learning. One unique feature of the Case is
its close kinship with reality. The learner feels to be a part of or familiar with the situation
given in the case. Due to these reasons, more and more use of this method in engineering
colleges is strongly recommended. The Case method draws the concept of learning from and
through experience - from the past, on which a Case study is built.
The interaction of participants regarding the situation given in the case happens in the context
of their own life experiences and this makes the case interesting. A case study is a ‘student-
centred’ teaching method that requires extensive preparation. It can develop many important
Graduate attributes/ Program Outcomes identified by the National Board of Accreditation
(NBA) for Under and Postgraduate Engineering students: such as Problem analysis, Design/
development of alternative solutions, conducting investigations of multi-dimensional and
complex problems, The engineer and society issues, Environment and sustainability issues,
Ethics for society, Individual and teamwork, Communication, Project management and
finance, Life-long learning.
A Case mainly consists of two basic components - Stem or Body and a Brief. The following are
the features of the Stem:
a) The stem of a Case is the actual narration of the story or the documentation of events
normally written in 'Third Person'.
b) It is written most of the time with changed names of persons, places and organizations
to avoid any biases.
c) The stem of the Case has to be informative and simple so that students can easily
understand and assimilate it.
d) It is centred around a complex problem or dilemma about which various students
participating in the Case hold different views.
e) There are facts about the problem/ situation itself, the environmental context, and the
characteristics/ roles/ duties of the people in the 'Case'. The case may not present
quantitative relations requiring computations, but other factors such as the
interactions of people, the dangers of components of systems involved, and the
pressures of time and resources under which engineers work.
f) Cases include realistic details, much as does a good novel, to help put the reader into
the situation itself. The details can be in the form of conversations, maps,
correspondence, policy statements, organizational charts, graphs and pictures.
The following are the features of the Brief:

a) Set of questions
b) Points for discussion
c) Issues for discussion.
These are open-ended though they give a focus on the expected learning outcomes
(objectives) desired by the teacher from the particular Case.
11.1 Purposes of the Case Method

The major purposes of the case method are:
a) Develops higher-order cognitive skills.
b) Develops analytical thinking
c) Generates alternative strategies to achieve some aims.
d) Take risks to propose solutions under the guidance of an instructor within the safe
confines of the classroom.
VIDEO- V27
11.2 Planning and Organizing Case Method
case method.
a) Design cases over a period, based on the features discussed above.
b) Create a bank of cases for developing different types of learning outcomes.

c) Administer the case at the relevant time after teaching the related concepts, principles
and applications.
d) Form groups for case discussions, if required.
e) Give the time limit for discussion.
f) Monitor the case discussions.
g) Summarise the case findings.
The following is an example of a case related to Laboratory Experiments.
CASE OF ENGINEERING LABORATORY

Mr Subhash, a bright post-graduate engineer has been appointed as an Assistant Professor in
the engineering department of Bharat Engineering College. After joining, he was given some
teaching load and also was assigned the laboratory sessions. Before going to the laboratory to
conduct the practical sessions, the laboratory-in-charge gave him a list of experiments to be
conducted by the students. Some printed instructions and old journals of the earlier students
were also made available to him.
The students came to the laboratory; they seemed to follow the instructions and worked in
groups of 7-10 students each. It was observed that one or two members of each group
normally did some work on the laboratory equipment and after a few days, all of them
submitted journals of the experiment which they were allotted.
Mr Subhash noted that the students were not attending the classes regularly. His enquiry
revealed that an oral examination only is conducted at the end of the term to assess the
students’ laboratory performance. He also came to know that this has been the practice over
the previous years and that no student failed during the last 4 years.
Mr Subhash was uneasy about the situation. He was puzzled and did not know what to do. He
approached his HOD to seek his guidance and suggestions to improve this situation.
Brief:
1. Suppose you were the HOD of the engineering department, suggest what advice will you
give Mr Subhash to improve the situation described above.
2. If you were in place of Mr Subhash, what you would do to improve this situation.
12.0 ROLEPLAY
The Role-play method of learning is widely practised in developing professional attitudes
along with professional competence. After graduation, the student may have to work with
superiors, subordinates, peers, clients and others following rules, regulations, norms, ethics
and values related to her/his work and work environment. There are situations in the world
of work that are related to human relations. This method is suited to help the graduates to
work in such situations.
12.1 Purposes of Role Play

The major purposes of the role-play method depending on how it is organised are summarized
in table 2 and table 3 given below-
Table 2 Skills Expected to be Developed by Role Playing
a) Problem-solving k) Performance appraisal

b) Decision making l) Conducting inquiry
c) Resolving conflicts m) Handling complaints
d) Influencing with a purpose n) Obtaining commitment
e) Rapport building o) Negotiating with a purpose
f) Consensus seeking p) Delegating the power
g) Providing feedback q) Dealing with difficult employees
h) Counselling r) Shaping the culture
i) Coaching s) Collaborating
j) Mentoring t) Culture building
Table – 3 Attitudes Expected to be Developed through Role Play Method

a) Attitude of inquiry i) Concern for others
b) The attitude of systematic working j) Respecting diversity
c) Attitude for safety k) Attitude of accuracy
d) Respecting others l) Attitude of experimenting
e) Attitude of tolerance m) Attitude of serving
f) Team spirit n) Attitude of cleanliness
g) Attitude for environment protection and o) The attitude of cooperativeness and
conservation collaboration
h) Adjusting with situations p) Empathy
12.2 Planning and Organizing Role Play VIDEO- V23

roleplay:
a) Describe the situation.
b) Selection of students to perform the role.
c) Give the time limit for preparation as per the role.
d) Arrange physical setting and resources.
e) Orient the students to perform the role
f) Let the students play the role
g) Consolidate the learning.
13.0 BUZZ SESSION

Generally, it is seen that the attention and interest of students come down rapidly after 10-15
minutes in any class. If a teacher does not change the activity or method of teaching at this
point, the students may start daydreaming or may disturb others. A purposeful discussion of
small student groups called “buzz groups” on a relevant matter is called a “buzz session” in
which students are asked to discuss a matter or task relevant to the topic of study. The teacher
writes a question or a topic on the board and asks each student to write down any idea/
response they have. Then s/he asks them to share their thoughts with a colleague for a couple
of minutes at a low voice level. Time is given to students to discuss and then the question is
asked again by the teacher – asking them for their suggestions. The humming like sound ‘ZZZZ’
in class characterizes the name BUZZ group session. Two to five minutes of a buzz session can
restore students’ attention for the next fifteen to twenty minutes. The main feature of this
method is that the students get motivated. Secondly, the active engagement of a large
number of students is possible without disturbing the seating arrangement.
13.1 Purposes of Buzz Session

The major purposes of the buzz session as an instructional method are the following:
a) It works as an effective stimulus variation to sustain attention.
b) Students interact with each other fruitfully.
c) Informal formative evaluation occurs.
13.2 Planning and Organizing of Buzz Session

The major activities of the buzz session as an instructional method are given here. The teacher
divides the class into sub-groups of 2 to 4 students (dyads, triads or quads), right there, where
they are seated.
a) S/he then suggests a topic or topics be discussed by the buzz groups. The discussion
may be invited on any of the following:
• Review what has been taught/ discussed till then.
• Apply the concepts and principles taught/discussed.
• Get their doubts cleared by buzzing (discussing) amongst each other.
• Summarise, revise or conclude the lesson.
b) Each sub-group is given a fixed time limit for discussion on the topic.
c) Each sub-group reports back on its deliberations to the class as a whole or combines
with another sub-group to share their findings and discuss the implications.
d) The teacher may consolidate the results of the discussion
14.0 BRAINSTORMING
Brainstorming is again a student-centred method but teacher-facilitated. Brainstorming is a
method often used to unleash the creative side of the work through the group process. It helps
to create a conducive environment to generate as many ideas as possible. It is done especially

when there could be several solutions to a single problem or when there are varied opinions
on some issues. It is generally done after teaching for some time and certain concepts are
already known to the students. The rules are; only idea generation, no criticism or evaluation
of an idea, no discussion or cross-communication, diverse ideas are welcome, listing and
projection of ideas, hitch-hiking on other’s ideas to generate new ideas.
14.1 Purposes of Brain Storming Method

The major purposes of the brainstorming method as an instructional method are the following:
a) Develop skills to think 'out of the box'.
b) It also involves introverted students.
c) Helps to bring out more solutions to the problem presented
VIDEO- V24
14.2 Planning and Organizing Brainstorming Method
The steps for planning and organising Brain Storming session are given below. An associated
video demonstrates this.
a) Choose the problem for brainstorming.
b) If the brainstorming is to be conducted in small groups, the teacher will form it.
c) Present the theme or problem.
d) Each member of the group or class responds. Each idea is evaluated against decided
criteria and decisions are taken to accept or discard the idea.
e) One rapporteur records the responses.
f) The responses are analysed.
g) Finally, the list of workable ideas/solutions is collated.
PRACTICE TASK
After viewing associated video, suggest five topics for conducting brainstorming session in
your class.
15.0 SIMULATION
One of the important ways to facilitate effective learning is by providing the 'real thing' or 'real
experience' in the classroom to the students. This is called using 'direct purposeful
experience', which may not be always possible. In such cases, the teacher must find out ways
by which we can provide near-to-real experience. One of the ways that this can be brought in
is through the method of 'simulation'. Simulation can be defined as any operating
representation of a real system or process or its part. This teaching method allows the closest
possible approach to reality, as there is no danger to the individual or equipment. All
simulations actively involve the learners in playing roles and taking decisions. Simulations can
be designed for skills development in all three domains- Cognitive, psychomotor and affective.
The simulation can be a mechanical simulation with 3D models or a computer simulation that
is close to reality concerning feelings, and expressions of live elements are shown. For
providing training on the actual operation of expensive and sophisticated equipment or
system, whose operation may be dangerous to personnel and/or equipment, an alternative
solution can be a simulation exercise. The beauty of a good simulation is that it can provide a
mix of learning experiences that can be repeated with little change in different batches of
students. Secondly, feedback can be given just after performance.
15.1 Purposes of Simulation

The major purposes of the simulation as an instructional method are the following:
a) Provide near-to-live experience to students.
b) Keep the student active.
c) Promote self-directed learning.
d) Supplement classroom and laboratory sessions.
e) Develop affective domain outcomes also in many situations.
15.2 Planning and Organizing Simulation

For planning and organising simulation:
a) Develop a bank of copyright-free simulations.
b) Arrange suitable computers to run the simulations.
c) Provide formative feedback to the students when they are working on the
simulations.
16.0 PROJECT METHOD

John Dewey, an American philosopher and educational reformer said ‘Real development of
skills comes through a student’s active participation in the solution of problems real to him or
her'. Project work is a comprehensive instructional approach to engage students in sustained,
cooperative investigations that enable them to learn concepts, apply information and
represent their knowledge in a variety of ways. Moreover, the National Board of Accreditation
(NBA) requirement of ‘learning to learn’ (Graduate Attribute No.11) confirms it. The main
characteristic of any project whether small or big is that it requires simultaneous application
of various types of skills in the different domains of learning. Normally, it is a mix of several
types: simple or complex, small or large cluster of problems. Generally, projects do not have
a pre-defined single solution. In other words, for the same problem specification, different
students may come up with different, but acceptable solutions. Further, in the process of
arriving at a particular solution to the identified problem, the students must be required to
make several decisions after scrutiny of the information they have accumulated from
experiments, analysis, surveys and other sources.
The typical feature of project-based learning is greater independence of inquiry and develops
the ability and confidence in accomplishing targets within the time and resource constraints.
The ‘Project work’ is versatile as it caters to different types of learning styles. An educational
'project' can be defined as a purposeful student activity, planned, designed and performed by
a student or group of students to solve/ complete the identified problem/task (relatively big
and complex), which requires students to integrate the various skills acquired throughout a
programme or course to accomplish higher-level cognitive and affective domain outcomes and
sometimes the psychomotor domain outcomes as well' (Earnest, et. al 2019). The above
definition highlights the following major aspects:
• Project work is an open-ended experience that is offered in such a way that it
integrates into ‘a whole’ the several skills that the students would have acquired
throughout the study in the classroom and laboratory/workshop/field.
• Projects are adaptable to different types of learners and learning situations
(Blumenfeld et. al., 1991).
• It demands continuous and sustained efforts on the part of students to complete it
successfully.
Be it a small or large project work, it normally starts with the submission of a ‘Project Proposal’
by the students and ends with the submission of the ‘Project Report’. There can be many types
of projects - micro, mini or Capstone projects. Micro-projects are generally limited to a single
course that is to be completed within a semester. It is generally to integrate the learning
outcomes in all the three domains of the entire course and prepare the students for larger project
works. It could be an individual project or a group project. In the initial semesters of a UG
programme, it is better to give group projects so that the weaker students are 'pulled up'. Mini-
projects are comparatively bigger and could integrate more than one course.
The Capstone Project is to be given to the students to ‘cap’ or address several courses within a
programme. It is generally offered in the last two semesters of the diploma/UG/PG engineering
programme, as it is to integrate the learning outcomes of most of the courses to undertake a real
or near-to-live project. Thus, Capstone Project prepares the students for entry into a career and
can be described as a 'right of passage' at a 'minimal threshold' through which participants
change their status from 'student' to 'graduate'. A Capstone Project focuses on both a synthesis,
reflection, integration and a bridge to the real world which the student has acquired during
his/her journey from the first semester to the last semester of the educational programme.
The project works (small or large, simple or complex) that the students may undertake could be
of different types like the samples given below:
a) Feasibility studies.
b) Design projects.
c) Market surveys about raw materials, components or finished products.
d) Prototype (design, make, test and evaluate).
e) Advanced experimental work requires the development of existing equipment to be used
and developed.
f) Experimental work for finding the new relationship between a range of variables.
g) Fieldworks: This could include surveys, using equipment, charting data and information
from visual observation.
h) Comparative Studies: Theoretical study of two or more systems/ mechanisms/
processes in detail and comparing them based on cost/energy conservation/ impact on
environment/ technology used and such others.
i) Application of emerging technology and feasibility of their application in some real-life
situations in detail.
j) Fabrication of some equipment/ machine (or some of its parts).
k) Improving existing equipment or rigging up new equipment.
l) Construction of some structure.
m) Development of software or use of software for solving some problem.
16.1 Purposes of Project Method

Some of the major purposes of the project work are to develop:
a) Initiative, confidence and ability to tackle new problems.
b) Spirit of enquiry.
c) Creativity and innovativeness.
d) Planning and decision-making skills.
e) The habit of working in a team and leading a team.
f) Lifelong learning skills.
g) The habit of Persistence (of not giving up even in case of momentary failures, till
success is achieved).
h) Resourcefulness.
i) The habit of keeping proper records of events and presenting a formal comprehensive
report of their work.
VIDEO- V30
16.2 Planning and Organizing Project Work
The steps for planning and organising the project work that is usually followed are given
below. An associated video demonstrates this.
a) Form the student groups for group projects.
b) Guide in identifying the project titles.
c) Develop assessment criteria for the projects which are to be given to the students.
d) Edit the Project Proposals.
e) Help in locating the necessary resources.
f) Monitor the students fortnightly about the progress of the project work.
g) Assess students at every stage of work.
h) Maintain a ‘projects bank’ for micro, mini or Capstone projects, which could
preferably be drawn from the industrial situations.
The role of the teacher should be that of a 'guide’, helping the students only when they need
any assistance. 'Action’ should be mainly by students. This does not mean that the role of the
teacher is unimportant in this method. A teacher ought to constructively motivate the
students continuously. This is very crucial for the success of the method and achievement of
outcomes through the experiences students undergo.
ACTIVITY
Suggest three titles each for a micro-project and capstone project. For any one of the
17.0 INDUSTRY/ FIELD VISIT

Technical education inputs can go close to reality if students get an opportunity to work in
actual real-life situations such as industry or field. Industry visit is a very valuable input in the
whole academic activities of the teaching-learning process. For this method to be used
fruitfully teacher or institute has to have a good relationship with industries. It gives a real-
world experience to students. But when it comes to appreciation of the complexity of
engineering/ field situations for developing a better understanding and relating inputs in the
classroom or laboratory, industry and field visits can be very helpful. This experience also helps
develop motivation, appreciation and soft skills amongst students.
17.1 Purpose of Industry/ Field Visit

Some of the major purposes of the industry/field visit are to:
a) Provide students with a firsthand experience of their future place of work and the work
culture.
b) Observing the industry required Affective domain skills in activities such as good
housekeeping, safety, communication between peers, superiors and supporting staff
and so on.
c) Integrate the various types of competencies and skills.
d) Observe the convergence of different technologies (sometimes even other branches
of engineering) which seemed to have been independent courses in the institute.
17.2 Planning and Organizing Industry/ Field Visit

The steps for planning and organising the industry/field visits which are usually followed are
given below.
a) Create a database of small, medium and large industries with addresses, phone Nos.,
Emails, staff strength, numbers and type of engineers, their products/ services and
details of previous visits.
b) Focus on the various learning outcomes.
c) Correspond with industry contact persons
d) Send list of students and prepare attendance forms

e) Schedule the pre-visit (Recce)by two to three persons to finalize the actual visit and
plan.
f) Arrange transportation and time schedules.
g) Prepare observation schedules for students.
h) On the day previous to the visit orient students on how to learn (opportunity for self-
directed learning) and how to take notes.
i) Issue safety instructions, dress code students wear and the identity cards
j) Make small batches of students and make one of them the leader. The visit is
generally in small batches to the various departments in the industry.
k) Formulate letter of thanks to industries.
l) Be punctual in all activities.
ACTIVITY
Formulate learning outcomes in the three domains to be achieved through industrial visit
related to your courses.
18.0 ICT-BASED LEARNING

The rise of information and communication technology (ICT) in education has given rise to
many options for teaching-learning. Computer-Assisted/ Aided Learning (CAL), Computer
Based Learning (CBL) and ICT could be termed as synonyms that cover the teaching-learning
(T-L) methods that involve the use of the computer (now even the mobile) as a mediator to
provide information through interface software. The National Mission on Education using ICT
(NMEICT) has facilitated many networks and platforms for online education and learning
material repositories. An overview of these is discussed over here, the details of which could
be learnt in a separate module dedicated to these. The digital world has opened up a lot of T-
L opportunities in offline as well as online modes. Apart from the Indian ICT-based platforms,
other learning platforms offer MOOCs (Massive Open Online Courses) that any teacher can
refer such as edX, Coursera and others.
Offline Learning: Offline learning can occur through locally prepared learning resources such
as interactive videos, simulations, virtual labs, spoken tutorials and others. The student can
navigate through the resources provided to them from time to time. Internet connectivity is
not a requirement. Such resources may be procured by the institute or the teachers
themselves can develop after acquiring the necessary skills.
Web-based/ Online Learning: With a considerable amount and variety of free and paid online
learning resources available on several platforms, this type of learning is quite popular
formally and informally, especially among students. The resources are hosted on the internet
or intranet and students can learn and work individually or by use of collaborative tools such
as blogs, discussion boards, using learning management system and related features.
Some of the recent Indian solutions or platforms for facilitating Computer Assisted Learning
are:
SWAYAM (swayam.gov.in): This is a MOOC learning platform that facilitates the hosting of all
the courses, taught in classrooms from Class 9 till post-graduation to be accessed by anyone,
anywhere at any time. All the courses are interactive. These are prepared by the best teachers
in the country. All courses are available free of cost to any learner. There are scheduled as well
as self-paced courses. Experienced teachers from different premier institutions across the
country have participated in preparing these courses. The courses hosted on SWAYAM are in
4 quadrants – (1) video lectures (2) specially prepared reading material that can be
downloaded/printed (3) self-assessment tests through tests and quizzes and (4) an online
discussion forum for clearing the doubts. Steps have been taken to enrich the learning
experience by using audio-video and multi-media and state of the art pedagogy/technology.
This is an open platform for any learner.
SAKSHAT (www.sakshat.ac.in) and Virtual Lab (www.vlab.co.in) Repositories are online

learning resources such as e- content and virtual labs. These are supported by UGC and AICTE
under NMEICT under MHRD. Details are available on www.sakshat.ac.in/, www.vlab.co.in.
NPTEL (National Project on Technology-Enabled Learning) (www.nptel.ac.in) of MHRD,

Government of India has facilitated the availability of lectures from faculty of IITs and other
premier institutions. It is the largest online repository in the world, providing videos and e-
content in engineering, basic sciences, engineering education, few selected humanities and
social sciences. It can be accessed by teachers free of cost and can be shown in the classroom.
EDUSAT based network was established in 2005 for education and training. Here regional and
national networks in one way and two-way communication modes are available. Many states
in India and their open universities used the two-way network for conducting engineering and
technology classes for technical education courses.
AVIEW virtual classrooms: A-VIEW is an advanced multi-modal, multi-platform, collaborative

e-learning solution used in India. It is supported by MHRD and it allows an instructor to teach
or interact with a large number of students in distance mode. Lectures are followed by
interaction using MOODLE Learning management system. This is the national facility.
Many other such resources are available online. Many Youtube channels deliver specific
content. A teacher can create his channel on youtube.
18.1 Purposes of ICT-Based Learning

Some of the major purposes of ICT/CAL methods are to develop:
a) Some of the learning outcomes of the curriculum of various domains cannot be
achieved through other modes/ methods of learning.
b) Lifelong learning capabilities.
c) Individualized learning capabilities.

d) Collaborative learning.
e) The use of varied media.
f) Self-evaluation capabilities to usher further improvement.
18.2 Planning and Organizing ICT-Based Learning

The steps for planning and organising the ICT/CAL methods which are usually followed are
given below:
a) Arrange for computer classrooms.
b) Ensure that licensed software is in place.
c) Guide the students to use various ICT/CAL lessons.
d) Encourage team working among the students to ‘pull up’ weaker students.
e) Monitor the ICT/CAL sessions.
REFLECTION SPOT
Access two features of each of the websites of ICT based education portals given above.
19.0 SELF-DIRECTED LEARNING

Knowl, an educationist describes self-directed learning as ‘a process in which individuals take
the initiative without the help of others in diagnosing their learning needs, formulating goals,
identifying human and material resources, and evaluating learning outcomes’. In the context
of adults, the term ‘Self Directed Learning’ is more relevant because it is usually some desire
or need or inspiration that is felt for acquiring a certain type of knowledge or skill. There may
not be any teacher who will teach even the what, where and when to learn. Therefore, the
habit of ‘learning by oneself’ is important and is to be developed. But direction and
management of oneself are very essential for purposeful learning so, the term 'self-directed
learning' is more appropriate than just ‘Self-learning’. With the focus on lifelong learning as
one of the key requirements of the industry and NBA, developing ‘Self-directed learning’ skills
in the students have taken the centre stage. The students will be expected to be on their own
to keep pace with trends in their profession or field of activity when they will work in a real-
life situation.
19.1 Purposes of Self-Directed Learning

Some of the major purposes of self-directed learning are:
a) Selectively learn from the internet to attain pre-determined learning outcomes.
b) Follow ethics when compiling from other sources.
c) A quick reading of computer screens or books/booklets.
d) Interpret specifications of equipment independently.
e) Use installation, operational and service manuals of various equipment and processes
independently.
19.2 Planning and Organizing Self-Directed Learning

The steps for planning and organising self-directed learning are:
a) The teacher has to allocate some percentage of the curriculum of each course for the
students to learn on their own.
b) Provide problem-based learning (PBL) events and situations.
c) Inform the students of the learning outcomes.
d) Give assignments and take tests of the topics given for self-learning.
e) Give internet-based assignments.
f) Give library-based assignments.
g) Give data collection projects from the market place.
h) Give assignments for team-working.
i) Encourage the students to independently and in a group do the practical work using
the laboratory worksheets without the teacher’s demonstration, but with all
precautions and constant watch.
j) Assign micro-projects for each course and evaluate their progress every fortnight.
k) Provide the students with the assessment criteria for all types of assignments, jobs,
and micro-projects in advance, so that the students are more sincere in completing the
work.
20.0 PROBLEM-BASED LEARNING

Problem-based learning (PBL) is a student-centred approach in which students learn about a
subject by working in groups to solve an open-ended problem. The problem becomes the
source of challenge and motivates students to approach it to solve it. Problem-based learning
(PBL) initiates with students working in small groups, inquiring about related aspects,
identifying the most important issues, and then finding solutions to the problem under the
guidance of a teacher/facilitator. By focusing on a realistic problem, students develop a
deeper and multi-dimensional perspective and knowledge of the subject area.
PBL possesses some good characteristics: -

a) PBL could be small or large. The problems are complex and less structured.
b) PBL enables the teacher to integrate the outcomes in the three domains of learning.
c) It is highly realistic, with many researchable unknown aspects, and open to more than
one solution (Duch and Allen, 1996).
d) It promotes self-directed learning. However, PBL is used only after teaching the facts,
concepts, principles, procedures and applications related to the topic.
e) Problems should require students to make feasible decisions and defend them.
Problem motivates the students to probe deeper into unveiling concepts.
f) Learning processes focus on the students. Students work in small groups to
solve/provide alternative solutions to problems. Teacher task is only facilitation.
20.1 Purposes of Problem-Based Learning

The purposes of the PBL method are many, some of the major ones are mentioned over here.
a) To gives the students an experience of real-life problems.
b) To integrate the theory and practicals of that course.
c) To motivate creative and critical thinking
d) To integrate the outcomes in the three domains of learning.
e) To promote reflection and self-evaluation.
f) To promote self-directed learning.
20.2 Planning and Organizing of Problem-Based Learning VIDEO- V28, V29
The steps for planning and organising problem-based learning are as follows:
a) The problems designed or collected should be graded from simple to complex.
b) Problems could be designed which can address outcomes not only of a single course
but also can cut across multiple courses.
c) Provide the necessary resources.
d) Provide feedback as and when necessary, but do not spoon-feed.
e) Function as a facilitator as the students solves the problems.
f) Assess the problem solutions.
g) Maintain a 'bank' of problems that can be given in different semesters.
REFLECTION SPOT
Formulate an example of a problem-based learning for any one course.
21.0 SELECTION OF INSTRUCTIONAL METHOD

Based on the discussions so far, the inductee teacher would have realised that a teacher must
use a variety of instructional methods for effective and efficient instructional planning and
delivery. Now the question is how to decide which instructional methods have to be used? A
teacher can follow the steps given below-
a) Identify the observable and measurable learning outcomes of the concerned course
and session.
b) Consider the major features of the instructional and match their relevance to the
learning outcomes
c) Decide which instructional methods are suitable and when, where and how to use
them.
d) The selection of instructional methods has also to be done based on the learning domains
as illustrated in Figures 5, 6 and 7 depict the selection of methods in three domains, which
can serve as a broad guideline.
Cognitive Domain
Lower Order Thinking skills (LOTS) All levels Higher Order Thinking skills (HOTS)
Remember and Understand of Apply and above of Revised Bloom's
Revised Bloom's Taxonomy Taxonomy
✓ Improved Lecture ✓ Tutorial ✓ Project Method

✓ Demonstration ✓ Industry/Field Visit ✓ Seminar
✓ Buzz session ✓ Laboratory/Workshop ✓ Panel Discussion
✓ Educational game ✓ Field Work ✓ Simulation
✓ Computer Aided ✓ Assignment ✓ Role Play
Learning (CAL) ✓ Online Learning ✓ Case Study Method
✓ Group Discussion
Figure 5: Methods for Different Levels of Cognitive Domain
Psychomotor Domain
Lower Levels (Dave's Taxonomy) All levels Higher Levels (Dave's Taxonomy)
(Imitation and Manipulation) (Precision and Higher Levels)
✓ Demonstration ✓ Tutorial ✓ Project Method

✓ Laboratory/Workshop/Field ✓ Industry/Field Visit ✓ Laboratory/Workshop/
Work ✓ Laboratory/Workshop/ Field Work
✓ Simulation Field Work
✓ Industry/Field Visit ✓ Assignment
✓ Computer Aided Learning
(CAL)
Figure 6: Methods for Different Levels of Psychomotor

Domain
Affective Domain
Lower skills of Krathwohl’s All levels Higher skills of Krathwohl’s

Taxonomy Taxonomy
Receiving and Responding Valuing and above
✓ Demonstration ✓ Seminar ✓ Project Method

✓ Buzz session ✓ Panel Discussion ✓ Seminar
✓ Tutorial ✓ Group Discussion ✓ Role Play
✓ Laboratory/Workshop/ ✓ Laboratory/Workshop ✓ Case Study Method
Field Work /Field Work
✓ Educational game ✓ Simulation
✓ Simulation ✓ Online Learning
✓ Computer Aided
Learning (CAL)
Figure 7: Methods for Different Levels of Affective Domain
********
ACTIVITY
Formulate/ choose learning outcome(s) for any selected course and suggest the relevant
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Boud, D. and Feletti, G. (Ed.) (2001). The challenge of problem-based learning (2nd ed.).
London: Kogan Page.
Boyce, L. N., VanTassel-Baska, J., Burruss, J. D., Sher, B. T. and Johnson, D. T. (1997). A
problem-based curriculum: Parallel learning opportunities for students and teachers.
Journal for the Education of the Gifted, 20 (4), 363-379.
Hmelo, C. E. and Ferrari, M. (1997). The problem-based learning tutorial: Cultivating higher-
order thinking skills. Journal for the Education of the Gifted, 20 (4), 401-422.
Oon Seng, T., Little, P., Hee, S. Y., and Conway, J. (2000). Problem-based learning:
Educational innovation across disciplines. Hong Kong: Temasek Centre for Problem-
Based Learning.
Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories.
Buckingham: Open University Press.
Stepien, W. J., and Pyke, S. L. (1997). Designing problem-based learning units. Journal for the
Education of the Gifted, 20 (4), 380-400.
The University of Iowa. Office of Teaching, Learning and Technology. (n.d.)
https://teach.its.uiowa.edu/file-resource/962
ASSIGNMENTS
a) Write the steps to be followed in the implementation of a role-play.
b) Prepare a list of activities to organize a seminar.
c) List any three instructional methods that help in the development of creativity
d) Read the case related to the storage area of the ABC Company and suggest methods
for increasing the storage area to accommodate the contemplated increase in finished
goods inventory.
e) Describe one situation from a course that can be dealt with with the buzz session
method.
f) Identify two titles of the project in a subject and write the expected outcomes
g) Write the information about the contents, objectives and duration of one course on
the Swayam platform of your interest
DISCUSSION FORUM
Suggested topics for the discussion forum include

a) Discuss the viability and use of student-centred methods over teacher-centred
methods in an engineering institution in view of outcome-based education
b) Discuss the concerns related to the roles of teachers, students and technical staff in
the laboratory.
c) Discuss the feasibility of using brainstorming, educational games and simulation in a
teaching-learning environment.
d) Compare Case-Based Learning with Problem-Based Learning (PBL)
MODULE 4
Unit 4.4.3
Strategies- Part 2
L9 Advanced Instructional Methods

Contributors
Dr B. L. Gupta Professor, Department of Management Education

Dr J. P. Tegar Professor, Department of Curriculum Development and Assessment
Education
Prof. (Mrs.) Susan S. Associate Prof. Department of Electrical and Electronics Engineering
Mathew Education
Dr A. K. Jain Professor, Department of Civil and Environmental Engineering Education
Prof. (Mrs.) Asmita A. Associate Prof., Department of Media Research and Development
Khajanchee Education
Dr Vandana Professor, Department of Mechanical Engineering Education
Somkuwar
Dr Sharad Pradhan Professor, Department of Mechanical Engineering Education

LESSON L9: ADVANCED INSTRUCTIONAL METHODS
LO 1. Justify the importance of the specified advanced instructional method.
LO 2. Select relevant advanced instructional method to develop the pre-
determined learning outcomes.
LO 3. Explain the procedure to implement the selected instructional strategy
effectively.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 WHY ADVANCED INSTRUCTIONAL METHODS? ........................................................................... 3
3.0 LEARNING IN GROUPS: HOW DOES IT OCCUR? ......................................................................... 4
4.0 ADVANCED INSTRUCTIONAL METHODS...................................................................................... 5
5.0 ADVANTAGES OF GROUP-BASED LEARNING............................................................................... 8
6.0 USE OF SOME ADVANCED INSTRUCTIONAL METHODS FOR DEVELOPING CREATIVITY ............. 8
7.0 SEMINARS .................................................................................................................................... 9
8.0 PANEL DISCUSSION.................................................................................................................... 10
9.0 EDUCATIONAL GAMES .............................................................................................................. 11
10.0 GROUP DISCUSSION .................................................................................................................. 13
11.0 CASE METHOD ........................................................................................................................... 14
12.0 ROLEPLAY .................................................................................................................................. 16
13.0 BUZZ SESSION ............................................................................................................................ 18
14.0 BRAINSTORMING....................................................................................................................... 18
15.0 SIMULATION .............................................................................................................................. 19
16.0 PROJECT METHOD ..................................................................................................................... 20
17.0 INDUSTRY/ FIELD VISIT .............................................................................................................. 23
18.0 ICT-BASED LEARNING ................................................................................................................ 24
19.0 SELF-DIRECTED LEARNING ......................................................................................................... 26
20.0 PROBLEM-BASED LEARNING ..................................................................................................... 27
21.0 SELECTION OF INSTRUCTIONAL METHOD ................................................................................. 28
22.0 REFERENCES .............................................................................................................................. 31
1.0 INTRODUCTION
In any educational institution, teaching-learning normally occurs in a formal set-up under the
guidance of teachers to attain pre-determined learning outcomes which are derived from the
curriculum as per the industry need for that occupation. The industry requirements include
competencies and skills related to technology, problem-solving, creativity, communication,
sustainability and the like which fall in the three domains of learning – i.e. Cognitive, Affective
and Psychomotor. The teaching and practice of these skills are not restricted only to the
classrooms, but it occurs in different places like a laboratory, workshop, field, etc. It can be
said that though lectures and demonstrations are popular methods of conveying structured
information to all classes of the learner, the development of psychomotor and affective
domain skills needs a different kind of setting for learning. No single instructional method can
develop the above-mentioned skills. A proper mix of different instructional methods will serve
this purpose. This lesson which is in continuation of the basic instructional methods seen
earlier will discuss some advanced instructional methods. One important point to note is that
the word ‘Advanced’ does not necessarily indicate that any advanced technology is essentially
needed to implement these methods. The discussions along with the videos will help you to
understand how to use these methods to develop the above-mentioned skills.
Some important words/phrases frequently used here: Learning Outcomes, Cognitive

Domain, Affective Domain and Psycho-Motor Domain, Skills, Teacher-Centred Methods,
Student-Centered Methods, Group Based Methods, Student Activities, Teacher Roles,
Interaction, Discussion. These have specific meanings as given in earlier lessons.
2.0 WHY ADVANCED INSTRUCTIONAL METHODS?

The basic methods such as lecture, and demonstration (discussed in the previous lesson)
requiring more teacher control during the learning process, have some inherent advantages.
Teachers’ proficiency in the subject and skills in managing the learning process are key factors
for the success of these methods. As a learner attains learning skills s/he may also develop the
ability to take responsibility for managing herself/ himself during the T-L process and taking
decisions related to the learning process. Then s/he can be allowed to study on her/his own
and learn individually. Methods which permit individualized learning are advantageous and
may also take care of individual learners’ differences concerning their learning preferences
and flexibility for learning.
The learner may also develop an ability to work in a group if such a situation is provided.
Matured learners/ students can also be allowed to collaborate by sharing knowledge, taking
some responsibilities in learning activities, and sharing the given resources in conditions
facilitated by the teacher. Such situations may be categorized as 'Group Based Learning'.
Group-based learning is a common feature in many advanced instructional methods.

Therefore, it is important to understand how learning occurs in groups. In such situations,
cognitive abilities at higher levels of “Revised Bloom's Taxonomy” can be developed easily.
Such methods also facilitate attitude development which is discussed over here. For effective
achievement of desired learning outcomes using such methods, two abilities in the teachers
are required to be ensured:
a) Ability to select proper method/s and
b) Ability to implement the selected method/s.
If a teacher lacks these abilities, implementing such methods may not give the desired result;
but may turn out to be just a mockery. Many of the advanced instructional methods demand
the participation of students in the group, wherein advantages of group-based learning could
be harnessed.
3.0 LEARNING IN GROUPS: HOW DOES IT OCCUR?

In previous lessons, different models of teaching have been discussed. There are different
theories of learning too. It is essential to briefly state approaches, some of them in the context
of group learning are:
a) The Constructivist Approach to learning states that 'learners are not passive recipients
of information, but they actively construct/ build up their knowledge by interacting with
the environment’. Secondly, learners evolve or reorganize their mental structures
through collaborative learning.
b) The Social Learning Theory-Based Approach states that 'people learn new behaviours
by observation, within a social context'. The context brings about attention, retention,
reproduction and motivation. The learner's belief in his or her capacity to act or
behave in a certain way helps to learn in such contextual situations. The learners or
students can be put in a contextual situation in which they satisfy social needs and
develop useful skills.
It has been observed that learners enjoy learning in a group. Research in the area of small
group learning indicates that 'Learning in a small group provides a powerful means to develop
social skills, managerial skills and entrepreneurial skills'. In specific contexts, the skills such as
effective communication, negotiation, bargaining, collaborating, and working in teams as
required for working in a real-life situation can be developed. Every learner has some
strengths and some weaknesses. Their strength can be used to enable learning in groups. The
most important aspect of group-based learning situations is that the group exerts pressure on
individual members to follow group norms thus enabling controlled proceedings of group
activity.
4.0 ADVANCED INSTRUCTIONAL METHODS

In the previous lesson, the classification of instructional methods based on teacher role and
student role was discussed. The figure is recalled here with some more information in the
context of the discussion in this lesson. The curly bracket in Figure 1 includes many of the
Advanced Instructional methods.

Role Happening
Teacher-centred
Information Lecture Monologue
T Provider S
e Improved Lecture Dialogue
t
a Demonstration
u
c Facilitator Tutorial (Individual/Group) Interaction d
h e
Buzz Session
e n
r Seminar
t
Brainstorming
R Game R
o Panel Discussion o
l l
Case Study
e e
Roleplay
D Group Discussion I
e Guide Assignment Action
n
c c
Laboratory/Workshop/ Fieldwork
r r
e Simulation e
a Project Method a
s Industry/Field Visit s
e e
s s
ICT-Based Learning
Student-centred
Figure 1: Instructional Method Continuum
The methods, except laboratory and tutorials, all are dealt with under the category - of
advanced instructional methods. These methods require action, interaction and reflection by
students individually or in groups (see Figure 1). Table 1 below broadly shows where and when
these can be implemented. Some methods like group discussion, brainstorming, case study,
seminar, panel discussion, and simulation, are examples of teacher-centred approaches. Here
the teacher is supposed to identify the activities which enable building on individual students’
existing knowledge, sharing of specific information within the group, and application of
previous learning. The teacher is considered an expert on the topic/ theme and is expected to
share his expertise and to ‘present’ information and his views on the theme to the group after
the group work is over.
Table 1: Instructional Methods and their Implementation
Instructional Methods Implementation

Group Discussion, Brainstorming, Buzz session, Panel Discussion, Group-Based Methods
Role Play, Nominal Group Technique (NGT)
Project Method, Case Method, Simulation, Assignment, Problem Individual and Group-
Based Learning, Online learning, Seminar, Industry visit Based both possible
Self-Learning Individual
On the other hand, in methods like problem-based learning and project method, the teacher
is there to help only to manage the process of learning. Problems are very broadly or loosely
defined. Tasks that are designed are to encourage the students to:
a) Plan for learning
b) Undertake research for formulating the problem
c) Assess problem-solving and learning approach
d) Share their ideas
e) Develop a set of subject-related skills.
The teacher’s actions are more in the background- that of the facilitator or mentor. S/he may
or may not know what exactly can be the final output.
2a Briefing for Seminar Presentation 2b Roleplay

Figures: 2a and 2b Teacher-Centred Approach
Students working on the given problem

Figures: 3a and 3b Student-Centred Approach
Group-based learning can occur in formal groups and informal group situations. An Example
of an informal group is a student club that is formed by students on their initiatives to achieve
a specific purpose. However, for advanced instructional methods, formal groups are
preferred. So, whenever the word ‘Group’ appears, it means ‘Formal Group’.
Formal groups are made using criteria such as learning requirements, time available,
requirements of the learning task, availability of the resources, etc. These groups can be of
different sizes such as Dyads (2 students), Triads (3 students), small groups (4 to 8 students)
and large groups (12 to 15+ students). Formal groups that are heterogeneous concerning
particular skills or abilities of students are most advantageous for achieving learning
outcomes.
Different kinds of interactions can be held in different types and sizes of groups in different
instructional methods. They are described in subsequent sections.
PRACTICE TASK
a) Define dyad and triad.
b) List three group-based methods that use creativity techniques.
c) Fill up the blank spaces with appropriate option-
i. The number of students in small group can be (3/ 4 to 8 /12 to 15 +)
ii. ……………………type of learning approach is based on learning in stimulus-
response situations.
iii. Social learning approach describes learning in (society / defined context).
Teacher can find answers by reading previous paragraphs.
5.0 ADVANTAGES OF GROUP-BASED LEARNING

There are several advantages of using group-based learning in technical institutions.
It develops: It reduces:
• discussion attitudes • the feeling of loneliness
• reflective thinking • anxiety and tension for learning
• socio emotional support • problems of learning
• foster creativity and synergy • negative thinking
• attitudes for collective learning • frustration
• greater energy to learn • feeling of exhaustion and
• adjustments with individual differences withdrawal
• opportunity for fun and joy
• mutual trust
PRACTICE TASK
a) Write at least one example of one situation where you as a teacher has found
group work to be advantageous
b) Write at least one example of one situation where you as a teacher has found
group work to be disadvantageous.
6.0 USE OF SOME ADVANCED INSTRUCTIONAL METHODS FOR DEVELOPING CREATIVITY

These methods enable shifting the focus of instruction away from knowledge transmission to
learners' knowledge construction (application of Constructivist learning theory). The creation
of guided tasks, interactions, assignments, and environments that cultivate deep, meaningful
learning in small groups in methods given in the figure below involves a group of 5-7 students.
The application of such groups is in the implementation of creativity techniques.
Any creativity technique uses two predominant steps:
• Idea generation (an important step in creativity) and
• Idea analysis.
After reading this lesson and watching the associated videos you will appreciate the use of
such small groups. The literature related to instructional methods often refers to these groups
as Action Learning Sets. The teacher should be aware that Graduate Attributes (The abilities
of a fresh passouts of undergraduate engineering programme) recommended by the National
Board of Accreditation (NBA) include Creative Abilities as an important outcome of the
educational programme. Hence engineering college teachers must use these methods.
7.0 SEMINARS
The seminar can be defined as ‘A gathering of people for the purpose of discussing a stated
topic’. ‘Seminar is a teaching technique for higher learning. A specific subject or topic is
delivered as an article or report in the seminar. The article and its concepts submitted in the
seminar are analyzed and discussed through group discussion to arrive at a final decision or
concept.’ (C. N. Raja and T. P. Rao). The seminar method is an advanced teaching method or
technique used to develop in-depth learning of any subject or topic by the students. This
method is a student-centred learning method in which the teacher serves as a facilitator. This
method creates a situation for a group of students to have a guided interaction among
themselves on a given topic/theme. The seminar as a teaching method can be classified
according to the level of activities involved:
a) Mini Seminar conducted at the classroom level
b) Major Seminar conducted at Department or Institutional Level.
7.1 Purposes of Seminar Method

The major purposes, of using seminar as an instructional method, are to:
a) develop higher cognitive abilities, communication-related and team working abilities.
b) develop the ability to respond, keen observation of experience and feelings.
c) provide students with the opportunity to participate in the methods of scientific
analysis and research procedures.
d) help the students to develop skills in reading and comprehension of scientific writing of
verbal presentation.
e) enable the students to gain experience in self-evaluation.
7.2 Planning and Organizing Students’ Mini and Major Seminar VIDEO- V31, V32
The steps that are usually followed are given below. The steps for organizing a classroom mini-
seminar are demonstrated in the associated videos.
a) The teacher selects the theme and sub-theme of the seminar.
b) The teacher assigns the topics to the students so that they have enough time to
prepare for the seminar.
c) The teacher conducts the activities of the seminar and directs the seminar on the
theme.
d) Students present the paper on the given theme. Participants seek clarification and put
questions.
e) In case of a long silence in discussion in the initial stage, the teacher can ask probing
questions.
f) The teacher helps students to express their ideas and keeps the discussion at a high
level of interest so that the students listen attentively to those who contribute their
ideas.
g) The teacher may also plan to comment and prepare questions that relate to the subject
and also guide and direct the discussion.
h) The teacher manages time by setting time limitations for each student's contribution.
Makes sure that all members have a share in the discussion and that irrelevant
discussion is avoided.
i) The teacher plans for summarisation at intervals during the discussion and also at the
end of the discussion and relates the ideas expressed to the purpose of the discussion.
j) The teacher arranges to get the discussion recorded by a student as a recording
secretary or by video recording.
k) The teacher has to ensure that essential points are not overlooked. The teacher has to
ascertain that gross inadequacies are corrected preferably by other members of the
class.
l) The teacher has to motivate the students who are not participating.
m) Plan for teacher and student self-evaluation of the progress made towards the
immediate objectives.
REFLECTION SPOT
a) Prepare a list of topics/themes for the seminar from the curriculum.
b) Prepare a list of sub topic/ sub themes for each main topic.
8.0 PANEL a.
DISCUSSION
The panel discussion is a student-centred instructional method. As the name suggests 2 to 6
participants discuss a particular topic from different points of view and after the discussion the
audience asks the questions to panellists. The students are assigned issues related to discipline
and they are asked to explore the issues on well-defined points in detail. Students do a piece
of research and prepare the information for discussion. The teacher organizes the panel
discussion of these students for the benefit of all the other students. If the discussions are
related to course/ subject-specific technology, they can be organized from the fourth to
seventh semester. Generally, the panel discussions are one-time activities and the
participating members may never get an opportunity to work together. Sometimes panel of
Experts having specialization in a particular area are also invited to the institution for
discussing the general issues, trends, prospects, demands, and problems of the industry. Panel
discussions may be practised in higher semesters.
8.1. Purposes of Panel Discussion Method

Panel discussions prepare the students for the future. They get information about their career
and trends. The major purposes of using panel discussion as an instructional method are:
a) Learn to explore the issue, systematically gather information,
b) Logically present the information.
c) Put forth their views on issues raised by someone.
d) Approach a question/ problem rationally.

e) Respect the views of others.
f) Ask a question.
g) Formulate a strategy for discussion.
h) Establish relationship.
i) Respond positively.
j) Recall the information spontaneously with a reference, and so on.
k) Debate over an issue.
8.2. Planning and Organizing Panel Discussion VIDEO- V21, V22
The steps usually followed are given below. An associated video demonstrates panel
discussion.
a) Select the topic for panel discussion related to some learning outcome of the course.
b) Select the panel of students.
c) Provide enough time (at least 5 to 7) days to the panel of students to plan.
d) On the scheduled day, call the panel of students to the dias.
e) Conduct the panel discussion and monitor each student’s contribution.
ACTIVITY
Suggest three topics related to your curriculum for organizing panel discussion with
justification. (In about 100 words each).
9.0 EDUCATIONAL GAMES

Games are considered part of the active learning process. Here the focus of discussion is on
learning and not on the games played for physical fitness and enjoyment. Educational games
completely involve the students in the learning process. They accept the challenges of learning
and prepare themselves to play the games. Games provide a good change in the instructional
process. It is a good tool to involve students in the learning process and harness their full
learning potential. Properly designed and conducted games incorporate several principles of
learning such as reinforcement, recognition and rewards for positive learning, feedback for
improvement, purposeful and joyful learning without anxiety and learning to win. The games
create a sense of responsibility for self-learning and feedback for improvement.
The main feature of any game is ‘competition’. Therefore, when the feature of ‘competition’
is weaved into any instructional method, it can become an educational game. The following
example can make features of this type of instructional method clearer.
Example
‘Educational Volleyball Game’ – Time duration: 30 minutes; Players: Whole class.
The teacher announces in the class that a particular unit of the course of that semester has to
be self-learnt and the game will be played around 20-25 days from the date of the
announcement. S/he divides the class into team ‘A’ and team ‘B’. Each team will prepare a set
of 10 ‘short–answer’ or ‘multiple choice questions’ to assess the pre-stated unit outcomes
which are derived from the curriculum. This will be a secret till that date and marks will be
awarded for the right answers which can get reflected in the progressive assessment. Each
team is expected to keep the questions a secret. On that day, the teacher will be the referee
(moderator of the game). When the game begins, team ‘A’ will throw the first ball (i.e. ask the
question) to team ‘B’. If they answer the question correctly, they will get 4 marks and if they
answer half correct, they will get 2 marks and so on. The next question will then be posted by
team ‘B’ and the game will go on.
9.1 Purposes of Educational Games

The major purposes of the educational game are:
a) The competition encourages learning.
b) Learning becomes fun.
c) The onus of learning is transferred to the students.
d) Both lower and higher-order learning outcomes could be developed if designed
accordingly.
9.2 Planning and Organizing Educational Games VIDEO-V25, V26
educational game.
a) Select the topic(s) to design the game.
b) Identify the learning outcomes.
c) As far as possible, involve the whole class in the game.
d) Design the game with a competition element in it.
e) Decide the time limit.
f) The rules of the game should be clear to students.
g) The teacher forms the teams.
h) Decide the scoring (assessment) method and inform the students about it.
i) Give the students sufficient time for preparation.
j) The teacher facilitates the conduction of the game.
k) The teacher scores the game as it progresses.
l) Students share the learning experience.
m) The teacher consolidates the learning.
n) Gives feedback during the game and after the game as well.
ACTIVITY
Design an educational game to fulfill the curriculum outcomes of your course.
10.0 GROUP DISCUSSION

Group discussion is a student-centred instructional method in which students are divided into
groups and are encouraged to discuss the subject matter given. This method can generally be
used at the end of the semester after the teaching of the entire course and the students have
enough background to take part in the discussion actively. Group discussion is supervised and
guided by the teacher. The use of group discussion as a teaching method could be used as
stimulus variation towards the end of a classroom session from the point of view of arriving
at solutions concerning the pre-determined learning outcomes, especially in the higher order
of the cognitive domain. Due to the high level of interaction, some of the affective domain
outcomes are also addressed.
10.1 Purposes of Group Discussion

The major purposes of the group discussion as an instructional method are the following:
a) Provides a deeper understanding and learning of the content of the subject matter.
b) Improves the ability to think critically.
c) Provides different approaches to solving a problem.
d) Helps the group in taking a decision.
e) Enhances communication skills.
VIDEO- V20
10.2 Planning and Organizing Group Discussion
The steps usually followed are given below. An associated video demonstrates group
discussion:
a) Choose the topic for group discussion
b) Form groups for group discussions.
c) Give the time limit.
d) Monitor the group discussions.
e) Summarise the group discussion.
When a more creative output is expected out of a discussion then other advanced techniques
like Fishbowl can also be used.
Fish Bowl: The teacher forms two groups of equal size for a learning situation. One group
works on the situation and the other group observes the behaviour of the working group. The
observation of the behaviour is made on one to one basis on predefined criteria. The working
group is also called the inner group and the observing group is called the observer group. After
completion of learning in the group, the observing group members offer positive feedback on
one to one basis on the behaviour of the members. This method is beneficial in situations
where attitude development is prominent in the learning process. In this process both the
groups learn but they learn different types of skills. The inner group learns on working in the
situation. The observing group learn observational skills and feedback providing skills. In
subsequent learning situations, the observer group may take the position of the working
group and the working group can be the observer group. The fishbowl method is useful in
shifting the responsibility of learning to students. In a classroom situation, the circular sitting
arrangement is made to facilitate the process of learning and observing. The sitting
arrangement is shown in Figure 4. Blue arrows indicate the observation links within inner and
outer circle students. This method helps the teacher to objectively observe the particular
behaviour and provide specific feedback to a particular student.
Inner Circle- Learning Group
Outer Circle- Observer

Group
Figure 4: Group arrangement in Fish Bowl method
ACTIVITY
Select a topic for group discussion and identify the criteria, and the specific activities that
are to be performed by the students before, during and after the discussion.
11.0 CASE METHOD

A case is a story-like description of an incidence or a sequence of coherent events that
represent a notable change in a scenario or problem-solving. It suits a learning situation
wherein comprehension of a situation or problem and the analysis of events that surround
the situation are required. It promotes intensive learning. One unique feature of the Case is
its close kinship with reality. The learner feels to be a part of or familiar with the situation
given in the case. Due to these reasons, more and more use of this method in engineering
colleges is strongly recommended. The Case method draws the concept of learning from and
through experience - from the past, on which a Case study is built.
The interaction of participants regarding the situation given in the case happens in the context
of their own life experiences and this makes the case interesting. A case study is a ‘student-
centred’ teaching method that requires extensive preparation. It can develop many important
Graduate attributes/ Program Outcomes identified by the National Board of Accreditation
(NBA) for Under and Postgraduate Engineering students: such as Problem analysis, Design/
development of alternative solutions, conducting investigations of multi-dimensional and
complex problems, The engineer and society issues, Environment and sustainability issues,
Ethics for society, Individual and teamwork, Communication, Project management and
finance, Life-long learning.
A Case mainly consists of two basic components - Stem or Body and a Brief. The following are
the features of the Stem:
a) The stem of a Case is the actual narration of the story or the documentation of events
normally written in 'Third Person'.
b) It is written most of the time with changed names of persons, places and organizations
to avoid any biases.
c) The stem of the Case has to be informative and simple so that students can easily
understand and assimilate it.
d) It is centred around a complex problem or dilemma about which various students
participating in the Case hold different views.
e) There are facts about the problem/ situation itself, the environmental context, and the
characteristics/ roles/ duties of the people in the 'Case'. The case may not present
quantitative relations requiring computations, but other factors such as the
interactions of people, the dangers of components of systems involved, and the
pressures of time and resources under which engineers work.
f) Cases include realistic details, much as does a good novel, to help put the reader into
the situation itself. The details can be in the form of conversations, maps,
correspondence, policy statements, organizational charts, graphs and pictures.
The following are the features of the Brief:

a) Set of questions
b) Points for discussion
c) Issues for discussion.
These are open-ended though they give a focus on the expected learning outcomes
(objectives) desired by the teacher from the particular Case.
11.1 Purposes of the Case Method

The major purposes of the case method are:
a) Develops higher-order cognitive skills.
b) Develops analytical thinking
c) Generates alternative strategies to achieve some aims.
d) Take risks to propose solutions under the guidance of an instructor within the safe
confines of the classroom.
VIDEO- V27
11.2 Planning and Organizing Case Method
case method.
a) Design cases over a period, based on the features discussed above.
b) Create a bank of cases for developing different types of learning outcomes.

c) Administer the case at the relevant time after teaching the related concepts, principles
and applications.
d) Form groups for case discussions, if required.
e) Give the time limit for discussion.
f) Monitor the case discussions.
g) Summarise the case findings.
The following is an example of a case related to Laboratory Experiments.
CASE OF ENGINEERING LABORATORY

Mr Subhash, a bright post-graduate engineer has been appointed as an Assistant Professor in
the engineering department of Bharat Engineering College. After joining, he was given some
teaching load and also was assigned the laboratory sessions. Before going to the laboratory to
conduct the practical sessions, the laboratory-in-charge gave him a list of experiments to be
conducted by the students. Some printed instructions and old journals of the earlier students
were also made available to him.
The students came to the laboratory; they seemed to follow the instructions and worked in
groups of 7-10 students each. It was observed that one or two members of each group
normally did some work on the laboratory equipment and after a few days, all of them
submitted journals of the experiment which they were allotted.
Mr Subhash noted that the students were not attending the classes regularly. His enquiry
revealed that an oral examination only is conducted at the end of the term to assess the
students’ laboratory performance. He also came to know that this has been the practice over
the previous years and that no student failed during the last 4 years.
Mr Subhash was uneasy about the situation. He was puzzled and did not know what to do. He
approached his HOD to seek his guidance and suggestions to improve this situation.
Brief:
1. Suppose you were the HOD of the engineering department, suggest what advice will you
give Mr Subhash to improve the situation described above.
2. If you were in place of Mr Subhash, what you would do to improve this situation.
12.0 ROLEPLAY
The Role-play method of learning is widely practised in developing professional attitudes
along with professional competence. After graduation, the student may have to work with
superiors, subordinates, peers, clients and others following rules, regulations, norms, ethics
and values related to her/his work and work environment. There are situations in the world
of work that are related to human relations. This method is suited to help the graduates to
work in such situations.
12.1 Purposes of Role Play

The major purposes of the role-play method depending on how it is organised are summarized
in table 2 and table 3 given below-
Table 2 Skills Expected to be Developed by Role Playing
a) Problem-solving k) Performance appraisal

b) Decision making l) Conducting inquiry
c) Resolving conflicts m) Handling complaints
d) Influencing with a purpose n) Obtaining commitment
e) Rapport building o) Negotiating with a purpose
f) Consensus seeking p) Delegating the power
g) Providing feedback q) Dealing with difficult employees
h) Counselling r) Shaping the culture
i) Coaching s) Collaborating
j) Mentoring t) Culture building
Table – 3 Attitudes Expected to be Developed through Role Play Method

a) Attitude of inquiry i) Concern for others
b) The attitude of systematic working j) Respecting diversity
c) Attitude for safety k) Attitude of accuracy
d) Respecting others l) Attitude of experimenting
e) Attitude of tolerance m) Attitude of serving
f) Team spirit n) Attitude of cleanliness
g) Attitude for environment protection and o) The attitude of cooperativeness and
conservation collaboration
h) Adjusting with situations p) Empathy
12.2 Planning and Organizing Role Play VIDEO- V23

roleplay:
a) Describe the situation.
b) Selection of students to perform the role.
c) Give the time limit for preparation as per the role.
d) Arrange physical setting and resources.
e) Orient the students to perform the role
f) Let the students play the role
g) Consolidate the learning.
13.0 BUZZ SESSION

Generally, it is seen that the attention and interest of students come down rapidly after 10-15
minutes in any class. If a teacher does not change the activity or method of teaching at this
point, the students may start daydreaming or may disturb others. A purposeful discussion of
small student groups called “buzz groups” on a relevant matter is called a “buzz session” in
which students are asked to discuss a matter or task relevant to the topic of study. The teacher
writes a question or a topic on the board and asks each student to write down any idea/
response they have. Then s/he asks them to share their thoughts with a colleague for a couple
of minutes at a low voice level. Time is given to students to discuss and then the question is
asked again by the teacher – asking them for their suggestions. The humming like sound ‘ZZZZ’
in class characterizes the name BUZZ group session. Two to five minutes of a buzz session can
restore students’ attention for the next fifteen to twenty minutes. The main feature of this
method is that the students get motivated. Secondly, the active engagement of a large
number of students is possible without disturbing the seating arrangement.
13.1 Purposes of Buzz Session

The major purposes of the buzz session as an instructional method are the following:
a) It works as an effective stimulus variation to sustain attention.
b) Students interact with each other fruitfully.
c) Informal formative evaluation occurs.
13.2 Planning and Organizing of Buzz Session

The major activities of the buzz session as an instructional method are given here. The teacher
divides the class into sub-groups of 2 to 4 students (dyads, triads or quads), right there, where
they are seated.
a) S/he then suggests a topic or topics be discussed by the buzz groups. The discussion
may be invited on any of the following:
• Review what has been taught/ discussed till then.
• Apply the concepts and principles taught/discussed.
• Get their doubts cleared by buzzing (discussing) amongst each other.
• Summarise, revise or conclude the lesson.
b) Each sub-group is given a fixed time limit for discussion on the topic.
c) Each sub-group reports back on its deliberations to the class as a whole or combines
with another sub-group to share their findings and discuss the implications.
d) The teacher may consolidate the results of the discussion
14.0 BRAINSTORMING
Brainstorming is again a student-centred method but teacher-facilitated. Brainstorming is a
method often used to unleash the creative side of the work through the group process. It helps
to create a conducive environment to generate as many ideas as possible. It is done especially

when there could be several solutions to a single problem or when there are varied opinions
on some issues. It is generally done after teaching for some time and certain concepts are
already known to the students. The rules are; only idea generation, no criticism or evaluation
of an idea, no discussion or cross-communication, diverse ideas are welcome, listing and
projection of ideas, hitch-hiking on other’s ideas to generate new ideas.
14.1 Purposes of Brain Storming Method

The major purposes of the brainstorming method as an instructional method are the following:
a) Develop skills to think 'out of the box'.
b) It also involves introverted students.
c) Helps to bring out more solutions to the problem presented
VIDEO- V24
14.2 Planning and Organizing Brainstorming Method
The steps for planning and organising Brain Storming session are given below. An associated
video demonstrates this.
a) Choose the problem for brainstorming.
b) If the brainstorming is to be conducted in small groups, the teacher will form it.
c) Present the theme or problem.
d) Each member of the group or class responds. Each idea is evaluated against decided
criteria and decisions are taken to accept or discard the idea.
e) One rapporteur records the responses.
f) The responses are analysed.
g) Finally, the list of workable ideas/solutions is collated.
PRACTICE TASK
After viewing associated video, suggest five topics for conducting brainstorming session in
your class.
15.0 SIMULATION
One of the important ways to facilitate effective learning is by providing the 'real thing' or 'real
experience' in the classroom to the students. This is called using 'direct purposeful
experience', which may not be always possible. In such cases, the teacher must find out ways
by which we can provide near-to-real experience. One of the ways that this can be brought in
is through the method of 'simulation'. Simulation can be defined as any operating
representation of a real system or process or its part. This teaching method allows the closest
possible approach to reality, as there is no danger to the individual or equipment. All
simulations actively involve the learners in playing roles and taking decisions. Simulations can
be designed for skills development in all three domains- Cognitive, psychomotor and affective.
The simulation can be a mechanical simulation with 3D models or a computer simulation that
is close to reality concerning feelings, and expressions of live elements are shown. For
providing training on the actual operation of expensive and sophisticated equipment or
system, whose operation may be dangerous to personnel and/or equipment, an alternative
solution can be a simulation exercise. The beauty of a good simulation is that it can provide a
mix of learning experiences that can be repeated with little change in different batches of
students. Secondly, feedback can be given just after performance.
15.1 Purposes of Simulation

The major purposes of the simulation as an instructional method are the following:
a) Provide near-to-live experience to students.
b) Keep the student active.
c) Promote self-directed learning.
d) Supplement classroom and laboratory sessions.
e) Develop affective domain outcomes also in many situations.
15.2 Planning and Organizing Simulation

For planning and organising simulation:
a) Develop a bank of copyright-free simulations.
b) Arrange suitable computers to run the simulations.
c) Provide formative feedback to the students when they are working on the
simulations.
16.0 PROJECT METHOD

John Dewey, an American philosopher and educational reformer said ‘Real development of
skills comes through a student’s active participation in the solution of problems real to him or
her'. Project work is a comprehensive instructional approach to engage students in sustained,
cooperative investigations that enable them to learn concepts, apply information and
represent their knowledge in a variety of ways. Moreover, the National Board of Accreditation
(NBA) requirement of ‘learning to learn’ (Graduate Attribute No.11) confirms it. The main
characteristic of any project whether small or big is that it requires simultaneous application
of various types of skills in the different domains of learning. Normally, it is a mix of several
types: simple or complex, small or large cluster of problems. Generally, projects do not have
a pre-defined single solution. In other words, for the same problem specification, different
students may come up with different, but acceptable solutions. Further, in the process of
arriving at a particular solution to the identified problem, the students must be required to
make several decisions after scrutiny of the information they have accumulated from
experiments, analysis, surveys and other sources.
The typical feature of project-based learning is greater independence of inquiry and develops
the ability and confidence in accomplishing targets within the time and resource constraints.
The ‘Project work’ is versatile as it caters to different types of learning styles. An educational
'project' can be defined as a purposeful student activity, planned, designed and performed by
a student or group of students to solve/ complete the identified problem/task (relatively big
and complex), which requires students to integrate the various skills acquired throughout a
programme or course to accomplish higher-level cognitive and affective domain outcomes and
sometimes the psychomotor domain outcomes as well' (Earnest, et. al 2019). The above
definition highlights the following major aspects:
• Project work is an open-ended experience that is offered in such a way that it
integrates into ‘a whole’ the several skills that the students would have acquired
throughout the study in the classroom and laboratory/workshop/field.
• Projects are adaptable to different types of learners and learning situations
(Blumenfeld et. al., 1991).
• It demands continuous and sustained efforts on the part of students to complete it
successfully.
Be it a small or large project work, it normally starts with the submission of a ‘Project Proposal’
by the students and ends with the submission of the ‘Project Report’. There can be many types
of projects - micro, mini or Capstone projects. Micro-projects are generally limited to a single
course that is to be completed within a semester. It is generally to integrate the learning
outcomes in all the three domains of the entire course and prepare the students for larger project
works. It could be an individual project or a group project. In the initial semesters of a UG
programme, it is better to give group projects so that the weaker students are 'pulled up'. Mini-
projects are comparatively bigger and could integrate more than one course.
The Capstone Project is to be given to the students to ‘cap’ or address several courses within a
programme. It is generally offered in the last two semesters of the diploma/UG/PG engineering
programme, as it is to integrate the learning outcomes of most of the courses to undertake a real
or near-to-live project. Thus, Capstone Project prepares the students for entry into a career and
can be described as a 'right of passage' at a 'minimal threshold' through which participants
change their status from 'student' to 'graduate'. A Capstone Project focuses on both a synthesis,
reflection, integration and a bridge to the real world which the student has acquired during
his/her journey from the first semester to the last semester of the educational programme.
The project works (small or large, simple or complex) that the students may undertake could be
of different types like the samples given below:
a) Feasibility studies.
b) Design projects.
c) Market surveys about raw materials, components or finished products.
d) Prototype (design, make, test and evaluate).
e) Advanced experimental work requires the development of existing equipment to be used
and developed.
f) Experimental work for finding the new relationship between a range of variables.
g) Fieldworks: This could include surveys, using equipment, charting data and information
from visual observation.
h) Comparative Studies: Theoretical study of two or more systems/ mechanisms/
processes in detail and comparing them based on cost/energy conservation/ impact on
environment/ technology used and such others.
i) Application of emerging technology and feasibility of their application in some real-life
situations in detail.
j) Fabrication of some equipment/ machine (or some of its parts).
k) Improving existing equipment or rigging up new equipment.
l) Construction of some structure.
m) Development of software or use of software for solving some problem.
16.1 Purposes of Project Method

Some of the major purposes of the project work are to develop:
a) Initiative, confidence and ability to tackle new problems.
b) Spirit of enquiry.
c) Creativity and innovativeness.
d) Planning and decision-making skills.
e) The habit of working in a team and leading a team.
f) Lifelong learning skills.
g) The habit of Persistence (of not giving up even in case of momentary failures, till
success is achieved).
h) Resourcefulness.
i) The habit of keeping proper records of events and presenting a formal comprehensive
report of their work.
VIDEO- V30
16.2 Planning and Organizing Project Work
The steps for planning and organising the project work that is usually followed are given
below. An associated video demonstrates this.
a) Form the student groups for group projects.
b) Guide in identifying the project titles.
c) Develop assessment criteria for the projects which are to be given to the students.
d) Edit the Project Proposals.
e) Help in locating the necessary resources.
f) Monitor the students fortnightly about the progress of the project work.
g) Assess students at every stage of work.
h) Maintain a ‘projects bank’ for micro, mini or Capstone projects, which could
preferably be drawn from the industrial situations.
The role of the teacher should be that of a 'guide’, helping the students only when they need
any assistance. 'Action’ should be mainly by students. This does not mean that the role of the
teacher is unimportant in this method. A teacher ought to constructively motivate the
students continuously. This is very crucial for the success of the method and achievement of
outcomes through the experiences students undergo.
ACTIVITY
Suggest three titles each for a micro-project and capstone project. For any one of the
17.0 INDUSTRY/ FIELD VISIT

Technical education inputs can go close to reality if students get an opportunity to work in
actual real-life situations such as industry or field. Industry visit is a very valuable input in the
whole academic activities of the teaching-learning process. For this method to be used
fruitfully teacher or institute has to have a good relationship with industries. It gives a real-
world experience to students. But when it comes to appreciation of the complexity of
engineering/ field situations for developing a better understanding and relating inputs in the
classroom or laboratory, industry and field visits can be very helpful. This experience also helps
develop motivation, appreciation and soft skills amongst students.
17.1 Purpose of Industry/ Field Visit

Some of the major purposes of the industry/field visit are to:
a) Provide students with a firsthand experience of their future place of work and the work
culture.
b) Observing the industry required Affective domain skills in activities such as good
housekeeping, safety, communication between peers, superiors and supporting staff
and so on.
c) Integrate the various types of competencies and skills.
d) Observe the convergence of different technologies (sometimes even other branches
of engineering) which seemed to have been independent courses in the institute.
17.2 Planning and Organizing Industry/ Field Visit

The steps for planning and organising the industry/field visits which are usually followed are
given below.
a) Create a database of small, medium and large industries with addresses, phone Nos.,
Emails, staff strength, numbers and type of engineers, their products/ services and
details of previous visits.
b) Focus on the various learning outcomes.
c) Correspond with industry contact persons
d) Send list of students and prepare attendance forms

e) Schedule the pre-visit (Recce)by two to three persons to finalize the actual visit and
plan.
f) Arrange transportation and time schedules.
g) Prepare observation schedules for students.
h) On the day previous to the visit orient students on how to learn (opportunity for self-
directed learning) and how to take notes.
i) Issue safety instructions, dress code students wear and the identity cards
j) Make small batches of students and make one of them the leader. The visit is
generally in small batches to the various departments in the industry.
k) Formulate letter of thanks to industries.
l) Be punctual in all activities.
ACTIVITY
Formulate learning outcomes in the three domains to be achieved through industrial visit
related to your courses.
18.0 ICT-BASED LEARNING

The rise of information and communication technology (ICT) in education has given rise to
many options for teaching-learning. Computer-Assisted/ Aided Learning (CAL), Computer
Based Learning (CBL) and ICT could be termed as synonyms that cover the teaching-learning
(T-L) methods that involve the use of the computer (now even the mobile) as a mediator to
provide information through interface software. The National Mission on Education using ICT
(NMEICT) has facilitated many networks and platforms for online education and learning
material repositories. An overview of these is discussed over here, the details of which could
be learnt in a separate module dedicated to these. The digital world has opened up a lot of T-
L opportunities in offline as well as online modes. Apart from the Indian ICT-based platforms,
other learning platforms offer MOOCs (Massive Open Online Courses) that any teacher can
refer such as edX, Coursera and others.
Offline Learning: Offline learning can occur through locally prepared learning resources such
as interactive videos, simulations, virtual labs, spoken tutorials and others. The student can
navigate through the resources provided to them from time to time. Internet connectivity is
not a requirement. Such resources may be procured by the institute or the teachers
themselves can develop after acquiring the necessary skills.
Web-based/ Online Learning: With a considerable amount and variety of free and paid online
learning resources available on several platforms, this type of learning is quite popular
formally and informally, especially among students. The resources are hosted on the internet
or intranet and students can learn and work individually or by use of collaborative tools such
as blogs, discussion boards, using learning management system and related features.
Some of the recent Indian solutions or platforms for facilitating Computer Assisted Learning
are:
SWAYAM (swayam.gov.in): This is a MOOC learning platform that facilitates the hosting of all
the courses, taught in classrooms from Class 9 till post-graduation to be accessed by anyone,
anywhere at any time. All the courses are interactive. These are prepared by the best teachers
in the country. All courses are available free of cost to any learner. There are scheduled as well
as self-paced courses. Experienced teachers from different premier institutions across the
country have participated in preparing these courses. The courses hosted on SWAYAM are in
4 quadrants – (1) video lectures (2) specially prepared reading material that can be
downloaded/printed (3) self-assessment tests through tests and quizzes and (4) an online
discussion forum for clearing the doubts. Steps have been taken to enrich the learning
experience by using audio-video and multi-media and state of the art pedagogy/technology.
This is an open platform for any learner.
SAKSHAT (www.sakshat.ac.in) and Virtual Lab (www.vlab.co.in) Repositories are online

learning resources such as e- content and virtual labs. These are supported by UGC and AICTE
under NMEICT under MHRD. Details are available on www.sakshat.ac.in/, www.vlab.co.in.
NPTEL (National Project on Technology-Enabled Learning) (www.nptel.ac.in) of MHRD,

Government of India has facilitated the availability of lectures from faculty of IITs and other
premier institutions. It is the largest online repository in the world, providing videos and e-
content in engineering, basic sciences, engineering education, few selected humanities and
social sciences. It can be accessed by teachers free of cost and can be shown in the classroom.
EDUSAT based network was established in 2005 for education and training. Here regional and
national networks in one way and two-way communication modes are available. Many states
in India and their open universities used the two-way network for conducting engineering and
technology classes for technical education courses.
AVIEW virtual classrooms: A-VIEW is an advanced multi-modal, multi-platform, collaborative

e-learning solution used in India. It is supported by MHRD and it allows an instructor to teach
or interact with a large number of students in distance mode. Lectures are followed by
interaction using MOODLE Learning management system. This is the national facility.
Many other such resources are available online. Many Youtube channels deliver specific
content. A teacher can create his channel on youtube.
18.1 Purposes of ICT-Based Learning

Some of the major purposes of ICT/CAL methods are to develop:
a) Some of the learning outcomes of the curriculum of various domains cannot be
achieved through other modes/ methods of learning.
b) Lifelong learning capabilities.
c) Individualized learning capabilities.

d) Collaborative learning.
e) The use of varied media.
f) Self-evaluation capabilities to usher further improvement.
18.2 Planning and Organizing ICT-Based Learning

The steps for planning and organising the ICT/CAL methods which are usually followed are
given below:
a) Arrange for computer classrooms.
b) Ensure that licensed software is in place.
c) Guide the students to use various ICT/CAL lessons.
d) Encourage team working among the students to ‘pull up’ weaker students.
e) Monitor the ICT/CAL sessions.
REFLECTION SPOT
Access two features of each of the websites of ICT based education portals given above.
19.0 SELF-DIRECTED LEARNING

Knowl, an educationist describes self-directed learning as ‘a process in which individuals take
the initiative without the help of others in diagnosing their learning needs, formulating goals,
identifying human and material resources, and evaluating learning outcomes’. In the context
of adults, the term ‘Self Directed Learning’ is more relevant because it is usually some desire
or need or inspiration that is felt for acquiring a certain type of knowledge or skill. There may
not be any teacher who will teach even the what, where and when to learn. Therefore, the
habit of ‘learning by oneself’ is important and is to be developed. But direction and
management of oneself are very essential for purposeful learning so, the term 'self-directed
learning' is more appropriate than just ‘Self-learning’. With the focus on lifelong learning as
one of the key requirements of the industry and NBA, developing ‘Self-directed learning’ skills
in the students have taken the centre stage. The students will be expected to be on their own
to keep pace with trends in their profession or field of activity when they will work in a real-
life situation.
19.1 Purposes of Self-Directed Learning

Some of the major purposes of self-directed learning are:
a) Selectively learn from the internet to attain pre-determined learning outcomes.
b) Follow ethics when compiling from other sources.
c) A quick reading of computer screens or books/booklets.
d) Interpret specifications of equipment independently.
e) Use installation, operational and service manuals of various equipment and processes
independently.
19.2 Planning and Organizing Self-Directed Learning

The steps for planning and organising self-directed learning are:
a) The teacher has to allocate some percentage of the curriculum of each course for the
students to learn on their own.
b) Provide problem-based learning (PBL) events and situations.
c) Inform the students of the learning outcomes.
d) Give assignments and take tests of the topics given for self-learning.
e) Give internet-based assignments.
f) Give library-based assignments.
g) Give data collection projects from the market place.
h) Give assignments for team-working.
i) Encourage the students to independently and in a group do the practical work using
the laboratory worksheets without the teacher’s demonstration, but with all
precautions and constant watch.
j) Assign micro-projects for each course and evaluate their progress every fortnight.
k) Provide the students with the assessment criteria for all types of assignments, jobs,
and micro-projects in advance, so that the students are more sincere in completing the
work.
20.0 PROBLEM-BASED LEARNING

Problem-based learning (PBL) is a student-centred approach in which students learn about a
subject by working in groups to solve an open-ended problem. The problem becomes the
source of challenge and motivates students to approach it to solve it. Problem-based learning
(PBL) initiates with students working in small groups, inquiring about related aspects,
identifying the most important issues, and then finding solutions to the problem under the
guidance of a teacher/facilitator. By focusing on a realistic problem, students develop a
deeper and multi-dimensional perspective and knowledge of the subject area.
PBL possesses some good characteristics: -

a) PBL could be small or large. The problems are complex and less structured.
b) PBL enables the teacher to integrate the outcomes in the three domains of learning.
c) It is highly realistic, with many researchable unknown aspects, and open to more than
one solution (Duch and Allen, 1996).
d) It promotes self-directed learning. However, PBL is used only after teaching the facts,
concepts, principles, procedures and applications related to the topic.
e) Problems should require students to make feasible decisions and defend them.
Problem motivates the students to probe deeper into unveiling concepts.
f) Learning processes focus on the students. Students work in small groups to
solve/provide alternative solutions to problems. Teacher task is only facilitation.
20.1 Purposes of Problem-Based Learning

The purposes of the PBL method are many, some of the major ones are mentioned over here.
a) To gives the students an experience of real-life problems.
b) To integrate the theory and practicals of that course.
c) To motivate creative and critical thinking
d) To integrate the outcomes in the three domains of learning.
e) To promote reflection and self-evaluation.
f) To promote self-directed learning.
20.2 Planning and Organizing of Problem-Based Learning VIDEO- V28, V29
The steps for planning and organising problem-based learning are as follows:
a) The problems designed or collected should be graded from simple to complex.
b) Problems could be designed which can address outcomes not only of a single course
but also can cut across multiple courses.
c) Provide the necessary resources.
d) Provide feedback as and when necessary, but do not spoon-feed.
e) Function as a facilitator as the students solves the problems.
f) Assess the problem solutions.
g) Maintain a 'bank' of problems that can be given in different semesters.
REFLECTION SPOT
Formulate an example of a problem-based learning for any one course.
21.0 SELECTION OF INSTRUCTIONAL METHOD

Based on the discussions so far, the inductee teacher would have realised that a teacher must
use a variety of instructional methods for effective and efficient instructional planning and
delivery. Now the question is how to decide which instructional methods have to be used? A
teacher can follow the steps given below-
a) Identify the observable and measurable learning outcomes of the concerned course
and session.
b) Consider the major features of the instructional and match their relevance to the
learning outcomes
c) Decide which instructional methods are suitable and when, where and how to use
them.
d) The selection of instructional methods has also to be done based on the learning domains
as illustrated in Figures 5, 6 and 7 depict the selection of methods in three domains, which
can serve as a broad guideline.
Cognitive Domain
Lower Order Thinking skills (LOTS) All levels Higher Order Thinking skills (HOTS)
Remember and Understand of Apply and above of Revised Bloom's
Revised Bloom's Taxonomy Taxonomy
✓ Improved Lecture ✓ Tutorial ✓ Project Method

✓ Demonstration ✓ Industry/Field Visit ✓ Seminar
✓ Buzz session ✓ Laboratory/Workshop ✓ Panel Discussion
✓ Educational game ✓ Field Work ✓ Simulation
✓ Computer Aided ✓ Assignment ✓ Role Play
Learning (CAL) ✓ Online Learning ✓ Case Study Method
✓ Group Discussion
Figure 5: Methods for Different Levels of Cognitive Domain
Psychomotor Domain
Lower Levels (Dave's Taxonomy) All levels Higher Levels (Dave's Taxonomy)
(Imitation and Manipulation) (Precision and Higher Levels)
✓ Demonstration ✓ Tutorial ✓ Project Method

✓ Laboratory/Workshop/Field ✓ Industry/Field Visit ✓ Laboratory/Workshop/
Work ✓ Laboratory/Workshop/ Field Work
✓ Simulation Field Work
✓ Industry/Field Visit ✓ Assignment
✓ Computer Aided Learning
(CAL)
Figure 6: Methods for Different Levels of Psychomotor

Domain
Affective Domain
Lower skills of Krathwohl’s All levels Higher skills of Krathwohl’s

Taxonomy Taxonomy
Receiving and Responding Valuing and above
✓ Demonstration ✓ Seminar ✓ Project Method

✓ Buzz session ✓ Panel Discussion ✓ Seminar
✓ Tutorial ✓ Group Discussion ✓ Role Play
✓ Laboratory/Workshop/ ✓ Laboratory/Workshop ✓ Case Study Method
Field Work /Field Work
✓ Educational game ✓ Simulation
✓ Simulation ✓ Online Learning
✓ Computer Aided
Learning (CAL)
Figure 7: Methods for Different Levels of Affective Domain
********
ACTIVITY
Formulate/ choose learning outcome(s) for any selected course and suggest the relevant
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ASSIGNMENTS
a) Write the steps to be followed in the implementation of a role-play.
b) Prepare a list of activities to organize a seminar.
c) List any three instructional methods that help in the development of creativity
d) Read the case related to the storage area of the ABC Company and suggest methods
for increasing the storage area to accommodate the contemplated increase in finished
goods inventory.
e) Describe one situation from a course that can be dealt with with the buzz session
method.
f) Identify two titles of the project in a subject and write the expected outcomes
g) Write the information about the contents, objectives and duration of one course on
the Swayam platform of your interest
DISCUSSION FORUM
Suggested topics for the discussion forum include

a) Discuss the viability and use of student-centred methods over teacher-centred
methods in an engineering institution in view of outcome-based education
b) Discuss the concerns related to the roles of teachers, students and technical staff in
the laboratory.
c) Discuss the feasibility of using brainstorming, educational games and simulation in a
teaching-learning environment.
d) Compare Case-Based Learning with Problem-Based Learning (PBL)
Lesson 10: Blended and Flipped
Learning Approach
Contributor
Dr R. K. Kapoor
Professor, Department of Computer Science and Engineering Education

Unit 4.4.3: Instructional Methods and Strategies - Part 2 L10: Blended and Flipped Learning Approach
Lesson 10: Blended and Flipped Learning Approach
LO 1. Explain the features of Blended and Flipped learning approaches.
LO 2. Explain the way Blended and Flipped learning approaches can be applied
in teaching learning process for improving students’ learning.
Contents
1.0 INTRODUCTION .......................................................................................................................... 3
2.0 BLENDED LEARNING ................................................................................................................... 3
2.1 Blended Approach to Learning Situation ................................................................................... 4
2.2 Role of Teacher in Blended Learning .......................................................................................... 4
3.0 FLIPPED LEARNING APPROACH .................................................................................................. 5
3.1 Flipped Learning Process ............................................................................................................ 5
3.2 Applying Flipped Learning approach .......................................................................................... 6
3.3 Benefits and Limitations of Flipped Learning ............................................................................. 6
3.4 Implications for Teaching and Learning ..................................................................................... 7
4.0 CONCLUSION .............................................................................................................................. 7
5.0 REFERENCES ............................................................................................................................... 8
Lesson 10: Blended and Flipped Learning Approach
1.0 INTRODUCTION
The modern educational environment is different from what it was a few decades before. The
Variation in student demography, their traits, globalization of the world economy, the
emergence of modern technologies in industry and greater use of Internet technologies have
enforced us to change. As a result, many educationists are exploring newer models of
instruction that can transfer and inculcate necessary knowledge, skills and attitudes to meet
these challenges and produce successful pass-outs to serve the modern society.
Educationists seem to have thought about changing the lecture-based traditional teaching-
learning process as the preferred teaching method, by integrating technology in teaching-
learning through so-called blended and flipped learning as a new approach. This lesson
discusses the way Blended and Flipped Learning can be integrated with the teaching-learning
process to create an ICT enhanced learning environment for improving students’ learning.
Several studies including one at Harvard University focused on the learning gains and revealed
that students who followed the blended and flipped approach outperformed those who learnt
in traditional lectures (A. Means, et al, 2010). However, many others have criticized this
approach stating various reasons in support of their arguments. Prof. Katharine T. Schaffzin in
a study has proved that blended and flipped learning do not increase the learning, at least,
these do not decrease students learning (Schaffzin, 2016).
2.0 BLENDED LEARNING
Blended learning is the learning environment that involves the integration of technology in
the learning process together with traditional instructional practices. Blended learning is a
combination of offline i.e. face-to-face, traditional classroom learning and technology-based
online learning in a way that the one complements the other (Yeop, 2016). It provides learners
with the opportunity to take advantage of both modes. For example, students might attend
classes in a common classroom setting and then supplement their learning by completing
coursework through online mode. Again, they can attend the class to clarify any doubts and
have further discussions if required. Blended learning is often also referred to as 'hybrid'
learning and can take on a variety of forms in education environments. You may use blended
learning techniques on some selected occasions or can utilize them as a primary teaching
method within your set of courses.
There are two key principles associated with blended learning (Telnet LMS, 2018)
a) Students who share information and work with other students directly in a collaborative
environment have a more enriched learning experience.
b) Collaboration between students can be improved upon if group activities rely on
information gathered from online resources or lessons.
Tools and platforms that can be used to complement classroom teaching in blended learning
include Learning Management Systems, Virtual labs, Virtual and Augmented Reality, Videos
and interactive video tutorials, various Open Educational Resources (OERs) like NPTEL,
eGyanKosh, using desktop/laptop computers, and mobile devices such as tablets and
smartphones.
2.1 Blended Approach to Learning Situation
It takes some planning and analysis before you transit from a traditional classroom
environment to blended learning. Here is a suggested strategy for the same.
a) Ascertain Learning Outcomes and Assessment technique
Ascertain the learning outcomes wherefrom the relevant teaching strategy, and ways of
assessing the students’ learning are arrived at. For example, if your Learning outcome is simply
about the recall of information, then a Quiz based online assessment would be an appropriate
method. On the other hand, if it requires your learners to collaborate, then you should think
of a discussion board on an LMS.
b) Map Learning Outcomes with Delivery Strategy
Once the outcomes and their assessment method are decided, you can determine which
mode of instruction would be best for each of the learning outcomes. For example, if you want
your learners to simply recall the sequence of steps of a process, you can have an online
learning module comprising of text, images and/or other media. This material can be served
through Learning Management System (LMS). Then for reinforcement of learning a regular
class session could be conducted. Take another example, if the learning outcome requires
your learners to 'apply' the knowledge, then: learners can be taught the conceptual part of
the learning in a classroom situation, and then they can apply the knowledge using any
simulation software. These two examples exhibit a typical case of a blended approach where
learners get an opportunity to practice in real-time using technology and still have face-to-
face interaction with the teacher.
2.2 Role of Teacher in Blended Learning
For implementing Blended learning, you have to play an active part differently than the
traditional classroom setups. The shift to blended learning has enthused educators to
redefine the traditional roles of a teacher. The word 'facilitator' has emerged as an
alternative to 'teacher,' bringing with it a diverse focus on teaching-learning activities. You,
as a facilitator have to emphasize empowering students with the knowledge and skills
required to make the use of online material and independent study time in the most effective
manner, guiding students toward the most meaningful learning experience possible. As a
facilitator, you have to focus on the following key areas:
a) Making available online and offline course content by developing it and/or by

organizing the sources and links of online content useful for the course.
b) Facilitation of communication with students and among students to create a conducive
environment to carry on activities.
c) Guiding the learning experience of individual students, and customizing the material
wherever possible, to reinforce the learning experience.
d) Designing ways of assessing the learners as per the perceived outcomes of learning.
With the easy availability and accessibility of technological tools, implementing blended
learning is a viable option for institutes looking to integrate technology-enabled learning
into their Teaching-learning strategy. Being a teacher, you can adopt a blended mode
approach in practical sessions also. For example, before conducting any practical in the
laboratory, you may ask the students to learn the contents related to the practical available
on “Virtual Lab” (http://www.vlab.co.in). Then on the day of the practical, you may
demonstrate the practical followed by a performance by the students. You will appreciate
that blended learning has the potential to get the best of both TDL (Teacher-Directed
Learning) and LDL (Learner Directed Learning) approaches in a given situation. It is up to
teachers to utilize it in an appropriate way to harness its benefits to increase the
effectiveness of the teaching-learning process.
3.0 FLIPPED LEARNING APPROACH
Flipped learning is a pedagogical approach in which the conventional concept of classroom-

based learning is inverted. Students are introduced to the learning material before class
commences. The classroom time is then used to extend the understanding of the topic
through various activities like a discussion with the teacher and peers, and problem-solving
activities in a workshop situation facilitated by teachers. In short, the flipped classroom is a
pedagogical model in which the typical lecture and off-the class elements like homework of a
course are reversed.
3.1 Flipped Learning Process
Depending on the learning outcomes, the learning material which the students have to go
through before the commencement of the class is provided to the students. For example, a
short video programme can be viewed by students before the class session, especially when
affective and psychomotor domain outcomes are more predominant, whereas the in-class
time is dedicated to discussions, exercises, and projects. For cognitive domain outcomes, even
text-based resources can also be used.
The notion of flipped learning brings about such concepts as active learning, student
engagement, and hybrid course design. The worth of a flipped class is in the effective
utilization of classroom time into a workshop situation where students can get an opportunity
to discuss and inquire about lecture content, indulge in activities to apply knowledge, and
interact with one another in hands-on activities. During class sessions your role is as a coach
or guide, motivating students in individual learning activities and collaborative efforts.
3.2 Applying Flipped Learning approach
You can devise a suitable strategy to adopt flipped learning in your teaching-learning process.
To begin with, you can expose students to some of their courses, and fundamental concepts
through various online learning resources before they attend the classroom session. You then
can conceive a live classroom sessions design that has a focus on developing outcomes that
are built on those concepts aiming directly towards developing students’ analytical and
problem-solving skills that strengthen students’ overall comprehension of the course.
To clarify any doubt, an immediate quiz, feedback and the replay of lecture segments may
help clarify points of confusion. You may divide students into an informal workgroup to solve
a problem that students, in general, are feeling difficult to comprehend. You may guide in
discussions and convert the classroom into a workshop where students create, collaborate,
and put into practice what they have learned from the classroom inputs or various learning
resources other than the classroom activity.
Finally, to assess the attainment of the learning outcomes, online quizzes or activities can be
integrated to test students learning. Although you can make it quite comprehensive, as a
suggestive way, you can go to implement only a few elements of the flipped model or flip only
a few selected class sessions during a term.
Some of the following points can be used to plan an effective flip class (The University of Texas
at Austin, 2018).
a) Identify the learning outcomes.
b) Decide where and when to flip the class;
c) Design suitable classroom-based activities to enhance students learning;
d) Identify and organize content to engage students in learning before class;
e) Motivate students for the flipped approach by setting and informing expected
outcomes.
f) Implement the plan.
3.3 Benefits and Limitations of Flipped Learning
By this time, you must have realized that there are several benefits of the flipped class:
a) Control of learning is given to the students and the teacher functions as a facilitator.
b) More High Order Thinking Skills (HOTS) get developed.
c) Efficient learning happens as more of the contents are self-learnt.
d) Affective domain outcomes get developed due to greater collaborative learning.
e) It is a very good strategy that addresses the learning styles of individual learners.
f) Blended and flipped learning demand greater efforts from both, you as well as your
students, compared to the traditional method. It also tenders to both returns on the
contribution of your increased efforts.
Although there are certain limitations of the flipped learning given here, which however could
also be overcome:
i. Initially, it requires a different mindset and therefore greater efforts in planning and
preparation.
ii. Initially, the students may feel it difficult to adjust to the change due to the loss of
commonly used face-to-face sessions.
iii. Students with the perception that they can learn by surfing the web may not
immediately appreciate the value of the interaction, collaboration and hands-on
learning which is provided in the classroom.
iv. Students will not attain the learning outcomes, who come to the flipped class without
going through the prescribed learning resources beforehand.
3.4 Implications for Teaching and Learning
Flipped learning changes the teacher’s role. You need to convert the lecture-oriented session
to more and more activity-based learning to create scope for collaborative and cooperative
contribution by the students to the T-L process. Your session may not rely on preplanned
lesson notes to disseminate information to students like in a traditional way; the flipped
classroom calls for much greater spontaneity to answer learners’ questions.
There is an associated change in the role of students’ commitment to learning. Instead of

passive participants in the T-L process where instructions and material are served to them,
the flipped model gives students a thrust to experiment and makes them more responsible
for learning. Activities are led by students and the session is devoted to learning through
hands-on and problem-solving activities which tend more toward Learners’ directed Learning.
The concept of flip brings about a distinctive shift in the responsibility of teachers and students
both.
4.0 CONCLUSION
By now you must have realized that blended and flipped learning are overall positive teaching
approaches that should be preferable to a traditional classroom teaching-learning mode. The
overall advantages of such a platform outweigh those offered by the present state of affairs.
Hence one should go for flipped learning wherever it is possible.
ACTIVITY
Prepare an activity plan to incorporate blended and flipped Learning approach to develop
a learning outcome.
5.0 REFERENCES
The University Of Texas at Austin, (2018). flip quick start guide. Retrieved from the flipped classroom:
http://ctl.utexas.edu/sites/default/files/utflipquickstartguide112114.pdf
A. Means, et al. (2010). Evaluation of Evidence-Based Practices in online learning. Retrieved from U.S.
Dept. of Edu.
Schaffzin, K. T. (2016). Learning outcomes in a flipped classroom. Retrieved from University of

Memphis Cecil C.: https://www.memphis.edu/law/documents/schaffzin46.pdf
Telnet LMS. (2018, December). What is blended learning? Retrieved from Explore telnet LMS:
https://www.talentlms.com/elearning/blended-learning
Yeop, M. A. (2016). Blended Learning: pedagogy, learning styles and assessment activities in the
classroom. International Journal of Advanced and Applied Sciences, 36-39.
ASSIGNMENT
Describe the roles of teachers and students in blended and flipped learning approaches.
MODULE 4
Unit 4.4.4
Instructional Media
L11 Need of Instructional Media

L12 Classification of Media
L13 Design of Handouts, Assignments
and Laboratory Worksheets
L14 Media Design Principles and
Effective Board Work
Unit 4.4.4: Instructional Media L11: Need of Instructional Media
Lesson 11: Need of Instructional Media
Contributor
Dr Sandip S. Kedar

Lesson L11: Need of Instructional Media
LO 1. Justify the need for media for effective classroom communication.
LO 2. Explain the importance and role of instructional media in T-L process.
Contents
1.0 INTRODUCTION .......................................................................................................... 3
2.0 BASIC CLASSROOM COMMUNICATION MODEL ........................................................... 3
3.0 MEDIUM, MEDIA AND INSTRUCTIONAL MEDIA........................................................... 5
4.0 IMPORTANCE AND ROLE OF INSTRUCTIONAL MEDIA .................................................. 5
5.0 MEDIA FOR TEACHER-DIRECTED AND TEACHER INDEPENDENT INSTRUCTION ............ 7
6.0 ADVANTAGES AND LIMITATIONS OF INSTRUCTIONAL MEDIA ..................................... 8
7.0 CONCLUSION ............................................................................................................. 9
8.0 REFERENCES ..............................................................................................................10
Lesson L11: Need of Instructional Media
1.0 INTRODUCTION
The education system in India right from the school level to the PhD level has also not
remained untouched by technological advancements. The use of instructional technology as
well as Information and Communication Technology to enhance the teaching-learning process
has become the need of the day. The teaching-learning (T-L) process mainly depends upon
various factors such as the teaching skills of the teacher, instructional methods and strategies,
instructional media used, learning experiences provided to the learners, learner’s
characteristics, classroom environment, and so on. With the knowledge explosion, technology
and information explosion, the role of a teacher is changing from pure information provider
to the facilitator of learning. Therefore, a teacher needs to be resourceful enough to use the
latest instructional technologies to facilitate learning. This lesson is intended to convey the
role and importance of instructional media in improving the T-L process and the use of
instructional media. This lesson has been written with the premise that the teacher has
already studied the lessons L5 to L10 of this module and has understood the concept of
learning and instruction.
2.0 BASIC CLASSROOM COMMUNICATION MODEL

In any classroom situation, either traditional or virtual, the teaching-learning process plays an
important role to facilitate the learning. Any classroom could be considered as a system having
some inputs, processes, outputs and feedback mechanisms for ensuring learning. There is
always an interaction between the teacher or instructional designer and the student or the
learner. So, a normal classroom has different elements such as teacher or instructor, students
or learners, environment, teaching methods and strategies, messages, channels, medium,
barriers, etc. (Figure 1).
Teaching Methods and Strategies
Instructor Medium Message Learner
Feedback
Figure 1: Communication between Instructor and Learner
During the instruction, the teacher creates and transmits some messages in varied forms
which are received and perceived by the receiver or the learner. The messages may be
anything such as factual or conceptual knowledge which consists of facts, concepts, principles,
laws, rules, procedures, applications, or directions to the learners, questions about the
content, feedback on the appropriateness of responses, or any other information. These
messages are transmitted by the teacher, instructor or sender through some medium so that
they reach the learners. The medium may be anything such as text written on the chalkboard,
handout, textbook, computer-based presentation, video, animation, real objects, maps,
simulator, virtual reality setup, etc. The medium carries the message. It is received by the
learners through channels or senses of perception. These are seeing, hearing, touching,
smelling, or tasting. The learner extracts the meaning out of the received message. This
process of communication is depicted in an engineering model based on signal processing
(Figure 2).
Figure 2: Engineering Model of Communication
The sender encodes the message or an idea to be transmitted in various media forms such as
verbal language, visuals, symbols, formulae, diagrams, graphs, sketches, photographs,
animations, models, real things, and by using different instructional methods and techniques.
The receiver receives the message through sensory channels and decodes it based on his/ her
intelligence, previous knowledge, language capabilities, interests, etc. In the process of
communication, some barriers or noise cause disturbance. Such barriers are previous
knowledge, Social and cultural backgrounds, prejudices (beliefs and preferences), disinterest,
imperceptions, daydreaming, verbalism, referent confusion and physical discomfort.
Some of these barriers such as previous knowledge, Social and cultural backgrounds, and
prejudices are not under the direct control of the teacher, but others could be controlled and
reduced by the teacher to make the communication effective. Communication in the
classroom situation is a two-way process. There is always a feedback channel present which
reduces the errors in the transmission of the message from sender to receiver. The feedback
may be in terms of discussion, questions and answers between teacher and students. This
makes the communication process a complete cycle. If the learner perceives the same
meaning from the message sent by the teacher, then maximum learning takes place, and that
is possible when the sender (teacher) takes care of various communication barriers. The
communication barriers and the ways of reducing them are explained in Annexure A. After
going through the communication model, it is clear that medium, media and message hold a
prominent place in any communication. The need and importance of these are discussed in
subsequent paragraphs.
3.0 MEDIUM, MEDIA AND INSTRUCTIONAL MEDIA

In the two models of communication discussed above the most important factor is the
medium or channel which carries the message from the sender to the receiver. A medium
(plural is media) is a channel of communication or message transmission. The term
instructional media as described by Adekola (Adekola, 2010) means all available human and
material resources which appeal to the learners’ sense of seeing, hearing, smelling, tasting,
touching or feeling and which assist to facilitate teaching and learning. As per Onyeozu (1997),
instructional media are resource materials that help to facilitate teaching and learning. This
may include traditional media such as chalkboards, whiteboards, print material, handouts,
textbooks, charts, slides, overhead transparencies, magnetic cut-outs, real objects, video
programmes or film, 2D and 3D animations, radio, audio DVDs, television.
Presently, newer media such as computers, smart mobiles, smart TVs, interactive boards,
interactive panels, interactive pads, opaque projectors, multimedia projectors, the internet,
multimedia presentation, simulators, open-source learning material and software, interactive
video conferencing, podcasts, blogs, wikis, e-learning, e-books, mobile-learning, social
networking, virtual and augmented reality. Each of these media has different strengths and
limitations in terms of the types of messages that can be recorded and displayed.
ACTIVITY
Write at least two media used in classroom teaching, along with their purposes.
4.0 IMPORTANCE AND ROLE OF INSTRUCTIONAL MEDIA

Instructional media are important elements of the teaching and learning process and they play
a key role in the design and use of systematic instruction. A brief outline of the roles and
purpose of media in the teaching-learning process (Banthiya, 1999) is given below.
a) Media stimulates more than one sense during the T-L process (eye, ear, touch). If
properly used, they can bring in stimulus variation in the classroom.
b) Tiny and big objects, any event or process may be shown at rest or in motion. The
smaller objects are difficult to perceive by naked eyes but could be enlarged with the
help of a video camera zoom-in facility. Slow and fast-moving objects could be shown
at the desired speed. (Figure 3)
c) Dangerous or distant objects and events could also be shown which are difficult to
observe by normal vision, like blasting events of a mine. (Figure 4)
d) Media create continuous change in stimulus; hence they gain and sustain the attention
level of students.
Figure 3 Fast objects could be shown Figure 4 Blasting event of a mine

with reduced speed in video
(Courtesy: Childcraft Dictionary, World Book, Inc., USA 1993)
The impact of media is also varied. Adekola (2008, 2010) states the following:
a) Increases the rate of learning by the learners.
b) Makes learning to be real and permanent.
c) Saves the teacher’s time which would have been wasted on oral presentation and
explanation of subjects’ contents.
d) Promote learners’ participation in learning activities.
e) Makes learning available to a wider audience and helps teachers and learners
overcome physical difficulties in teaching and learning.
In addition to the above purposes and impact on the learner, instructional media can:
a) Be designed, developed such as simulators, working models, cut section models could
be used to develop skills and to explain the internal structure of any object or system
b) Be developed and made available to the learners in digital form, in synchronous or
asynchronous mode catering to the learning needs, the learning style of the individual
learner. They may access it from anywhere, and at any time.
c) Offer interactivity which further enhances the interest, active participation and
engagement of the learner in the learning process.
d) Present the content in various forms such as text, visuals, graphics, video, animation,
and sound with user control.
e) Be developed with quality by taking the services of the best media designers.
Media can be used to support one or more of the following instructional activities: (Instruction
at FSU Handbook, 2011)
a) Gain attention: A picture on the screen, a question on the board, or music playing as
students enter the room all serve to get the student’s attention.
b) Recall prerequisites: Media can be used to help students recall what they learned in
the last class so that new material can be attached to and built upon it.
c) Present objectives to the learners by projecting the day’s learning outcomes.

d) Present new content: Not only can media help make new content more memorable;
but media can also help deliver new content (a text, movie, or video). It supports
learning through examples and visual elaboration. One of the biggest advantages of
media is to bring the world into the classroom when it is not possible to take the
student into the world.
e) Elicit student response: Present information to students and poses questions to them,
getting them involved in answering the questions.
f) Provide feedback: Media can be used to provide feedback relating to a test or class
exercise.
g) Enhance retention and transfer: Pictures enhance retention. Instructional media help
students visualize a lesson and transfer abstract concepts into concrete, easier to
remember objects.
h) Assess performance: Media is an excellent way to pose assessment questions for the
class to answer, or students can submit mediated presentations as classroom projects.
5.0 MEDIA FOR TEACHER-DIRECTED AND TEACHER INDEPENDENT INSTRUCTION

The media requirement for teacher-directed instruction and teacher independent instruction
vary to a large extent. For the appropriate selection of media in these situations, teachers
must evaluate the learning outcomes, teacher characteristics and learner characteristics. A
conventional classroom and laboratory situation call for teacher-directed instruction. In these
situations, the instructional media provide supplemental support to the teacher. The teacher
may use media for recalling previously learned content as well as for explaining and
demonstrating purpose for the achievement of learning outcomes. Depending on the content
and learning outcome teachers select the video, animation, real objects, models, charts,
graphs, diagrams etc. for making teaching-learning effective.
Nowadays in engineering education, self-learning and online learning through Massive Open
Online Courses (MOOCs) are being promoted. Such a scenario falls under the category of
teacher independent instruction. For achievement of the learning outcomes, a complete
packaged material that is self-sufficient is developed and provided to the student. Customized
media which include self-learning material, video, audio, virtual laboratory, and multimedia
packages are developed in advance and provided to the registered student. If required, the
student may contact the teacher through video conferencing, phone, or discussion forum.
6.0 ADVANTAGES AND LIMITATIONS OF INSTRUCTIONAL MEDIA

By now the advantages of the use of instructional media may have become evident;
however, it is summarized as a ready reckoner.
a) Media can be used for a large group, small group presentation or individual learning.
b) Media like a chalkboard, the whiteboard can be used for incidental content writing.
These are more suitable for the explanation and development of content in steps.
c) Due to the availability of millions of colours in digital media, its display brings realism
to the content presentation.
d) Most of the media can be prepared once and then reused, thus saving teachers’ time.
Media like video, animation and other ICT based media bring dynamism, realism, and
interactivity, which sustain the interest of the learners in learning.
e) Media can be used when real things are too big or too small in size.
f) Media can slow down or raise the speed of an event when real things are too quick or
too slow. For example, movement of the earth’s crust or plate tectonics, construction
of a building, manufacturing of the product, and so on.
g) Media are useful when real things are too dangerous to handle, like mine explosion.
h) Media helps when real things are too difficult to visualise. For example, human
anatomy and internal systems of the human body, top view of any area, city.
i) Media helps to represent the real things that are too expensive. The media help to
bring the outside world inside the classroom. For example, bringing an actual satellite
to the classroom.
j) Media helps when the equipment is not usually available. For example, showing the
da-Vinci-Si Surgical Robotic System to students, giving an overview of mining
operations with machines and equipment and so on.
k) Media provide the flexibility to choose the appropriate one to suit the learning
outcomes, learning styles, preference of selection and use of media, competence and
resources available.
l) Media such as virtual reality, augmented reality and mixed reality could be used for
various purposes such as skill development.
As in every case, there are limitations to every aspect, so too for media. However, some of
them could be overcome too by taking some remedial measures:
a) The teacher needs the skill for careful selection, preparation, planning and using
appropriate media for which relevant training could be imparted.
b) Preparation of media requires time, but once made, it can be reused again and again.
c) Production of some of the media such as video, multimedia, animations, e-content,
and simulators, demands funds, resources and technical know-how.
d) If a teacher is using any media designed and developed by some other expert, then the
teacher may have to modify it to suit the exact purpose.
ACTIVITY
Case on First Classroom Experience
Mr. Raghuvir was very happy to join as a faculty of a renowned Govt. Engineering College
in Nagpur. He got this job after getting selected through MPSC. He had completed his
Masters from a renowned University. He did not have any teaching experience earlier
although he worked for quite some time in an automobile industry as an engineer. But he
was more interested to work as a teacher so he joined this profession. He was techno
savvy and so very confident in handling computer peripherals but due to lack of teaching
experience, he was not much confident in conducting his first session in the classroom. He
talked about his situation to his HOD, who advised him to prepare some media for his
class. He was not much aware about many media so he prepared only one computer-
based presentation incorporating mostly text material on the selected topic. In his first
class, he tried to explain the content to the students, who were only listening to him for
the whole session. Most of the students were not comfortable during his session. He was
also not satisfied with his first performance in the class.
Brief:
1) Why Mr. Raghuvir was not satisfied with his performance?
2) Why most of the students were uncomfortable in his class?
3) What are your suggestions to Mr. Raghuvir to make his next class more effective?
Write answers to these in your journal as a part of your teaching-learning portfolio.
7.0 CONCLUSION
In the T-L process, any medium or media acts as a means to achieve the learning outcomes.
Media helps the teacher to impart instruction systematically and effectively so the teacher
needs to develop the competency and mastery in designing, developing and using media in
any teaching-learning situation. Based on the individual capabilities and skills, learning needs
of students, and resources available, the teacher can select a media mix considering the
advantages and limitations of media. While planning for the instructional session, teachers
need to decide about the media to be prepared and to be used for effective session
implementation. In the next lesson, you will learn about the classification of media based on
various parameters.
*******
8.0 REFERENCES
Adekola, G. (2010, JUNE). The Impact of Instructional Media on the Education of Youths on
HIV/AIDS in Nigeria Urban Communities. International Journal of Scientific Research
in Education, Vol. 3(1), 64-72.
Banthiya, N. K. (1999, July). M-3: Use Correct Verbal and Non-Verbal Communication in
Classroom. REC Competency-Based Self-learning Module. Bhopal, MP, India: TTTI,
Bhopal.
Banthiya, N. K. (1999, July). M6- Manage classroom transactions and make effective
presentations in the classroom. REC Competency-Based Self-learning Module. Bhopal,
MP, India: TTTI, Bhopal.
Instruction at FSU Handbook. (2011). Instruction at FSU: A Guide to Teaching & Learning
Practices. Retrieved January 01, 2019, from distance.fsu.edu:
https://distance.fsu.edu/instructors/instruction-fsu-guide-teaching-learning-
practices
Oklahoma State Department of Education. (2013, October). B, Technical Assistance Guide

Assistive Technology for Children and Youth with Disabilities IDEA Part. Oklahoma
City, OK 73105. Retrieved February 25, 2019, from
https://sde.ok.gov/sites/ok.gov.sde/files/documents/files/Assistive%20Technology%
20(AT)%20Technical%20Assitance%20Guide%20(Oct%202013).pdf
Shodhganga. (2018). Retrieved December 2018, from shodhganga.inflibnet.ac.in:

http://shodhganga.inflibnet.ac.in/bitstream/10603/101198/11/11_chapter%202.pdf
*******
Annexure A
Communication Barriers and ways to reduce them. (Banthiya, M3 Use Correct Verbal and
Non-Verbal Communication in Classroom., 1999)
1) Previous knowledge - Knowledge here includes all kinds of previous exposure to the
subject matter in the form of cognitive learning, skills, attitudes and experiences. Students
normally have some prior knowledge of the subject and related topics due to earlier
exposure to these. Whenever you teach a new concept or principle about a subject to
students, they tend to relate these concepts and principles with the ones already stored
in their memory. In case the context and the concepts already learned are similar, the
learning of new concepts and principles is facilitated. Sometimes, previous knowledge
becomes a barrier when the topic is known to the students and you start teaching it in
great detail. Students may start showing disinterest in this case. Before teaching a new
concept, you should recall the pre-requisite knowledge by asking questions and based on
the student’s reply you may decide to what extent the recall is necessary. Previous
experience of the student may also become a barrier sometimes. Previous experience of
students can be converted from a barrier to facilitator by your making use of such students
in giving their practical insight into various problems.
2) Background- Intellectual, social and cultural backgrounds of a teacher as well as students

may become a barrier sometimes. A teacher coming from high social background and soft-
spoken may misunderstand something said by a student coming from rural and socially
unprivileged background. Similarly, a teacher from a socially unprivileged background may
cause some resistance in the minds of students from higher strata of society. Individual
differences also affect the perceptions of students. The background of students also
influences their understanding of the new concepts and principles taught by you. The pace
and rate of learning are also immensely affected due to background since each learner has
his learning style. To take care of this barrier the old maxim 'know your subject, and know
your students' could serve as a useful guideline for you in designing and delivering the
instruction. You must also show an understanding and caring attitude for those students
who come from a different background than yours, and especially for those who come
from rural and unprivileged backgrounds.
3) Prejudices-These are unfavourable opinions formed beforehand. Prejudices may cause

personal likes and dislikes, thus becoming a barrier between you and students. These
preconceived notions may be by teachers towards students, by students towards teachers,
and by students towards some subjects. For example, some students find difficulty in
understanding subjects that have abstract concepts like engineering drawing and
mathematics. They form a barrier in their minds about these subjects due to this prejudice.
The use of different instructional methods, media, and graded assignments may
encourage students to learn the subject with interest. Unbiased dealing, polite and
understanding behaviour with students will help in removing the prejudice about you in
the minds of students.
4) Disinterest- In a teaching situation, sometimes the students start losing interest in the
classroom activities. This may be due to the nature of the subject as well as the teaching
style of the teacher. The slow-moving lesson, repetitions, irrelevant matter, poor
presentation, lack of enthusiasm and monotony are some of the reasons for such a
situation. Some external social or cultural activities or sports events may divert the
attention of the students. The students might become bored because they need to be
treated as important individuals possessing variable interests, needs, and abilities. To
remove this barrier and make the communication effective, skilful application of a variety
of instructional media, the use of different instructional methods and strategies to arrange
for active participation of students, will make the presentation interesting with stimulus
variation, and break the monotony. This will transform a dry, uninteresting lesson into a
live experience for the learners.
5) Imperception- It is just the opposite of perception. It acts as a barrier in the communication

process. Perception is the process by which the human brain constructs an internal
representation of the outside world. It is the process by which we become aware of changes
through the senses of sight and hearing, and it is an act or power of perceiving. On the
contrary, inaccurate conclusions are drawn based on what our senses tell us resulting in
imperception. Objects and things are perceived wrongly when complete information is not
presented before the observer. To remove the imperceptions, you should present the
information in such a way that it reaches the students in the original form. You may use real
objects, working models, videos, and photographs to explain the content. This will remove
probable imperception about the concept.
6) Day Dreaming- It is a state of mind under which human beings are preoccupied with idle and
pleasant thoughts. Everyone is engaged in this activity at one time or another. Daydreaming
may be the source of the most powerful and ideal thoughts. Even if a student is physically
present in the class for fear of attendance, his/her mind may be engaged in pleasant or
unpleasant experiences outside. These may be due to some exciting news or someone's
sickness. As you know adolescent students nowadays live in a world of their own having a
variety of pre-occupations also they have a variety of electronic gadgets and information
sources to get distracted or daydream. A slow-moving lesson, long silence and many other
things might make the students daydream. Active student participation in the teaching-
learning process, use of short class assignments, buzz sessions, and group discussion, may
compel students to remain mentally present in the class. Continuous feedback taken by you
about students' learning can make them feel attentive.
7) Verbalism- Verbalism refers to the practice of using too many words while explaining a topic.
Too many words may confuse the students. Words are abstract symbols that are often used
to explain concepts. But the mere use of words that is input to the sense of hearing only will
not result in effective learning. It has been found that the effectiveness of sense of hearing is
only about 13%. So, to minimise this barrier, you can use a variety of instructional media that
provide input to the channel of sight (eyes) having an effectiveness of about 75%. Some time
teacher repeats some of the words or phrases such as “OK”, “Isn’t it?”, “Understood”, and so
on. Such verbalism distracts the attention of students. The teacher needs to avoid such
verbalism.
8) Referent confusion- This can be the result of hearing a new meaning attached to a word
for which a different meaning has already been learnt. Spoken words and terms may have
different meanings to different listeners. The confusion in meaning occurs as the same
technical words have different dictionary meanings altogether. For example, when
students hear words like ‘work’, ‘chip’, ‘power’, ‘system’, ‘hole’, ‘table’, and many other
such words which have a particular connotation in the engineering context but have a
different dictionary or general meaning, create confusion. Confusion may be due to
similar-sounding words, for example, ‘week’ and ‘weak’ or ‘brake’ and ‘break’. In such
situations, it becomes essential to explain the meanings of the new terms by writing them
on the chalkboard. Also, the graphic and visual presentation may be helpful.
9) Discomfort- Physical discomforts could result from some illness or physical trouble on the
part of the learner. Empathising with the suffering student and showing affection towards
him/ her will reduce physical discomfort to some extent. Discomfort may be due to the
inadequate arrangements inside the classroom such as lack of proper ventilation,
improper lighting, glare on the board, a poor seating arrangement, too hot or too cold
inside, and too much noise outside. So, it is not that difficult for a teacher to eliminate
these in-class discomforts. Neat and clean as well as well-ventilated and well-illuminated
classrooms help in improving the in-class situation for the effective teaching-learning
process to occur.
DISCUSSION FORUM
• Discuss the issues related to the use of media in the classroom, problems
faced and strategies adopted to overcome them.
• Some of the instructional media are highly acceptable to teachers and
students in today’s context. Discuss the reasons.
Lesson 12: Classification of Media
Contributor
Dr Sandip S. Kedar

Unit 4.4.4: Instructional Media L12: Classification of Media
Learning Outcome: At the end of this lesson, you will be able to describe the
salient features of different instructional media for use in the T-L process.
Contents
1.0 INTRODUCTION .......................................................................................................................... 3
2.0 CLASSIFICATION OF MEDIA ........................................................................................................ 3
2.1. Projected and Non-Projected Media ......................................................................................... 4
2.2. Mediating and Criterion Media .................................................................................................. 9
2.3. Audio, Visual and Audio-Visual Media ..................................................................................... 10
2.4. Print and Non-Print Media ....................................................................................................... 10
2.5. Media Hardware and Software ................................................................................................ 11
2.6. Static and Dynamic Media........................................................................................................ 11
2.7. Exposition and Inquisition Media ............................................................................................. 12
2.8. Traditional and New Media ...................................................................................................... 12
3.0 CONCLUSION ............................................................................................................................ 16
4.0 REFERENCES ............................................................................................................................. 17
1.0 INTRODUCTION
For effective implementation of planned instruction in any learning environment, the
teacher needs to use a variety of instructional methods, strategies and media, according to
the learning needs of the learners. The advancements in media therefore should be used for
the benefit of the students. In today’s context, when most of the students who join
engineering institutions, possess smartphones, and laptops, the strengths of these can be
used for self-directed learning. So, the teacher needs to know the use of these modern
media for instructional purposes. In lesson 11, the importance and role of instructional
media in the teaching-learning process were discussed as well as the advantages and
limitations of instructional media. This lesson focuses on the classification of instructional
media right from traditional to modern digital media. After going through this lesson and
watching the related video, you will be able to classify instructional media.
2.0 CLASSIFICATION OF MEDIA

Instructional media have three properties viz. fixative property, manipulation property and
distributive property (Shodhganga, 2018). The fixative property permits the capture,
preservation, and reconstitution of an object or event. For example, one can capture an
object or event through a photographic camera, by audio recording or video recording using
a video camera or mobile. These could be preserved for future use. The manipulation
property of media permits the manipulation of the speed of occurrence of an event or to
remove or add any desired content. For example, video captured, or animation developed
can be slowed down or made faster by editing it. A photograph captured can be edited to
remove the extraneous content or add any other content to it. The distributive property of
media facilitates its reproduction, reuse and dissemination in a variety of ways, either digital
or print form, through wired or wireless networks as well as in any learning environment, in
the face to face situation or distance mode.
Most of the media possess these properties that facilitate the use of media in the T-L
environment. Instructional media can be classified in a variety of ways. They are classified
based on the process of their development, use for teachers and students, purpose, type of
projection, dynamism or static nature, type of dissemination, and so on.
a) Projected and non-projected media e) Media Hardware and software

b) Criterion and mediating media f) Static and dynamic media
c) Audio, visual and Audio-visual media g) Exposition and inquisition media
d) Print and non-print media h) Traditional and new media
The salient features of these classifications are discussed further so that their instructional
uses can be better understood.
2.1. Projected and Non-Projected Media
2.1.1 Projected Media

They need some type of projector through which the content is
projected on the screen in an enlarged form. Multimedia
projectors, overhead projectors, film projectors, opaque
projectors or document cameras, and slide projectors, are
some examples of projected media.
Figure 1: Multimedia
(a) Multimedia projector (Figure 1) can be used to project the Projector
content by connecting a computer system or laptop. This can
project any multimedia content comprising of visuals, graphics,
animations, video, text, internet websites, and input from a
document camera. The projector can also be used with an
interactive board to project the content of the computer. It
creates a sharp high resolution, bright and enlarged image on
any screen. It has replaced most of the earlier projectors due to
its versatility in projecting various types of inputs.
(b) Overhead Projector (Figure 2) was quite common before

Figure 2: Overhead
the advent of the multimedia projector is called overhead Projector
because it projects the image on screen over the head of the
presenter.
(c) 16 mm film Projector (Figure 3) In the early days this

film projector was used to project the matter exposed on
16 mm films. Due to its small size, it was portable for
showing educational as well as entertainment films.
(d) Opaque Projector or Document

Camera (Figure 4) A modern digital
opaque projector also called a
document camera, is quite versatile
equipment to project opaque (non-
Figure 3: 16 mm transparent) materials such as flat
Film Projector
pictures, books illustrations,
drawings, or even certain small objects. It is very useful for teachers
for enlarging illustrative materials for making charts or cutouts. It can
also project instantaneous writing on the paper kept on its stage. It is
portable, as it weighs only 3 to 4 kg. Such a projector has a camera Figure 4: Document
Camera
with zoom and focusing facility, which facilitates enlargement of the
desired part of the visual, or content placed on its stage. During presentations, the teacher
can switch between the inputs from an opaque projector and computer when connected to
the multimedia projector.
(e) Slide projector (Figure 5) was also in use for projecting 35

mm slide film (Figures 6 and 7). It
has either a rectangular or a circular
slide storage cassette for holding
several slides to be displayed in
sequence. Nowadays, these slides
Figure 5: Slide Projector
have been replaced by computer-based
presentation software, wherein teachers can
prepare slides in digital form using millions of
colours and other features of the software.
Figure 6: 35 mm Figure 7: 35 mm slide 2.1.2 Non-Projected Media

Slide Set
As the name suggests non-projected Media do not need any
projection system. Common non-projected media are normal
chalkboards, whiteboards, glass boards, magnetic boards, flannel
boards, bulletin boards, real objects, specimens, cut-section
models, models, charts and posters, maps, and so on.
(a) Chalkboard (Figure 8) is the old friend of a teacher and is still
the most widely used teaching media. The major advantage is that
Figure 8: Chalkboard
of incidental writing as a teacher teaches along. Use of coloured
chalks, templates of figures, drawing instruments, roller boards, sliding boards, etc. improve
the utility of chalkboards. The main limitation of the chalkboard is that drawing diagrams on
the board needs considerable time and the diagram cannot be reused. The students cannot
effectively utilize the time used by the teacher while drawing, as
the content matter is usually new. You may watch a video on
‘Effective Board Work’ which demonstrates the use of
chalkboards in the classroom.
(b) Whiteboard (Figure 9) is a replacement for the chalkboard. It

has similar attributes to that of the chalkboard. In place of chalks,
multicolour whiteboard marker pens are used for incidental
writing on these boards. The matter wrote can be erased very
easily. These boards could be installed on the wall or mounted
on the stand having wheels. This facilitates easy movement of
the board as per requirement in the classroom. These could be Figure 9: Whiteboard
used as a screen for projecting computer content through a
multimedia projector. But its glossy surface creates glare and a spot on the board. This may
be avoided by using a matt finish surface for the whiteboard.
(c) Magnetic board (Figure 10) consists of a sheet of magnetic

material suitably painted. Magnetic cutouts presenting the
content could be pasted on this board. Small button or strip
magnets are stuck at the back of the cutouts of different parts of a
diagram (Figure 11). The arrangement of the cutouts can be
changed by moving them as desired. Electronic media and
Figure 10: Magnetic Board
animations have replaced these.
(d) Bulletin board and Flannel board

(Figures 12 and 13) These boards are
used in the institute galleries or the
classrooms mainly for displaying charts,
announcements, brochures, posters,
bulletins, project work, artwork, reports, Figure 11: Magnetic cut out with button magnets
drawing sheets, common notices for
students. The portability of these boards
facilitates varied positions and
combinations of boards for exhibiting
different materials.
(e) Real objects and specimens- Learning

Figure 12: Bulletin board Figure 13: Flannel Board
is maximized when real things are used
to teach. For example, while introducing the
functions of a Digital Single Reflex Lens (DSLR)
camera (Figure 14) or teaching about a Vernier
calliper (Figure 15), always take such portable
objects in the classroom for demonstration
purposes. Similarly, wherever possible, show actual
specimens to students (Figure 16). The use of real
objects as well as specimens provides a direct Figure 14: DSLR Camera
purposeful experience to the students and helps in with flash gun
effective learning.
Figure 15: Vernier Calliper
Figure 16: Specimens of jobs

done on CNC machine
Real objects such as the turbo engine of an aeroplane (ITE, 2018) (Figure 17), or real small
aeroplane (Figure 18), actual machine (Figure 19) can also be used as an instructional media.
Students can understand various internal parts, structures, systems and functioning of such
systems and perform different skill development activities on such objects.
Figure 17: Aeroplane Turbo Engine Figure 18: Real Small Aeroplane Figure 19: Real Machines
(f) Models play an important role in

understanding and visualizing the real object,
place, or event and working principle in
miniature or reduced scale form (Figure 20).
The lack of real things could then be
substituted by working or non-working static
models. These are three-dimensional
reproductions of real objects. These are either
created by the teachers or by students as Figure 20: Scaled Model
project work. The design and development of Figure 21: IC Engine
models provide opportunities for students to Cut-Section Model
work in groups and develop several skills. A
variety of models can be prepared for
instructional purposes such as the sectional
model, and transparent model. Working
models and cut-section models (Figures 21 and
22) make teaching more effective because the
student/ teacher can handle, operate,
dismantle, reassemble or view it from different
angles to comprehend all aspects. The Figure 22: Cut Section Model of Jet Engine
drawback of the 3-D models is that a large
group cannot see them if the size of the model is small
and if the size is very big it is difficult to carry it in the
class. This limitation could be circumvented by using a
modern digital opaque projector or document camera
discussed earlier.
Figure 23: Film making process chart
(g) Charts are used to display consolidated graphical

information in the classroom, in the laboratory, in the
workshop and at appropriate places in the institute. The
teacher can prepare charts using drawing sheets, on the
content to be taught (Figure 23). A document camera along
with a multimedia projector can be used to trace and
enlarge visuals to prepare charts. Readymade charts (Figure
24) could also be procured and displayed in the laboratory.
Once prepared or procured, charts could be used for a
longer duration. The teacher may engage a group of
students in the development of good charts on content
areas.
(h) Posters are used to display information about a

specific event or to create general awareness about Figure 24: Readymade chart
specific content. Posters are normally printed in bulk quantity in varied sizes and in
multicolour (Figure 25).
(i) Maps (Figure 26) are an authentic and reliable

source of information about the nation or any part of it
(Survey of India, 2019). This becomes a very effective
instructional media which can be displayed in the
classroom and teachers can discuss several aspects
using maps. For example, areas, where minerals are
found, could be marked and explained using the map. Figure 25: Poster of Lathe machine
Different types of maps such as physical
maps, topographical maps, political
maps, climate maps, economic or
resource maps, thematic maps, road
maps, and google maps help teachers to
involve students in the activity-based
learning process. These maps need to be
used in the classroom on regular basis.
Figure 26: Political Map of India 7th edition
2.2. Mediating and Criterion Media
(a) Mediating Media: Whenever the teacher uses any media to impart instruction to
develop some concept, principle and the like, it is called a mediating media. They help the
learner to learn new subject matter (Figure 27) but are not used for reproducing to
demonstrate the learning. Such media are means to an end. The main function of these
media is to give the students an insight into or knowledge of certain phenomena or events.
For example, you may use a computer-based presentation on a specific topic, or show a
video programme, animation (Figure 28), or photograph, such media acts as mediating
media. Students learn by seeing and listening to such media.
Figure 27: Photograph with labels as Figure 28: Animations as mediating media
mediating media
(b) Criterion Media – When media is used to teach it is

called a mediating media and when the same media is
again used to test the learning outcomes in the students,
they are called a criterion media. For example, when a
video programme is used to teach the working of some
equipment or process, then it functions as a mediating Figure 29: Preparing drawing sheet
media. When the same video programme is played
without the audio and in its place the teacher asks
questions on various sections of the video, then the same
media functions as a criterion media. Similarly, the media
which the learner will be required to describe, interpret,
identify, draw or reconstruct to show his/ her
achievement of learning outcomes, development of skills Figure 30: Preparing a model
and abilities, are called Criterion Media. For example,
when students are asked to prepare a drawing sheet
(Figure 29), prepare a model (Figure 30), prepare a job on
a milling machine, identify a component out of the given
specimens, prepare a plan in a group (Figure 31), these all
media become criterion media. Assignments may be part
Figure 31: Drawing group task
of such criterion media wherein students have to
demonstrate their achievement of skills.
2.3. Audio, Visual and Audio-Visual Media
Under this classification of media, the sense of hearing, as well

as the sense of sight, are used to transfer the message. Certain
media solely covers audio-part such as PODCAST, or audio
recordings, e-books in audio form, audio stories, radio Figure 32: Audio recording with
microphone and software
broadcasts, etc. These media could be made available on DVDs
or distributed electronically through the internet. Being a
teacher, you may record your voice (Figure 32) and create a
PODCAST (Figure 33) on the desired curriculum content for
distribution to your students. You may record, and edit your
audio using Open Source audio editing software such as
Audacity. You may use other software also. Audacity is an
easy-to-use, multi-track audio editor and recorder for varied
operating systems. Audacity can record live audio through a Figure 33: Podcast – a way
microphone or mixer or digitize recordings from other media. of reaching through audio
You may import, edit, and combine sound files, and export
your recordings in many different file formats, including multiple files at once. As this is
open-source software so you can download it directly from its website.
Video (Figure 34) as a media covers both audio as well as a

visual component. The use of Audio-Visual media usually
results in enhanced effectiveness of instruction as it provides
inputs to two human senses, the sense of sight and sense of
hearing. Video can bring realism in presenting or
demonstrating the content, any event or any process. You
may bring the outside world inside the classroom using
video. It facilitates capturing, manipulating, and editing the Figure 34: Video an audio-
content as per the learning needs. Developing any video is a visual media
lengthy process but you may record some content related events using even your mobile
phone. These small video clips could be incorporated into your presentation to enhance
learning. Presentation prepared on a computer, 2D and 3D animations with sound, spoken
tutorials available on the SAKSHAT portal, MOOCs are some of the examples of audio-visual
media.
2.4. Print and Non-Print Media
The print media (Figure 35) include all

those which are either typed or printed
and given to the students for learning,
such as handouts, worksheets,
Figure 35: Print Media
assignments, textbooks, workbooks,
handbooks, journals, etc. The print materials usually carry verbal descriptions, sometimes
with illustrations. The major potential of this media lies in the fact that a student can study
this at his/her own pace and convenience and can refer to it as and when needed. Non-print
media consist of all kinds of electronic media which display the contents in non-print form.
For example, computers, laptops, tablets, smartphones, television, radio, and so on.
2.5. Media Hardware and Software
The instruments or equipment needed to use different media are known as hardware. It is
that part of the media which can be seen and touched. Software is either program written
on the media, or the content printed/ stored on the media. This distinction is clarified in
Table 1.
Table 1: Distinction Between Hardware and Software.
S. No. Hardware Software

1 Computer Computer-aided lessons, self-learning modules, various
software, and content received from the internet.
2 Television, DVD Player Video Programmes in digital form, television broadcast
computer and network programmes, video, digital audio available online and
devices, Radio set audio programmes broadcast on radio.
3 Multimedia Projector Content received electronically from Digital Video Disc or
Digital Versatile Discs, presentations from computer/
internet.
4 Interactive White Software of the interactive devices, which facilitates
Board, Interactive direct control of a computer on these devices with
Display, Interactive interactivity.
Panel, Interactive Pad
5 Opaque Projector or Content in books, pamphlets, OHP Transparencies,
document camera content written on paper.
6 Film projector Content exposed on 16 mm. Film.
7 Overhead projector Content printed or written on the transparencies.
8 Slide projector Content exposed on Slides
2.6. Static and Dynamic Media

Media such as photographs, charts, posters, and whiteboards are static. But the media such
as video programmes, animations, magnetic cutouts, television, interactive board,
interactive panel, pad, simulators, and working cut section models, have some dynamism in
use and display. You may show various processes, internal working principles, and
constructional features, with such media. These media could be used by the teacher for
instruction as well as by the students for self-learning.
2.7. Exposition and Inquisition Media

Exposition media are the media through which concepts and principles are explained in
words and revealed to the learner without the learner’s initiation/ intervention. The teacher
uses them to explain something. For example, computer-based presentations, models,
charts, OHP transparencies, visuals on a chalkboard, animations, videos, real objects,
specimens, etc. are exposition media. Inquisition media are used by the student for self-
learning. The student interacts with the media and learns by self-direction/ sequencing.
Simulations, computer-based materials, web-based multimedia packages, open-source
learning materials and self-learning packages fall in this category. The variety of media
discussed so far is shown in the four quadrants represented by the dynamic to static nature
of media on the X-axis and by teacher-centered to student-centered on the Y-axis (Figure
36).
Figure 36: Four Quadrant Classification of media
2.8. Traditional and New Media

Traditional media are those which were in use before the introduction of various digital
media. For example, media such as chalkboards, whiteboards, handouts and print material,
charts, OHP transparencies, real objects, video programmes, and animations come under
this category.
Due to advancements in information and communication technology, we are entering a new
era of education. Now with digital technology, the student can access the content from any
source, at any time, from anywhere and on any device. For example, computers or laptops,
tablets, interactive boards, Interactive touch panels, interactive pads, mobiles, 4K resolution
television screens, and PTZ cameras are some of the hardware-based new media which
could be used by teachers while imparting the instruction. Several digital software-based
resources are available now a day. For Example, Open Educational Resources, Massive Open
Online Courses (MOOCs), Open Source Learning Management System platforms such as
(MOODLE, 2019) (Modular Object-Oriented Dynamic Learning Environment), e-learning

material available online (SAKSHAT, 2019) Portal, (SWAYAM, 2019) Portal, video
conferencing system for live interaction (A-VIEW , 2019), blogs, wikis, social networking
sights, simulators, virtual games, virtual reality and augmented reality, are some of the new
technology-based media. These could be utilised by the teacher to involve students actively
in the teaching-learning process. Let us see some of these new media in brief.
(a) Interactive White Board/ Interactive Panel/ Interactive Pad/

Interactive Display
The interactive whiteboard is a medium which can be used by
connecting it with a computer system and a multimedia projector.
When connected, it turns into an interactive whiteboard (Figure 37) Figure 37: Interactive
and provides full control of the computer through software. This can Board
also be used as an ordinary whiteboard for incidental writing during
the session. It is normally used for large group presentations. The
interactive whiteboard may have a wired or wireless connection with
the computer. It comes with plastic tip special pens to write on it.
You may directly control applications and software on your
computer from the whiteboard, write, erase or draw on the surface, Figure 38: Interactive
annotate over any PC software while it’s running. Other facilities Touch Panel
available are the spotlight, curtain, zoom, importing pictures, video,
and animations, displaying presentations, save, print, e-mail,
handwriting recognition, record & playback (audio & video), on-
screen keyboard, and so on. Please watch the videos V43 (Smart
Classroom- Use of Interactive Board- Part 1) and V44 (Smart
Classroom- Interactive Board- Part 2) to understand and practice the
Figure 39: Interactive
use of the interactive whiteboard. Similar to this, the interactive Pad
touch panel (Figure 38) and interactive pad (Figure 39) facilitate the same functions of
interactivity. Their main advantage is that; you can maintain eye-to-eye contact with the
students. Special pens are used to write on these devices. Now a day’s Interactive displays
with 4K resolution in different sizes (55”, 65”, 75”, 86”) are available. These displays could be
connected to any device such as a mobile, tablet, Laptop, PC, etc.
(b) 4K resolution television screens and PTZ cameras

You must be aware of the sizes of television screens available in the market. HD TV has a
Figure 40: Comparison of 4K, Figure 41: Smart Classroom Figure 42: PTZ Camera
HD and other TV resolutions with 4K TV Screens
resolution of 1920 (Horizontal) Pixels x 1080 (Vertical) pixels (Figure 40) with an aspect ratio
of 16:9. So pixel resolution of HD TV is 2.1 megapixels. Now 4K televisions (Figure 41) are
available in the market. 4K refers to one of two high definition resolutions: 3840 x 2160
pixels (Ultra HD) or 4096 x 2160 pixels (True 4K). 4K is four times the pixel resolution (8.5
megapixels), or twice the line resolution (2160p), of 1080p (1920 x 1080 pixels). This is
represented in Figure 33. These 4K screens could be installed in the classroom to display the
content.
PTZ stands for Pan, Tilt, Zoom camera (Figure 42). Such a camera can be installed in the
classroom to record the session of the teacher for live streaming to other places. This may
be a part of a smart classroom. Watch the video V42 (Smart Classroom) for more
information on Smart Classroom.
(c) Sakshat (SAKSHAT, 2019) is a Portal developed under National Mission on Education
through ICT (NMEICT), a landmark initiative of the Ministry of Human Resource
Development (MHRD) to address all the education and learning-related needs of students,
teachers and lifelong learners. It provides various free learning resources for both teachers
and students. Various links are provided on this portal to explore various online learning
resources such as Virtual Labs, National Programme on Technology Enhanced Learning
(NPTEL) Video and Web lessons, Free/Libre and Open Source Software for Education
(FOSSEE), Spoken Tutorial, and so on. You as a teacher must explore the resources available
on this portal and make your students aware of all these resources. These resources could
be used in daily teaching-learning activities.
(d) Blogs
As per Wikipedia, a blog is a type of website or part of a website. Blogs are usually
maintained by an individual with regular entries of commentary, descriptions of events, or
other material such as graphics or video (R. P. Khambayat, S. S. Kedar, 2016). Entries are
displayed in reverse-chronological order. Many blogs provide commentary or news on a
particular subject; others function as more of personal online diaries. A typical blog
combines text, images, and links to other blogs, Web pages, and other media related to its
theme/topic.
Most blogs are primarily textual, although some focus on art (Art blog), photographs
(photoblog), videos (video blogging), music (MP3 blog), and audio (podcasting). An edublog
is a form of a blog written by someone with a stake in education. Examples might include
blogs written by or for teachers, blogs maintained for classroom instruction, or blogs written
about educational policy. Currently, the use of blogs has become very popular in educational
institutions including schools and colleges. Blogs are important tools for sharing useful
information and tips among co-workers, dispersing information to students, or keeping in
contact with parents. Teachers can create, monitor and edit blogs to ensure that the
postings are appropriate and pertain to the classroom. Teachers are using blogs as a way to
post important information, such as homework, important dates, missed lessons, projects,
discussion boards, and other useful classroom information that is accessible by all. Students
can access this information from home, or from any computer that is connected to the
Internet.
(e) Simulators Similar to real objects, simulators are

replicas of real objects and are specifically used for skill
training purposes. For example, the aeroplane cabin
simulator (Figure 43) (ITE, 2018) and helicopter cockpit
simulator (Figure 44) or its Virtual Reality based
simulator can provide a direct purposeful experience to
the students. Students may be exposed to the real like Figure 43: Areoplane Cabin Simulator
situation and develop many skills to handle and
operate the actual systems. Simulators are more
expensive to establish but are more effective in skill
development and cheaper from a training point of
view. The risk of life and cost of training in a real
situation or on real objects can be reduced by using
simulators. Always teacher or instructor can guide
students properly and observe their performance
continuously. Based on the performance data, the Figure 44: Helicopter Cockpit Simulator
teacher can decide on the remedial treatment and activities for the students to achieve the
practical learning outcomes and develop abilities.
(f) Virtual Reality- The latest interactive

media available for self-experience and
skill development is a digital reality
which consists of Virtual Reality (Figure
45), Virtual Games, and Augmented
Reality. Virtual Reality creates a digital
environment that replaces the user’s Figure 46: VR Headset with
real-world environment (Deloitte multi-sensors
Insight, 2018). VR technologies Figure 45: VR Head Set
completely immerse a user inside a
completely artificial environment, where the user cannot see the real world around him. In
AR, users see the real world, with virtual objects superimposed upon or composited with the
real world. VR is the term used to describe a three-dimensional, computer-generated
environment which can be explored and interacted with by a person. The person becomes
part of this virtual world or is immersed within this environment and whilst there, can
manipulate objects or perform a series of actions (Virtual Reality Society, 2019). Virtual
Reality enables more effective learning at a lower cost and in less time, it can allow for more
training repetitions, especially when dealing with costly, rare, or dangerous environments.
Today the virtual reality is usually implemented using computer technology along with some
systems such as VR normal headsets, headsets with multi-sensors (Figure 45), special gloves,
and others.
(g) Virtual Games are computer-generated 3D games

which provide an interactive and immersive virtual
environment to play the game. Such games could be used
both for entertainment as well as for education. The
computer-generated environment may be screen-based
with a headset and a controller or a fully immersive virtual
Figure 47: Virtual Game
environment. development setup
(h) Augmented Reality- A combination of the real scene viewed by a user and a virtual scene
generated by a computer is known as Augmented reality. AR in computer programming is a
process of combining or ‘augmenting’ video or photographic displays by overlaying the
images with useful computer-generated data. AR system adds virtual computer-generated
Figure 48: Augmented Reality
objects, audio and other sense enhancements to a real-world environment in real-time. You
may see here in Figure 48, the way digitally created 3D content is overlapped into the real
room environment. With such overlapping, you may zoom in on the object by moving your
tablet forward in a real environment.
3.0 CONCLUSION
Instructional media plays an important role in implementing the planned instruction in any
learning environment including classroom, laboratory and workshop. Being a teacher, you
need to understand the types of instructional media, their features and their use. The
development of any instructional media is a creative process. You need to consider various
aspects such as the need of media for delivering the type of content (Static/ Dynamic), the
learning needs of the students, resources available and skills available with the teacher to
develop the media. The classification of media you have learned in this lesson will help you
in planning for your lessons and in selecting the relevant media for your content delivery.
Advancements in technology have given a very good opportunity for a teacher to choose,
design and develop a variety of instructional media. While designing your instructional
media, you need to consider some media design principles and guidelines. You will learn
about these more in the next lesson L14 on ‘Design principles for media and effective board
work’
*******
4.0 REFERENCES
A-VIEW. (2019). Retrieved from A-VIEW Platform: http://aview.in/Amrita
Deloitte Insight. (2018). Real learning in a virtual world- How VR can improve learning and training
outcomes. Deloitte Insights. (B. H. Matthew Buman, Ed.) Retrieved from www.deloitte.com
ITE. (2018). Institute of Technical Education. Singapore.
MOODLE. (2019). Retrieved from https://moodle.org/
R. P. Khambayat, S. S. Kedar. (2016, May-August). Adopting Digital Media in Technical Education.

Journal of Engineering, Science and Management Education, 9 (II), 77-84. Retrieved from
www.nitttrbpl.ac.in
SAKSHAT. (2019). Retrieved from SAKSHAT Portal: http://sakshat.ac.in/
Shodhganga. (2018). Retrieved December 2018, from shodhganga.inflibnet.ac.in:

http://shodhganga.inflibnet.ac.in/bitstream/10603/101198/11/11_chapter%202.pdf
Survey of India. (2019, July). Political Map of India 7th edition. (S. o. India, Editor) Retrieved from
www.surveyofindia.gov.in: www.surveyofindia.gov.in/files/POL_MAP_4M_ENG_WTR.jpg
SWAYAM. (2019). Retrieved from SWAYAM Portal: https://swayam.gov.in/
Virtual Reality Society. (2019). Retrieved from Virtual Reality: https://www.vrs.org.uk/virtual-

reality/what-is-virtual-reality.html
******
Lesson 13: Design of Handouts,
Assignments and Laboratory
Worksheets
Contributors
Dr Sharad K. Pradhan
&
Dr Sandip S. Kedar

Unit 4.4.4: Instructional Media L13: Design of Handouts, Assignment and Laboratory Worksheets
Lesson 13: Design of Handouts, Assignments and Laboratory

Worksheets
LO 1. Design handouts to facilitate the development of the learning outcomes.
LO 2. Design assignments to assess the attainment of the learning outcomes.
LO 3. Design laboratory worksheets for the development of the relevant skills.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 HANDOUT .................................................................................................................................... 3
2.1 Guidelines for Development of a Handout ................................................................................. 3
3.0 ASSIGNMENT ............................................................................................................................... 4
3.1 Types of Assignments .................................................................................................................. 5
3.2 Guidelines for Designing Assignments ........................................................................................ 8
4.0 LABORATORY WORKSHEET ......................................................................................................... 8
4.1 Formats for Design of Laboratory Work Sheets .......................................................................... 9
4.2 Guidelines for Designing Laboratory Worksheets ..................................................................... 11
5.0 CONCLUSION ............................................................................................................................. 11
6.0 REFERENCES .............................................................................................................................. 11
Lesson 13: Design of Handouts, Assignments and Laboratory

Worksheets
1.0 INTRODUCTION
Handouts, Assignments and Laboratory Worksheets are print media (which could also be in
electronic form) used to supplement the instructions given to the students in the classroom
and/or in laboratory sessions. In engineering education programmes, they are important as
these are generally custom–designed by the concerned teacher of that particular course.
These instructional materials help to implement the curriculum to achieve the pre-
determined learning outcomes. This lesson discusses how to design and use them for
effective instruction.
2.0 HANDOUT
The handout is a teacher-generated instructional resource, for a particular course. It may be
one page or several pages. Handouts are specially designed for a specific target group having
a pre-defined entry-level and have to be brief. Its main purpose is to help the student to
focus on the essentials to attain the pre-determined learning outcomes and not to
concentrate much, on the non-essentials. The handout can be written or diagrammatical
material containing specific information to be additionally provided to the students. It may
contain salient points of a lesson and graphs, sketches, or material compiled from reference
books, journals, pamphlets, and such others materials that are not readily available in
standard textbooks. Some of the benefits of the handouts are as follows:
a) Instructional time is saved.

b) Promotion of systematic classwork.
c) In the handouts, the difficult diagrams and tables of better quality can be provided.
d) Handouts can reduce note-taking so that the students can pay more attention to the
instructions being delivered.
However, handouts also have their share of limitations as well. Too much spoon-feeding in
handouts may make the students dependent on teachers. Their habits of searching for
material and self-learning may not get developed. Hence handouts should be more precise.
2.1 Guidelines for Development of a Handout

For developing a handout, it is quite important to be aware of the background of the
students and the knowledge and skills that they possess. Subsequently, the following steps
may become helpful to develop the handout:
a) State the learning outcomes so that the development of the handout stays focused.
b) Structure and sequence the subject matter into logical units.
c) Use short paragraphs.
d) Use numbered sub-titles as it helps in referring.
e) Avoid lengthy and complex descriptions.

f) The language of the handout should be simple and precise. It should encourage
student thinking.
g) Use emphasizing techniques for better learning such as underlining, changing font
types and their sizes, using bold letters, italicizing the words, using quotes, using
boxes, starting as new paragraphs and the like.
h) Use diagrams, sketches and tabulations to present the information.
i) Ensure good quality of visuals. Remove non-relevant content from the visuals.
j) List the reference books or bibliography from where the relevant text/ picture has
been taken so that interested learners may refer to the resources.
k) A set of questions can be added at the end.
l) A database of handouts should be maintained.
Sometimes, the students just keep away the handouts without reading them. To avoid this,
the handouts maybe even designed as completion type handouts. Handouts can also be
used to invite student participation wherein certain gaps, missing words, and missing parts
of a diagram are deliberately made to necessitate student thinking.
Unless it is a flipped classroom session, do not give the handout in advance, or else, the
student will avoid taking notes. It may be given towards the end of the classroom session if it
is a completion type handout or a case study that needs to be discussed.
ACTIVITY
State the learning outcome and prepare a relevant handout to support the classroom
session
3.0 ASSIGNMENT
The assignment is usually designed on the principle of 'Learning by doing'. The main purpose of
the assignment (which is a task the student has to do during or after the classroom
situations) is to 'cement' the learning and increase the learning capabilities of students. All
types of assignments are intended to reinforce and supplement learning and provide practice.
Alternatively, it can also serve as a tool whereby the students are encouraged to pay more
attention during the classroom session as the students know that there is a task that will
follow. After the assignment is given, the role of the teacher changes to that of a 'guide' so
that help is provided only when required. This role of the teacher makes the student more
independent and the skill of 'learn–to–learn’ is developed. There can be other purposes of
assignments as well, such as:
a) Drill and Practice d) Evaluation
b) Reinforcement of learning e) Encouraging reading habits
c) Recapitulation f) Guided learning.
Before designing any assignment, the learning outcomes should be stated and accordingly,
the assignments are to be given to the students.
3.1 Types of Assignments

There can be several types of assignments depending on the outcomes of the topic/ course,
location, mode, level of the students, time and other resources available such as:
• Classroom-based • Home assignment
• Library–based • Individual assignment
• Internet-based • Group assignment.
Table 1 highlights the types and the major purposes of the assignments.
Table 1 Purposes of Different Types of Assignments
S. No. Type of Assignment Major Purpose

1 Classroom-based • Reinforces the learning through:
– Comprehension
– Recapitulation
– Drill and Practice
2 Library–based • Use of library resources for:
– Self-learning
– Collection of information / data
– Use of reference material
3 Internet-based • Helps in learning from internet-based resources
4 Home Assignment • Reinforcement of learning
• Drill and Practice
5 Field-based assignment • helps to compile information related to a product/
component/ through a survey of industry/ market
6 Individual assignment • Promotes initiative,
• Commitment toward assigned tasks
• Builds self-confidence
7 Group assignment • Along with the cognitive domain outcomes, also
develops Affective domain attitudes such as
– team working
– leadership and others
a) Classroom-based Assignment
Classroom assignment brings in a stimulus variation and also ascertains whether the students
have understood the content or not. You can give a classroom assignment in the form of
numerical, short-answer questions, and the like. Classroom assignments provide IKR
(immediate knowledge of results) and formative assessment of the learning.
Salient Features
• Eliciting Performance which is the use of Gagne’s 6th instructional event
• Enhance collaboration between students if it is a group assignment
• The diagnostic purpose is served

• Generally of short duration, it can be designed and completed during the classroom
period.
Example
Suppose, in a basic electronics engineering class, after teaching the h-parameters for CE, CB and
CC configurations, if a numerical on one of the configurations is given to be solved two
objectives are achieved (1) a change in stimulus, and (2) assessment of the understanding of h-
parameter.
Classroom-based assignments can take many forms such as:

i. Completion Type assignment: In this assignment, in between 'gaps' have to be filled up.
ii. Diagrams/ Sketches/ Drawings: Students may be asked to draw graphs, flow diagrams,
block diagrams, schematic diagrams, sketches, etc. in the class itself.
iii. Problem/ Calculations: Students may be asked to solve small numerical problems or do
calculations. This can be done individually or in groups.
iv. Cases/ Incidents: If small case studies/ incidents are available, these can be given for
discussion in groups or individually.
v. Demonstration Worksheet: A worksheet is given to students before an actual
demonstration or demonstration through a video programme. At the end of the
demonstration, students may be expected to draw conclusions or answer some
questions.
b) Library–based Assignment
A library-based assignment is mainly in the form of collecting relevant information from books,
print as well as online journals, and magazines. Preparation of a seminar paper, searching for
books in a specified area and writing a brief, are some of the library assignments. Following
are some of the salient features.
Salient Features
i. Develops the skill of gathering, compiling and using relevant information from
various types of library resources.
ii. Inculcates the use of library resources
iii. Develops self-study skills and inquisitiveness in students.
Example
Suppose the 'Use of various springs in different machines and appliances' is given as a topic for
the seminar presentation. The student will have to consult different books, and journals in the
library and prepare a write-up for the presentation.
c) Internet-based Assignment
Such an assignment allows the student to compile information from the internet to help in
achieving the learning outcome. It may include videos, animations and other information
related to a specific outcome.
Salient Features
i. Access correct information
ii. Use of open-source software to create resources
iii. Promote Self-learning habits and inquisitiveness
iv. Help in building self-confidence to tackle new problems.
d) Home Assignment
It is not possible to deal with all types of problems in the classroom, so the home assignment is
useful in such situations. To provide ‘drill and practice’ for applying various concepts and
principles and to develop the habit of self-learning, a teacher can give home assignments of
different types to the students such as numerical, long answer questions, their opinion on some
current issue and so on.
Salient Features
i. Requires more time than a classroom assignment.
ii. Provides an opportunity for ‘drill and practice’.
iii. Helps in assessing the attainment of learning outcomes.
iv. Helps in honing self-study habits
v. Develop the habit of inquiry.
vi. Improve written communication.
Tasks for Home Assignment

Some of the sample tasks for the home assignments could be
• Descriptive Questions answers
• Design related Problem
• Preparation of presentation on the given topic
• Preparation of Seminar paper
• Review of published articles/ research papers.
e) Field-Based Assignment
Field-based assignments are those wherein the student goes to the place of action such as the
construction site, industrial estate, electric substation, dam site, automobile market, water
purification plant and others to perform learning activities. Such assignments are given for
developing those parts of the learning outcomes which can neither be developed in the
classroom nor the laboratory/ workshop. This could be an individual or a group assignment
depending on the complexity of the given assignment and the other constraints.
Salient Features
• The assignment is in a real setting
• Develops teamwork and leadership

• Develop Negotiating and presentation skills.
3.2 Guidelines for Designing Assignments

Following are some of the basic steps to design an assignment:
a) Select the relevant type of assignment.

b) Inform in advance to the students about the assignment.
c) State the learning outcomes expected from it.
d) The design should match the level of the students.
e) In the case of structured assignment, the questions must proceed from simple to
complex
f) Keep the language simple.
g) Maintain a portfolio of self-designed handouts.
ACTIVITY
State the learning outcome and prepare relevant type of assignment to assess its
attainment.
4.0 LABORATORY WORKSHEET

In the absence of a laboratory manual or to supplement a laboratory manual, hard copies of
laboratory worksheets are given to the students. The need for relevant laboratory
worksheets is important because practical work is often assigned a secondary role in many
institutes and is therefore handled casually by teachers as well as students. The organisation
of practical work favours manipulation of data due to stereotype experiments and students
find nothing new or challenging to be done. There are no well-defined aims or outcomes for
practical work, which, therefore, result in random or disjointed work. Often, the practical
work does not indicate the industry relevance of each practical that the students have to
work on or work with.
These laboratory sheets go a long way to supplement the teacher’s oral or visual instruction
about how practical work is to be performed in the laboratory/ workshop. It guides the
students to perform the practical work safely to develop the pre-determined industry
needed skills and pre-determined learning outcomes. The laboratory sheet saves precious
laboratory time and gives more time to the students to work on the equipment and increase
the use of the equipment to develop the much-needed practical skills in the students rather
than engage the students in other unproductive activities. However, they do not eliminate
the need for teacher interaction with students.
REFLECTION SPOT
For any selected course, list at least 4 industry needed skills that could be achieved
through laboratory/ workshop.
4.1 Formats for Design of Laboratory Work Sheets

Laboratory worksheets are write-ups prepared by the teacher and provide relevant
information to the students about the practical work and the teacher's expectations from
students. These sheets may be separately given or combined in the form of a complete
laboratory manual. The laboratory sheets are meant to be given to students much before
practical work so that they can prepare and plan in advance. Different formats for designing
laboratory sheets are available. However, a typical one is given here so that the competency
and the related outcomes are clearly stated for each practical work.
The list of typical sub-titles that need to be included in a laboratory worksheet is given in
Table 2. Additionally, the interpretations of these titles/ headings are also stated. A sample
laboratory worksheet incorporating these sub-titles is given in Appendix A for better
understanding.
Table 2: Interpretation of Each Section of a Typical Laboratory Work Sheet

(For a typical example refer to Appendix A)
Section Title/ Heading Interpretation
No.
Short TITLE of the A title is always intended to be a ‘crisp phrase’ and not a sentence.
Laboratory It usually should have a few keywords indicating the important
Experience outcomes.
I Practical Significance This section will highlight the importance of this practical work and
how it is related to the world of work and thereby motivate the
students to take this practical work seriously.
II Related POs The related POs given by NBA are brought over here.
(Programme
Outcomes)
III Competency and This section informs the students to which competency this
Practical Skills practical work is related, as well as the associated skills that the
industry needs.
IV Relevant COs The related COs mentioned in the curriculum are stated here to
(Course Outcomes) establish their relationship with this practical work
V Practical Outcomes These specific practical outcomes starting with an action-oriented
verb are the major outcome of this practical work
VI Related ADOs This section informs the students of the attitudes and values that
(Affective Domain could be developed through this practical work
Outcomes)
VII Minimum In most of the engineering institutions in India, often the practical
Theoretical is conducted even before the underpinning theory required for
Background that practical is taught. To address such situations, this section is
included. A minimum amount of information required to perform
the practical is to be given.
VIII Practical Set-up/ This section is expected to provide the practical set-up/circuit
Circuit Diagram diagram of the practical to be conducted by the student.
IX Resources Required Appendix A Section IX provides the details about the equipment/
instruments required along with the specifications and quantity in
a tabular format for greater clarity to all concerned.
Section Title/ Heading Interpretation

No.
X Procedure Practical work is a set of activities and if these are written in the form
of discrete steps and numbered, it will become more self-
instructional and easier for the students to follow. In the procedure,
each activity should be written as one step.
XI Precautions to be While using equipment/instruments some precautions are to be
taken taken for maintaining the accuracy and smooth operation and safety
of the equipment. Such precaution ensures the safety of the
personnel too.
XII Actual Procedure Here the students will write in the logbook the actual procedure
Followed followed in doing the practical work, which may be the same or
sometimes some variations may be there as the practical set-up may
be different in different institutions.
XIII Actual Resources Again the student will write in the logbook the actual type of
Used resources used at the time of practical work
XIV Actual Precautions Although the precautions are given, the students may repeat the
Followed same and add if more they have followed.
XV Observations and The observations are to be made and several readings are to be
calculations noted down which may be in some tabular form depending on the
practical.
XVI Results The outcome of any practical work has a result which may be
qualitative or quantitative in the form of data values, graphs,
screenshots and others.
XVII Interpretation of Unless the result is not interpreted, the practical work does not
Results serve many purposes. When the students explain the meaning of
the result it makes sense to the employer. The interpretation skill
is therefore quite an important one which the industry expects
from the engineers.
XVIII Conclusions Conclusion emerges from the preceding section 'Interpretation of
Results' and therefore leads to a 'decision' that an engineer takes
based on the interpretation. Therefore, this is also an important
analytical skill that the industry expects from every engineer.
XIX Practical Related These questions are concerned only with the performance of this
Questions practical, which means the answers will be not from any book, but
based on the practical conducted by the student. i.e. the student
should derive the answers to the questions from the conduction,
observations and calculations of practical work.
XX References and These could be books, websites, or journals that the student can
Suggestions for further refer to.
Future Reading
XXI Suggested The assessment scheme will have a 'process' part and a 'product'
Assessment Scheme part to be assessed. Process related skills are those that can be
assessed in ‘real time' (i.e. when the practical work is being done)
and cannot be assessed after the practical work is finished, such as
connection skills, team working, following safe practices and
others. The 'product-related skills' are those that can be assessed
after the practical is over. The weightages of these two will
depend on the competency statement, COs, ADOs, and industry-
related skills.
4.2 Guidelines for Designing Laboratory Worksheets

Following are some of the basic steps in designing laboratory worksheets:
a) Choose a format similar to the above.
b) State the competency expected out of the course which is implied or explicitly stated.
c) State the course outcomes.
d) State the practical outcomes of the course.
e) Write in simple language.
ACTIVITY
Design a laboratory worksheet similar to Appendix A and also referring Table 2
5.0 CONCLUSION
It is seen in this lesson that the learning outcomes of the topic or course dictate the design
of the relevant type of handout or assignment or laboratory worksheet. All these three types
of instructional resources are designed by the teacher to cater to the situation and need. The
salient features of each of these three instructional resources are discussed so that the
teacher is aware of when and where and how they have to be used/ administered in the
class or laboratory so that the students are benefitted the most.
******
6.0 REFERENCES
Banthiya, N.K. (1987). Designing of Laboratory Experiences. Monograph, Bhopal: Technical

Teachers’ Training Institute
Banthiya, N.K. (1999). Competency-based self-learning Modules on Lab Work. Developed for
Regional Engineering Colleges under Educational Technology Project with British
Assistance, Technical Teachers' Training Institute, Bhopal.
Bruce, J. and Weil, M. (1992). Models of Teaching. Prentice-Hall of India, New Delhi
Centre for Teaching and Learning, Georgian College, August (2011). Designing Effective
Assignments. Retrieved from www.georgianc.on.ca/staff/ctl/wp-
content/uploads/2009/02/assignments_3_2.pdf
Centre for Teaching Excellence, University of Waterloo. (n.d.) Assignment Design: Checklist.
Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/developing-assignments/assignment-design/assignment-
design-checklist
Dalhousie University, Academic Integrity. (2010). Effective Research Assignments. Retrieved
from www.lib.berkeley.edu/instruct/assignments.html
Designing Assignments. (1996). Retrieved from
academicintegrity.dal.ca/Faculty%20Resources/Designing_Assignment.php
Earnest, J. (1996). Skills Development through Laboratory work. Journal of Engineering

Education.
Eberly Centre for Teaching Excellence, Carnegie Mellon University. (n.d.) Whys and Hows of
Assessment. Retrieved from http://www.cmu.edu/teaching/assessment/
assesslearning/creatingassignments.html
Hamilton, J. B. et al. (1977). The module on Direct Student Laboratory Experiences. AAVIM:
Georgia.
McShane & Dalene. (1998). Presenting Information Visually. EIC Guide.
www.wmin.ac.uk/mcshand/TEACHING/handouts.htm#INTRO
Rao, G. N. N. et al. (1981). Laboratory Instruction in Polytechnic, Approaches. Technical
Teacher's Training Institute, Bhopal
Wilson, B. (1987). Methods of Training: Individual instruction. Parthenon Publishing,
Lancashire.
Appendix - A
PRACTICAL No. 10 (say)
FLOW MEASUREMENT USING ROTAMETER
I PRACTICAL SIGNIFICANCE
In the industry environment, Instrumentation Engineering graduates are expected to handle
various transducers for the measurement of process parameters such as temperature,
pressure, level, flow, displacement etc. The engineer should be able to select proper
instruments for the measurement of the above parameters and also maintain these
instruments for proper functioning in different applications. This practical will help you to
acquire the necessary skills.
II RELATED PROGRAM OUTCOMES (POs)

PO 2. Discipline knowledge: Apply Instrumentation engineering knowledge to solve
broad-based Instrumentation engineering-related problems.
PO 3. Experiments and practice: Plan to perform experiments and practices to use
the results to solve broad-based Instrumentation engineering problems.
III COMPETENCY AND PRACTICAL SKILLS

This practical work is expected to develop the competency - Test different types of
transducers - and the following associated industry needed skills
a) Connection skills
b) Calibration skills.
IV RELEVANT COURSE OUTCOMES (CO)

Test different types of flow transducers.
V PRACTICAL OUTCOME
Use Rotameter for flow measurement.
VI RELATED AFFECTIVE DOMAIN OUTCOMES (ADOs)

a) Follow safety practices.
b) Practice good housekeeping. - 100
-
- 90
VII MINIMUM THEORETICAL GRAVITY -
- 80
BACKGROUND -
Rotameter is a variable area flowmeter used - 70
-
for flow measurement. It consists of a vertical EQUILIBRIUM - 60
-
tapered tube with a float which is free to move - 50
up and down within the tube. The free area FLOAT -
- 40
between the float and the inside wall of the -
- 30
tube forms an annular orifice. The tube is -
mounted vertically with a small end at the TAPERED - 20
FLOW -
bottom. The fluid to be measured enters the METERING - 10
tube from the bottom and passes upwards TUBE -
- R
around the float and exits at the top. Figure 1: Rotameter Principle
(Scale)
Its operating principle is based on a float of given densities establishing an equilibrium

position where, with a given flow rate, the upward force of the flowing fluid equals the
downward force of gravity.
Rotameters are the most widely used type of variable-area (VA) flow meter. In these devices,
the falling and rising action of a float in a tapered tube provide a measure of flow rate as
shown in Figure. These are known as gravity-type flowmeters because they are based on the
opposition between the downward force of gravity and the upward force of the flowing
fluid. When the flow is constant, the float stays in one position that can be related to the
volumetric flow rate. That position is indicated on a graduated scale. It can be used to
measure the flow rates of most liquids, gases, and steam. The materials of construction
include stainless steel, glass, metal, and plastic.
The tapered tube's gradually increasing diameter provides a related increase in the annular
area around the float, and is designed following the basic equation for volumetric flow rate:
(1)
where:
Q = volumetric flow rate, e.g., gallons per minute
k = a constant
A = annular area between the float and the tube wall
g = force of gravity
h = pressure drop (head) across the float

With h being constant in a VA meter, we have A as a direct function of flow rate Q.
VIII PRACTICAL SET-UP /CIRCUIT DIAGRAM
ROTAMETER
PUMP
Figure 2: Flow measurement setup
IX RESOURCES REQUIRED
S. Remark
Particulars Specification Quantity
No.
Rotameter for flow Range 0-1000 LPH, Glass tube body,
1 measurement Bob Material-SS, connection 1’’, 01
setup Mounting inlet bottom top outlet.
X PROCEDURE
1. Interpret the given diagram.
2. Connect Rotameter measurement setup as in the diagram.
3. Fill the sump tank with water.
4. Switch on the power supply.
5. Start the pump and ensure the flow rate through the pipeline
6. Measure flow rate indicated on the Rotameter.
7. Change valve position for increasing flow rate in the pipeline.
8. Record flow rate in the observation table.
9. Repeat steps 6 to 8 for 5 to 6 readings.
10. Switch off the power supply to the setup.
XI PRECAUTIONS TO BE TAKEN
a) Avoid zero error.
b) The rotameter must float vertically.
XII ACTUAL PROCEDURE FOLLOWED (To be written by students) (Use blank sheet
provided if space not sufficient)
1. …………………………
2. …………………………
3. ……………………….
4. ………and so on
XIII ACTUAL RESOURCES USED
S. No. Name of Resource Broad Specifications Quantity Remark

1
2
3
XIV ACTUAL PRECAUTIONS FOLLOWED

a) ……………...
b) ………………………..
XV OBSERVATIONS AND CALCULATIONS

(Use blank sheet provided if space is not sufficient)
S. No. The flow rate on the indicator Calculated flow rate

1
2
3
4
5
XVI RESULTS
1. .…………………………….
2. .………………………
XVII INTERPRETATION OF RESULTS (Give the meaning of the above-obtained results)

………………………………………………………..……………………………………………………………..……….
…………………………………………………………..………………………………………………………………………
…………………………………………………………………………………………………………………………………...
XVIII CONCLUSIONS (To be written by students)

(Actions/decisions to be taken based on the interpretation of results).
………………………………………………………..……………………………………………………………..……….
…………………………………………………………..………………………………………………………………………
…………………………………………………………………………………………………………………………………...
XIX PRACTICAL RELATED QUESTIONS

Note: Below given are a few sample questions, the answers of which should be
related to the practical itself, the answers of which will not be available in the books,
but available only from the practical. Teachers must design more such questions to
ensure the achievement of identified CO. Write answers to a minimum of two
questions.
1. State what will happen if the Rotameter does not float vertically.
2. State the maximum range of flow rate measurement.
3. ……………. So on
Space to Write Answers

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
XX REFERENCES / SUGGESTIONS FOR FURTHER READING
S.
Title of Book Author Publication
No.
1 Electrical and Electronic Sawhney, A.K. Dhanpat Rai and Sons, N. Delhi
Measurements and 201; ISBN:9788177001006

Instrumentation
Industrial Instrumentation Singh, S.K. McGraw Hill Publishing; N. Delhi
2
and Control 2010; ISBN:9780070678200
https://www.youtube.com/ Accessed on 14
3
watch?v=YYM92QFhTDo August 2019
https://www.youtube.com/ Accessed on 14
4
watch?v=6CdO9inzSRQ August 2019
XXI Suggested Assessment Scheme

The given performance indicators should serve as a guideline for assessment
regarding the process and product-related marks.
S. Performance Indicators The weightage (%)

No.
Process related 60% (for this practical)
1. Identify the practical setup of rotameter setup 10%
2. Connection of complete measurement system. 20%
3. Applying input flow rate to the rotameter 10%
4. Observation of output differential pressure 10%
5. Working in a team. 10%
Product related 40% (for this practical)
6. Answers to practical related questions. 30%
7. Submission of the report in time. 10%
Total: 25 Marks 100%
******
ASSIGNMENT
State the learning outcomes to be attained by the student in the following types of
instructional resources and design one of each based on the discussions in this lesson
1. A handout
2. An Assignment
3. A Laboratory worksheet
Lesson 14: Media Design Principles
and Effective Board Work
Contributors
Dr Sandip S. Kedar
&
Prof. (Mrs.) Asmita Khajanchee

Unit 4.4.4: Instructional Media L14: Media Design Principles and Effective Board Work
Lesson 14: Media Design Principles and Effective Board Work
Learning outcomes: At the end of this lesson, you will be able to use:
LO 1. Cognitive theory of multimedia learning in designing instructional media.
LO 2. Instructional design principles for development of media.
LO 3. ADDIE model for evaluating the design of media.
LO 4. Chalkboard and interactive board effectively.
Contents
1.0 INTRODUCTION ......................................................................................................................3
2.0 COGNITIVE THEORY OF MULTIMEDIA LEARNING ....................................................................3
3.0 MEDIA DESIGN PRINCIPLES AND MEDIA DESIGN GUIDELINES .................................................4
4.0 ADDIE MODEL FOR EVALUATION OF MEDIA DESIGN...............................................................8
5.0 GUIDELINES FOR EFFECTIVE USE OF CHALKBOARD .................................................................9
6.0 EFFECTIVE USE OF INTERACTIVE BOARD ............................................................................... 10
7.0 CONCLUSION........................................................................................................................ 11
8.0 REFERENCES ......................................................................................................................... 11
Lesson 14: MEDIA DESIGN PRINCIPLES AND EFFECTIVE BOARD WORK

1.0 INTRODUCTION
For effective implementation of instruction in the classroom environment, the teacher needs
to acquire some basic skills in the design and development of relevant instructional
resources. Media design and development is a creative process. Every teacher uses one or
more media during classroom instruction. If a teacher is technology savvy and conversant
with the use of different media and has an interest in developing his/ her media, the sky is
the limit for any creation. In the lesson on the classification of media, you have already
learned about different types of media. While designing instructional media, you need to use
a systematic procedure to consider some media design principles and guidelines. This lesson
and associated video will make you aware of various media design principles, and guidelines
as well as effective ways of using chalkboards and interactive boards for classroom
instruction.
2.0 COGNITIVE THEORY OF MULTIMEDIA LEARNING
Cognitive scientists have considered three important assumptions of the cognitive theory of
multimedia learning associated with the human information processing system that are
particularly relevant for media users: (Mayer, 2005)
(a) Dual channels, that is, people have separate

information processing channels for visual
material and verbal material; The human
cognitive system consists of two distinct
channels for representing and manipulating
knowledge: an auditory-verbal channel and a
visual–pictorial channel. The auditory-verbal
channel processes verbal representations of
words that enter the cognitive system through
the ears. The visual–pictorial channel processes Figure 1: Dual Channel model
pictorial representations of pictures as well as printed words that enter the cognitive
system through the eyes. (Figure 1)
(b) Limited capacity, that is, people can pay attention to only a few pieces of information in
each channel at a time; Working memory is the component of the human cognitive
system that manipulates verbal and pictorial representations in the auditory-verbal and
visual–pictorial channels. Working memory has a limited capacity for holding and
processing information. Thus, the visual–pictorial channel can be overloaded if too many
pictures (or other visual materials) are presented at one time. For example, while
watching any news on television, when several visuals are presented on the screen at a
time along with a breaking news strip, or advertisement strip at the bottom, you cannot
concentrate on all the contents due to an overload of visual information. Similarly, the
auditory-verbal channel can become overloaded if a large number of spoken words (or
other sounds) are presented at one time. For example, while watching any debate on the
news channel, every speaker tries to put his or her point of view. They may speak
simultaneously at a point in time. This also creates an overload of spoken words and you
cannot grasp the views of a particular speaker. Overloading one channel can limit the
processing ability of the other channel. So, while designing media we need to keep the
content very simple and media should not be crowded with lots of information, both
visual as well as audio.
(c) Active processing, that is, people understand the presented material when they pay
attention to the relevant material, organize it into a coherent mental structure, and
integrate it with their prior knowledge. Active processing within the auditory-verbal and
visual-pictorial channels lead to meaningful learning. These active learning processes are
more likely to occur when working memory contains both pictorial and verbal
representations at the same time.
The cognitive theory of multimedia learning emphasizes the use of both visual as well as
associated verbal information while designing any media. Dual-channel model of cognitive
theory of multimedia learning (Figure 1) is very well explained in the video V38 on ‘Media
Design Principles- Part 1’
3.0 MEDIA DESIGN PRINCIPLES AND MEDIA DESIGN GUIDELINES
3.1 Media Design Principles
Richard Mayer (Mayer, 2005) has recommended research-based principles for the design of
media instructional messages. These are as follows:
(a) Multimedia principle- It states that students learn better from words and pictures than
from words alone, or, more specifically, that students learn deeply when appropriate
pictures are added to the text. As per the cognitive theory of multimedia learning, it is
necessary to provide input to both the auditory-verbal channel and the visual-pictorial
channel. So, while designing any media, use more visuals with a title as well as labels
wherever possible. To remove any imperception use multimedia elements such as visual
as well as verbal information (Figure 2)
Figure 2: Use of multimedia elements
(b) Spatial contiguity principle- It states that students learn better when corresponding
words and pictures are presented near than far from each other on the page or screen.
Spatial means, concerning space. While creating any visual, always provide labels as near
as possible to the parts and around the visual. This reduces the learning efforts of the
students. (Figure 3)
Figure 3: Placement of labels in visual
(c) Temporal contiguity principle- It states that students learn better when corresponding
words and pictures are presented simultaneously rather than successively. Temporal
means, concerning the time of presentation. So always present visual and related labels
together and not in succession. But when you want to assess the student’s learning, you
may use the same visual by displaying it first and then displaying corresponding labels in
succession.
(d) Coherence principle, in which students learn better when extraneous words, pictures,
and sounds are excluded rather than included. While designing media, it is necessary to
remove unnecessary details from it. Use one idea per visual and keep media very simple.
The process of removing unnecessary words, pictures and sounds from media is called
editing. Photographs and visuals can be edited using visual editing software such as
GIMP, Inkscape or any other such visual editing software (Figure 4). Video editing
software is used to edit both the visual and sound parts of the video.
Figure 4: Remove unnecessary details from visual
(e) Personalization principle- It states that students learn better from conversational style
(Use of first-person – ‘I’ & Second person ‘You’ & making comments directly to the
learner) rather than formal style (Referring to students in third person).
While designing instructional media, these research-based principles need to be considered
for their effectiveness. Besides these principles, some media design guidelines will be helpful
to you while designing any type of instructional media.
3.2 Media Design Guidelines

Along with media design principles, you need to follow certain guidelines while developing
media. These guidelines are equally applicable for both print and non-print media.
(a) Legibility- In case of any media to be used for classroom presentation, the legibility of
the content is very important. For example, while writing something on the chalkboard,
the content should be legible to the student seating on the last bench in the class. When
you display a presentation slide, it must be readable to the students. So do not put too
much text on a slide and keep it large enough to read easily. Minimum size of text on a
slide should not be less than 80 points (For a Slide of Size 67.729 cm x 38.1 cm), it should
be 32 points (For Widescreen Slide of Size 33.867 cm x 19.05 cm.). You can choose bigger
sizes for main titles and other labels. Use uniform thickness font for the text, such as
Calibri, Arial, and Tahoma. The legibility of such fonts is better compared to cut letter
fonts such as Times New Roman. Use uniform font, font size and font colour for slide
titles and respective text content to maintain consistency. Follow the 6 by 7 rule. It
means do not incorporate more than 6 lines of text per slide and no more than 7 words
per line. This will facilitate the appropriate size of the text on the slide.
(b) Emphasis- Sometimes you may need to emphasize the text on the slide. This can be done
by using different font styles such as Bold, italicised, and underline and by using different
colours for fonts. You may use dramatic and artistic letters.
(c) Use of colours- In the case of print and non-print media, the use of colours brings realism
to the presentation. Different colour models are used in digital media equipment such as
television screens, computer monitors, digital cameras, scanners, processes of colour
printing, and colour paintings.
i. In the case of digital media equipment, an additive colour model i.e. RGB model is
used (Figure 5). RGB refers to the primary colours of light i.e. Red, Green and Blue.
This model is based on adding and mixing light, when you add Red, Green, and Blue
light together, you create a pure white and black in the absence of colour (Kenna,
2019). RGB Colour wheel for digital media is also shown in Figure 6.
Figure 5: RGB Colour Model Figure 6: RGB Colour Wheel for digital media
ii. In the case of colour printing, the CMYK colour model is

used. It is a subtractive colour model. CMYK refers to the
four ink plates used in some colour printing: Cyan, Magenta,
Yellow and Key (Black). (Figure 7)
iii. In the case of colour painting, the RYB colour model is used.
RYB stands for Red, Yellow, and Blue, these are primary
Figure 7: CMYK Colour
colours. When you combine each of them with other Model for colour
colours, it gives secondary colours: Orange (R+Y), Green printing
(Y+B), and Brown (R+B) OGB (Figure 8)
While developing digital media such as computer-based

presentations, and photographs captured by the digital camera, use
RGB colour model for editing and development.
Figure 8: RYB Colour
iv. Use Darker Colours for the background and lighter colours Wheel for Painting
for text and graphics
While preparing slides for a Computer-based presentation, to get high contrast, use darker
colours for the background and lighter colours for text, line diagrams, and visuals. This will
provide better legibility of the content when displayed on the screen. It is recommended not
to use a white background and darker colours for text as it creates glare on the projected
screen and may create eye fatigue due to brighter images on the screen. Use Darker colours
on the outer periphery of this colour pallet for the background (Figure 9). Recommended
colours for the background are darker shades of blue and green.
Figure 9: Darker colours Figure 10: Lighter colours

for background for Text and graphics
Use Lighter colours in the inner part of this colour

pallet for text to create contrast with the
background (Figure 10).
(d) Use Rule of Thirds while composing visuals-

This rule states that if you consider any visual
frame and divide it into three equally sized
horizontal sections and three equally sized
Figure 11: Rule of Thirds- Golden Spots
vertical sections, the resulting grid guides you in the placement of your design elements
in that frame. With two horizontal and two vertical lines, you get four cross-sections.
These are called golden spots. As per this rule, it is recommended to compose your visual
in such a way that the most important part of your visual coincides with the golden
spot/s (Figure 11). Such a grid is available in the DSLR Camera as well as in smartphones.
Such composition of visuals emphasizes the important part of the visuals.
(e) Arrangement of text and visuals- To capture

the viewer’s attention and direct it towards
the relevant details, visual and verbal
elements could be arranged in patterns of
letters such as C, O, S, Z, L and T. Such an
arrangement makes the reader read and scan
the content in steps which further helps in
establishing the relationship between the Figure 12: S Pattern visual arrangement
content displayed (Figure 12).
(f) Arrange visuals in a horizontal line- Such an

arrangement helps in moving eyes from left to right
matching the direction of reading and facilitating
easy comparison of objects (Figure 13).
While designing any instructional media either print or

non-print, specifically handouts and computer-based
presentations, you may use these guidelines to make Figure 13: Horizontal visual arrangement
your handout and presentation effective and interesting for the students.
4.0 ADDIE MODEL FOR EVALUATION OF MEDIA DESIGN

The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) Model
(McGriff, 2000) is a good tool for the evaluation of media design. ADDIE Model comprises
five main phases of systematic instructional design. (Figure 14). This is a very good model
that can be used to evaluate the media that you have designed or the media that you
borrowed from somewhere else and would like
to use.
(a) Analysis- In unit 1, you have learned about
curriculum analysis from an instructional
planning point of view. It is the process of
defining what is to be learned based on the
learning needs of the student, and the
requirements of the curriculum. This phase Figure 14: ADDIE Model
emphasizes the need for analysis of media to
be developed or to be procured to achieve the learning outcomes of the individual

lesson.
(b) Design- It is the process of specifying how it is to be learned. The design phase may
include writing a target population description, formulation of learning outcomes,
selecting a delivery system, instructional methods and instructional strategy, sequencing
the instruction, identifying instructional media and other resources required and strategy
for assessment of learning. Depending on the facts, concepts, rules, principles,
procedures and applications to be explained you can decide about the media required.
These may be available online as Open Educational Resources (OERs) or you may create
your own. During this phase, you design instructional media and identify, and collect
visuals and other media elements required. The output of this phase becomes the input
for the next phase.
(c) Development- It is the process of authoring and producing learning materials. During this
phase, you develop the instructional media based on the requirement of the topic, and
the learning outcomes to be achieved. This phase is very crucial wherein your skills in the
development of a variety of media play an important role. You need to validate whatever
media you have developed from an implementation point of view and evaluation of
designed media concerning the learning outcome is an iterative process.
(d) Implementation- It is the process of implementing the instruction in an actual learning
environment. You organise all the resources by overcoming all the constraints, try out
newly developed or procured resources for proper implementation and finally
implement the instruction in the classroom environment.
(e) Evaluation- It is the process of determining the adequacy of the instruction. During this
phase, you keep a record of the time required for various planned activities, interpret
the test results, and revise the activities based on the feedback received from the
students. This also includes an evaluation of the effectiveness of instructional media and
methods. Evaluation should occur throughout the entire instructional design process -
within phases, between phases, and after implementation. The evaluation may be
Formative or Summative.
5.0 GUIDELINES FOR EFFECTIVE USE OF CHALKBOARD

Being a teacher, you need to use a chalkboard or whiteboard on daily basis for incidental
writing as well as for drawing visuals during the session. Following are some of the guidelines
which will make your board work more appealing and fulfilling the learning needs of your
students in the classroom.
(a) Clean the board completely before starting your session. It indicates clarity in the
teacher’s mind & provokes concentration in the student’s mind. The teacher has to
ensure that every student has glare-free visibility of the content written on the board.
(b) Divide the space onboard into 2-3 equal parts using vertical lines. This will facilitate the
proper use of the board area during the session. Use these three sections in sequence so
that students will get enough time to note down the content written on the board or the
visual drawn.
(c) On the left-most part, write the key points that are to be discussed in the session as per
your plan. Go on check-marking [] those points as you proceed. Write the frequently
referred as well as new terms on one side of the board.
(d) Diagrams may be drawn in one section; other sections can be used for scratch work.
Draw the diagrams at the centre of that section so that you may label them
appropriately distributing the labels around the diagram.
(e) The key to good handwriting is the straightness of lines (horizontal or vertical), the
curvature of curves, and the adequate size of letters.
(f) Maintain horizontalness of line when writing. The height of the letter should be a
minimum of 5 cm for uppercase letters and 7 cm for lowercase letters for better
visibility. Write the text of size big enough to read from the backside of your classroom.
Maintain enough pressure on the chalk to ensure uniform text and line thickness.
(g) Write keywords only. Write less and mean more. Avoid overwriting, and scribbling here
and there.
(h) Use templates for standard figures & reference figures such as gears, circles and other
such sketches. Use geometry drawing tools to draw figures wherever necessary.
(i) Use coloured chalks for distinction. Lines drawn with blue, and orange chalk should be
thicker for better visibility.
(j) Avoid standing in front of the board to hide the written matter. Keep on moving so that
everybody can see.
(k) Avoid speaking to the board.
(l) Rub off the sections of boards on which further discussion is not needed.
(m) A separate Hanging board or sliding board can be used to draw complicated figures
which will be useful in a few more lectures continuously. Effort for redrawing and time is
saved.
Please watch video V41 on ‘Effective Board work’ for more information.
6.0 EFFECTIVE USE OF INTERACTIVE BOARD
The new media available to the teacher today are an interactive board, Interactive touch
panel, interactive pad and interactive 4K display which could be used independently by the
teacher along with a computer system and a multimedia projector. These are very dynamic
media available to teachers today. You may use the interactive board or interactive display
for incidental writing electronically, for drawing visuals using soft tools provided, for
displaying coloured photographs, visuals, animation, video, computer-based presentations,
and so on. Video V42 on ‘Smart Classroom’ describes the various features and elements of a
smart classroom. Various features and tools available with the interactive devices are
demonstrated in the two videos V43 on ‘Smart Classroom- Use of Interactive Board- Part 1’
and video V44 on ‘Smart Classroom- Interactive Board- Part 2’.
ACTIVITY
 Search for information about the features of media equipment such as interactive
board, interactive panel and pad, Interactive display, multimedia projector.
 Select a visual related to the topic of your choice and edit the visual.
7.0 CONCLUSION
In today’s context, varieties of media are available for a teacher. Being a teacher, you must
develop your media and use the same in the classroom to conduct sessions effectively. In
this lesson, you have learned about an instructional system design model, that is ADDIE
model. Using this model, you may design and use your instructional media. While designing
any media you may use the three important assumptions of cognitive theory of multimedia
learning associated with the human information processing system and research-based
principles for the design of media instructional messages. You have also learned about
various media design guidelines such as legibility, emphasis, use of colours, rule of thirds,
arrangement of text and visuals, the importance of arranging visuals in a horizontal line to
match the direction of reading, and so on. You have also learned about the effective use of
chalkboards, whiteboards as well as and interactive boards through associated videos. These
demonstrations and the content will help you in developing your media and use them in
classroom instruction.
*******
8.0 REFERENCES
Kenna. (2019). DIY DESIGN: WHAT’S THE DIFFERENCE BETWEEN RGB AND CMYK? Retrieved 2019,
from Modern Soapmaking: https://www.modernsoapmaking.com/diy-design-whats-the-
difference-rgb-and-cmyk/
Mayer, R. E. (2005). Chapter 3- Cognitive Theory of Multimedia Learning. In R. E. Mayer, The

Cambridge handbook of Multimedia Learning (p. 31). Cambridge University Press.
McGriff, S. J. (2000, 09). Instructional System Design (ISD): Using the ADDIE Model. Retrieved from
https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf
******
ASSIGNMENT
Prepare a computer-based presentation of about 15 slides, incorporating all the media
elements, design principles and guidelines on the topic of your choice. Place your
presentation in your e-portfolio.
MODULE 4
Unit 4.4.5
Instructional Plan
Preparation
Lesson 15 Classroom Session Plan

Preparation
Lesson 16 Feedback Mechanism for
Improvement
Lesson 17 Planning for Laboratory and
Industry-Based Instruction
Lesson 15: Classroom Session Plan
Preparation

Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation
Lesson 15: Classroom Session Plan Preparation
Learning outcome: At the end of this lesson, you will be able to prepare an
Instructional Session Plan.
Contents
1.0 INTRODUCTION .......................................................................................................................... 3
2.0 STEPS IN SESSION PLANNING ..................................................................................................... 3
3.0 PREPARATION OF SESSION PLAN ............................................................................................... 5
3.1 Introduction Phase ..................................................................................................................... 7
3.2 Development Phase ................................................................................................................... 7
3.3 Consolidation Phase ................................................................................................................... 7
4.0 CONCLUSION .............................................................................................................................. 9
Lesson 15: Classroom Session Plan Preparation
1.0 INTRODUCTION
The accomplishment of instructions and achievement of session learning outcomes is

facilitated by proper planning. Effective teachers plan their instructional activities, as it is
impossible to plan, once the process is set in motion. Good preparation allows the teacher to
be in command of the teaching-learning situation, rather than being commanded by many
unplanned and unexpected events. Planning is concerned with 'what to do', 'how to do it',
and 'when to do it' during instruction. The process of planning an instructional session is
often more valuable than the plan itself. The time spent thinking about the session gives the
teacher a clearer understanding of the topic as he analyses and sequences it. An
instructional session plan is the outcome of the planning process and is a write-up of
instructional decisions. While preparing the plan the instructional time (which is usually 45
to 60 minutes for classroom sessions) is divided into three phases viz. Introduction,
Development and Consolidation. To help you to decide what should be included in these
phases, their purpose and alternative strategies are discussed in this lesson.
2.0 STEPS IN SESSION PLANNING
The essential steps in instructional session planning can be put under three categories, as
a) Preliminary steps
b) Main steps, and
c) Final steps.
2.1 Preliminary Steps

The Preliminary Steps in instructional session planning are the following:
Step 2.1a. Choose the topic based on content analysis.

Step 2.1b. Write the learning outcomes of the session.
Step 2.1c. Identify entry-level knowledge and skills.
Step 2.1d. Select material for the session.
Step 2.1e. Gather relevant material.
The main purpose of these steps is to determine what is to be included during the session.
Material can be selected depending upon the entry-level of students. Awareness about
existing knowledge will determine what should be included in the session. Awareness of
previous experience will tell about students’ attitudes and willingness to learn. The
information presented during the session may be accepted or rejected by students. If
students are made aware of its relevance for the present and future, it is less likely to be
rejected. Also, if the presentation is difficult to understand, it will be rejected. These factors
must be considered during these preliminary steps. Once the preliminary steps have been
completed, the main steps could be undertaken.
2.2 Main Steps

The Main Steps in the instructional session planning are:
Step 2.2a. Select the appropriate instructional method.

Step 2.2b. Identify teaching points and arrange them in a logical sequence.
Step 2.2c. Select suitable learning activities.
Step 2.2d. Decide how learning would be assessed.
The main steps deal with how the topic should be taught, what sequence should be followed
and how the learning should be assessed. The instructional method should be selected
depending on the nature of the learning outcomes to be achieved. The next stage will be the
identification of important teaching points and their sequence. Teaching points are key
points to be included during an instructional session for achieving the learning outcomes.
The following rules may be helpful in sequencing. Proceed from:
a) Known to unknown d) Particular to general

b) Simple to complex e) Observations to reasoning
c) Concrete to abstract f) Whole to part and back to whole.
The effectiveness of learning is highly dependent on active learner participation in the

instructional activity. One way to ensure this is oral questioning. The teacher must frame
relevant questions to be asked at intermediate stages for developing the learning outcomes.
In session planning, suitable learning activities and learning experiences in which students
can be active participants must also be identified. The activities should be:
i. Consistent with the learning outcomes of the session

ii. Varied to break monotony to promote interest
iii. Consistent with the knowledge and experience of the students, and
iv. Balanced so that the session learning outcomes do not get out of focus.
The last or the main step is concerned with the assessment of achievement of session
outcomes. The assessment procedure should be adequate and consistent with the
outcomes.
2.3 Final Steps

The final steps in instructional session planning are:
Step 2.3a. Prepare Instructional Session Plan.

Step 2.3b. Prepare media, handouts, and assignments based on the session plan.
Step 2.3c. Arrange and check physical resources and media.
Step 2.3d. Choose the instructional methods
Step 2.3e. Decide the instructional strategy
Step 2.3f. Deliver instructional session plan.
These final steps are concerned with the recording of the final plan on paper, which could be
useful in an instructional setting, the selection and preparation of suitable media and the
setting up of the learning environment.
3.0 PREPARATION OF SESSION PLAN

The instructional session plan is a write up of the instructional decisions in a written form.
Essentially, the plan should take the form of an outline, and should fulfil the following
requirements:
a) Choose the topic
b) State the learning outcomes of the session.
c) Develop the sequence in which the key teaching points will be presented.
d) Gather information about the topic, students, time available and entry-level
knowledge.
e) Identify the instructional methods and the instructional strategy to be used.
f) Note down the details of photographs, PowerPoint slides and other visuals required
for each teaching point.
g) Decide on the key features of student participation in the session.
Just as every plan (short term or long term) has a time frame, similarly while formulating an
instructional session plan, the instructional time which is the duration of the session needs
to be considered. Normally a classroom session last for 45 to 60 minutes duration. This time
is to be effectively utilised for instructional purposes. This time is usually divided into three
phases viz. introduction, development and consolidation in a 'knowledge' type session.
'Knowledge' type session is one in which information is passed on to the students by the
teacher lecturing, in combination with audio-visual media. The time for each of these phases
may be approximately 10%, 75%, and 15% respectively. A good session plan must identify
activities to be performed by teachers and students in these phases. To help you to decide
what should be included in these phases, their purpose and alternative strategies are
presented.
There are several formats available for instructional planning. However, based on outcome-
based education for engineering programmes, the following sample format is considered for
discussion and implementation. An example is given in Appendix A:
Session Plan Format (Sample)
a) Name of the Teacher: ……………………………………………….……………………………....
b) Name of UG/Diploma Programme: ......................................................................
c) Semester: ...............................
d) Course Code and Course Name: ............................................................................
e) Relevant Course Outcome (CO): ……………………………………………….………………………
f) Unit (Topic) Number with Title: ………………………………………..…………………...............
g) Sub-topic Title: ……………………………………………………………………...............................
h) Session Duration: …………………………….
i) Participants: UG Students
j) Session Learning Outcomes (starting with action-oriented verbs):
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
k) Entry-level knowledge and skills of students
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
l) Equipment required in Classroom/ Laboratory/ Workshop
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
m) Instructional media required
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
n) Instructional strategy and methods to be used should be developed in the following sequence
Time Teaching Points Teacher’s Activity Student’s Media to be

required Activity used
5 minutes Introduction
6 minutes Development
a) 1st teaching point
5 minutes b) 2nd teaching point
..... c) ..................
and so, on ..................
...... ..................
....... n) ..................
1 Consolidation
60 minutes
3.1 Introduction Phase

The main purpose of this phase is to gain the attention of the students. The introduction is
used to indicate what the learner would be able to do after the session i.e. by stating the
learning outcomes of the session. Session outcomes may be presented explicitly or implied
in the statements made. During the introduction, previous knowledge is recalled and linked
with the learning outcomes of the session. The introduction should be used to establish
rapport with the students and show the relevance of the topic to them. An introduction can
be made more interesting by the narration of anecdotes, stories, incidents, episodes,
historical background or asking questions or showing simple demonstrations or use of
charts, pictures, cartoons, drawings and so on. However, whatever is done should be
relevant to the topic to be introduced. During session planning, it is necessary to decide
what will be done during the introduction and record it on paper.
3.2 Development Phase

Once the session outcomes have been decided and it is planned how these will be
introduced, the next stage is to plan how these will be developed. This phase of the session
plan makes you think, about how you will present the content logically to the students, so
that, they can achieve the learning outcomes. Planning for this will require selecting the
suitable methods, material and media and also the interactivity that you would like to build
into this phase as you go ahead. Relevant assignments including practice assignments may
have to be planned. Choice of method, media, material and learning experiences will depend
upon outcomes, individual needs, interests and abilities of the students. The choice will also
depend upon whether the teacher wants the students to learn:
a) Concepts, principles and procedures.
b) a skill, or
c) some attitudes and values.
Time and resources will also dictate the choices. It is necessary to plan for the active
participation of the learner and also vary the stimuli during this phase.
3.3 Consolidation Phase
The purpose of this phase is the consolidation of the learning by summarization of the
presentation and evaluating the achievement of learning outcomes by students. These two
activities need not necessarily occur in this order. The order will be dictated by
circumstances.
The planning will have to be done to decide how summarisation will be carried out.
Students' help can be taken for revising/ summarising. This phase should also be used for
pulling loose ends together by linking learning outcomes, drawing conclusions and evolving
generalisations. By the use of key questions orally or in written form, informal evaluation of
the achievement of learning outcomes can be carried out. Homework and reading exercises
can also be set during this phase. This phase should relate to the three stages i.e. where
students were before, where students should be now and where they will go from here?
The evaluation component will be used to determine where students should be now. The
method of evaluation will depend upon session outcomes. If a formal evaluation is a must,
most of the time it is done separately from an instructional session.
In the instructional session plan presentation, where the teaching of several new concepts
and principles has to be included, these summarization and evaluation phases may occur
several times and, it may be difficult to separate these distinctly. Consolidation of one aspect
may merge with the introduction of the next aspect.
The above discussed three broad phases of instructional planning concerning Gagne’s Nine
Events of Instruction discussed in Lesson 4 are depicted in Table 1 as a ready reckoner. For
more details, details kindly refer to section 4 of Lesson 4.
Table 1 Relation between Phases of Session Planning and Gagne’s Nine Events of Instruction
Phases of Instructional Events Relations to Learning Processes

Session Planning
Introduction 1. Gaining attention Reception of patterns of neural impulses
(learning material or stimulus)
2. Informing the learner of the Activating the process of executive
objective control
3. Stimulating recall of prerequisite Retrieval of prior learning to working

learning memory
Development 4. Presenting the stimulus material Emphasizing features of selective
perception
5. Providing learning guidance Semantic encoding; cues for retrieval
6. Eliciting the performance Activating response organization

7. Providing feedback about Establishing reinforcement
performance correctness
Consolidation 8. Assessing the performance Activating retrieval; making reinforcement
possible
9. Enhancing retention and Providing cues and strategies for retrieval
transfer
ACTIVITY
Prepare a session plan for a classroom session of 45-60 minutes in the suggested
format.
4.0 CONCLUSION
An instructional session plan is a written document prepared by a teacher for his/her use.
The 'process' of planning makes the teacher understand the topic better, and thus, take care
of the unexpected during the actual presentation. Instructional session planning is divided
into three major steps; preliminary, main and final. Preliminary steps begin with topic
selection and consist of deciding session learning outcomes, identifying entry behaviours of
students and selecting material. The main steps consist of selecting relevant methods,
putting teaching points in a logical sequence and selecting suitable learning activities. The
final steps involve the actual preparation of the session plan and the selection of material
and media before implementation in the actual setting.
**********
Acknowledgements
Dr N. K. Banthiya and Prof. P. C. Jain (Former Professors of NITTTR Bhopal)
Appendix A
Session Plan (Sample)
a) Name of Teacher: XYZ
b) Name of UG/Diploma Programme: UG Programme in Mechanical Engineering
c) Semester: Four
d) Course Code and Course Name: Fluid Mechanics
e) Relevant Course Outcome (CO): Interpret the properties of Lubricants
f) Unit (Topic) Number with Title: III - Oils and Greases
g) Sub-topic Title: Viscosity of lubricants and their applications
h) Session Duration: 60 minutes
i) Participants: Trainee Teachers
j) Session Learning Outcomes (starting with action-oriented verbs): After attending the
session the students will be able to…..
i. explain the need for additives.
ii. select the additives for the given situation.
k) Entry-level knowledge and skills of students.

i. Purposes of lubrication
l) Equipment required in Classroom

i. Computer with multimedia projector/ interactive board.
ii. Whiteboard/ Chalkboard
m) Instructional media required

• List of Media Available
i. Sample lubricant.
ii. Sample Additive.
• List of Media developed
iii. Computer-based presentation.
iv. Handout/ worksheet
n) Instructional strategy and methods to be used should be developed in the following sequence.
Time Teaching Points Teacher’s Activity Student’s Activity Visual/Any

other material
2 mins INTRODUCTION • Ask why oils are used? (For Students/ Trainees PPT.1 shows the
a) Oils used mainly as lubricants lubrication) answer the title of the
• Ask any other purpose (For question/ ask the session and
b) Oils are also used for
transmitting power for cooling
transmitting power, rust question, give an objectives/
as a cutting fluid or for rust
prevention prevention) example Learning
c) Additives added to the oil • Inform about additives added Outcomes
to give special properties
• Write the topic on the
whiteboard
• State objectives/ LOs of the
session to understand different
types of additives
• Show PPT of objectives/ LOs
Time Teaching Points Teacher’s Activity Student’s Activity Visual/Any

other material
DEVELOPMENT
Additives – definition, • Ask the meaning of additive Trainees give Visual of an
purposes of additives • Define additive answer automobile (with
a) Additives are chemicals • State why different additives engine)
added to give special for the same effect
properties Visual of a
b) Different additives are bearing (with
used for achieving the point
same effect when oils work emphasizing rust
under different conditions inhibitors and
corrosion
Detergents and Dispersants
• Ask what a detergent is May give examples inhibitors in oil)
Meaning, difference,
• Link with detergents and of detergents oil containing
purposes. available in the detergent)
a) Used for keeping insoluble dispersants in the present
context market
suspended in the oil to Visual of a piston-
prevent sludge formation • State the difference between
detergent and dispersant cylinder
b) Detergents used at high Trainees give mechanism to
temperatures and • Ask for examples
examples show the anti-
dispersants at low • Show PPT of an automobile
wear property of
temperatures with engine oil containing
additive
c) These are contained in I.C. detergent
engine oils • Distribute a handout in which Trainees fill up the
PPT of an internal
figures have been drawn blank in the figure
Rust Inhibitors and combustion
corrosion inhibitors engine to show
• Ask or explain what inhibition Trainees explain
Used for inhibiting chemical an example of
is. 'inhibition'
corrosion and rusting. viscosity index
• Link with rust and corrosion improver
These are contained in most
• Show PPT of a bearing with Trainees fill up the
machinery lubrication oils lubricating oil blank in the figure
Anti-wear additives
a) Used to reduce wear Trainees answer
(between sliding or rubbing • Ask what is wear? Where does give an example
surfaces) wear occur?
b) Examples are cams, a • Link trainees answer to explain Trainees fill up the
piston in the cylinder • Show PPT of sliding surface blank in the figure
Viscosity index improving • Ask the question, 'what Trainees answer it
Used to lessen the amount by happens when the becomes thin or
which the thickness of oil temperature of oil increases? viscosity decreases
changes with temperature • Link the answer with the Trainees give
Example internal combustion requirement in this case example ppt fill up
the blank in the
engine • Give an example of use/ obtain
figure
example by questioning
CONSOLIDATION • Ask trainees to fill in the gap in Trainees fill in the PPT of examples
a) Definition of additive the statement. Statement on gap
b) Additives type PPT. Trainees revise the
• Detergents and dispersants • Additives used in oil to give- list
• Rust inhibitors and ....... (special properties) Trainees give
corrosion inhibitors • Types of additives are answers
• Anti-wear additives summarised on a magnetic
• Viscosity index improvers board by magnetic cut-outs.
• Examples of each type • Show examples (different than
• Home assignment/ further before) of what property is
learning activity important in each case?
• Give home assignments based
on the topic learned
Lesson 16: Feedback Mechanism for
Improvement
Contributor


4.4.5: Instructional Plan Preparation L16: Feedback Mechanism for Improvement
Lesson 16: Feedback Mechanism for Improvement
LO 1. Obtain feedback about the Instructional session plan prepared.
LO 2. Modify the instructional session plan on the basis of feedback received.
LO 3. Validate a prepared session plan to achieve the specified learning outcomes.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 CONCEPT OF FEEDBACK .............................................................................................................. 3
3.0 DIFFERENT PURPOSES OF FEEDBACK .......................................................................................... 3
4.0 CHARACTERISTICS OF FEEDBACK ................................................................................................ 4
5.0 THREE ASPECTS OF FEEDBACK .................................................................................................... 4
6.0 IMPROVING INSTRUCTIONAL SESSION PLAN USING CHECKLIST ................................................ 5
7.0 DEVELOPING A HABIT OF RECEIVING FEEDBACK ........................................................................ 8
8.0 CONCLUSION ............................................................................................................................... 8
9.0 REFERENCES .............................................................................................................................. 10
Lesson 16: Feedback Mechanism for Improvement
1.0 INTRODUCTION
In the earlier units as well as in Lesson 15 of this unit, the importance of planning at each
level has been explained. You have seen that a session plan is a systematic arrangement of
teaching-learning processes, which is designed by a teacher to achieve desired learning
outcomes. It is a 'learning trajectory' for a session. A well-prepared instructional session plan
is a journey well begun. In fact, much of the teachers’ work is accomplished before he or she
enters the classroom, through the development of a session plan. In this lesson, the focus is
on the role of feedback mechanisms in improving different aspects of related instructional
planning and delivery. An instructional session plan that is developed and finalised based on
prescribed criteria will help the teacher to use the resources and time effectively and
efficiently.
2.0 CONCEPT OF FEEDBACK

When people communicate their feelings and perceptions to others, especially about their
behaviour, style of work and allied features, it is called feedback. In the present context of
the teaching-learning environment, the importance of feedback cannot be denied, which
ensures and makes way for improvement in performance, motivation and self-regulation.
Researchers say that human beings like to obtain feedback about their work and feedback is
psychologically reassuring. It is very important to take as well as provide relevant feedback
at an appropriate time about performance so that one is informed of the gaps to attain the
expected performance level and can make efforts to improve. Research studies have been
done to evaluate the effect of feedback in various situations and the findings support
importance of relevant, purposeful and timely feedback.
Recent studies, especially those reported by the researchers, Hattie and Timperley (2007)
have shown that feedback which is given at the wrong point of time or in the wrong way
may not serve its purpose but also harm the learning process. It is also found that when
feedback is given constructively at the appropriate time help learner in self-regulation
leading to the habit formation of reviewing oneself to understand the level of learning.
3.0 DIFFERENT PURPOSES OF FEEDBACK

A basic model of teaching explained in Lesson 1 of Unit 2 as well as Gagne’s events of
instruction depict the importance of feedback to improve the different activities associated
with the teaching-learning environment. Feedback is provided and is used to:
a) Identify the shortcomings and scope for improvement.
b) Plan to take corrective action.
c) Think of better ways of doing an activity or problem-solving.
d) Understand that one has certain control over their learning and can work hard to
achieve more and more.
e) Get motivated to do better quality work.
f) Develop a habit of accepting constructive feedback, etc.
4.0 CHARACTERISTICS OF FEEDBACK

To benefit the teacher trainee or for that matter any learner, feedback needs to be:
a) Constructive: The feedback should set out ways so that learners feel encouraged and
motivated to improve their work. It ought to constructively highlight the strengths
and weaknesses of a given piece of work. It encourages them to think critically about
their work and to reflect on what they need to do to improve. It helps them see their
learning in new ways and gain increased satisfaction from it and also promotes
dialogue.
b) Timely: The feedback should be given while the assessed work is still fresh in a
learner's mind, before s/he moves on to subsequent tasks.
c) Passive: In general, this advice goes against a fundamental rule of writing. However,
passive voice is integral to giving productive and helpful peer feedback without being
personal. It allows your feedback to focus on the problem, not the individual who is
being critiqued.
d) Meaningful: It should target the individual needs, be linked to specific assessment
criteria, and be received by the learner in time to benefit subsequent work. Effective
feedback:
i. Guides to adapt to accommodate learning needs and adjust the learning
strategies.
ii. Guides to become independent and self-reflective learners, and better critics of
their work.
iii. Stimulates reflection, interaction and dialogue about learning improvement.
iv. Has consequences, so it engages by requiring them to attend to the feedback.
Feedback is valuable when it is received, understood and acted on. How a receiver of
feedback analyses, discuss and act on feedback is as important as the quality of the feedback
itself. In short, it can be said that the feedback needs to be SMART (Specific, Measurable,
Acceptable, Realistic and Timely).
5.0 THREE ASPECTS OF FEEDBACK

Hattie and Timperley (2007) mention that effective feedback should cover a minimum of
three aspects given below:
a) What is the targeted level of teacher trainee performance or what are the goals?),
(i.e. Where he is as compared to target level- Also stated by as feed Up)
b) How the teacher trainee is progressing? (i.e. How progress is being made toward the
goal? -- Also stated as feed Back), and
c) What activities need to be undertaken by the teacher trainee to make better
progress? (i.e. Where to go next? - - Also stated as feed Forward)
An ideal learning environment or experience occurs when answers to each of these

questions are sought. Effective feedback is found to be one of the most important influences
on learning and should always focus on further improvement. In other words, providing
effective feedback is a powerful tool to reinforce learners' learning. However, providing
effective feedback is not easy. For example, the effectiveness of feedback depends on the
type of feedback and the way it is given. The most important goal of feedback is to reduce
the gap between the current and desired situation. This means that teacher trainees should
know what is desired of them, where they are, and what they can do to close this gap.
To bridge the gap ascertained, feedback needs to be taken. Feedback can be obtained using
designed observation forms, checklists, rating scales, questionnaires, and similar tools.
6.0 IMPROVING INSTRUCTIONAL SESSION PLAN USING CHECKLIST
In Lesson 15 and also subsequent Lesson 17 of this module, the session plan based on
locations of learning in any engineering institution has been dealt with in brief, that will
include the classroom, laboratory, workshop, industry, society and community in general.
For any instructional session, the selection of appropriate methods and techniques is also
vital.
In a classroom-based session where the focus is on the achievement of learning outcomes in

the cognitive domain, the teachers will plan classroom transactions and interactions in such
a way that students can remember and understand the concepts and principles etc.
discussed in the class but when the focus is on applying the concepts and principles the
teachers need to create the conditions and provide the opportunities where the principles
are applied, this may be done through individual and group-based assignments.
In a laboratory or any other location, where the focus is on the development of psychomotor
domain-related skills the teacher may follow a different model, s/he may demonstrate the
skills and ask the students to follow the steps and acquire the skills. In the affective domain,
where the focus is on the development of values and attitudes, there may not be a specific
plan as they are developed in various formal and informal situations. There could be certain
guidelines which need to be followed, which will facilitate their development. It is also said
that attitudes are caught and not taught, so we need to be careful and there should not be a
gap between what the teachers teach and what they practice.
REFLECTION SPOT
Using the suggested format for preparing the plan given in Appendix 1 of Lesson 15 of
this module, you must have prepared the instructional session plan of 45 to 60 minutes.
Ensure that the plan is categorized in three phases of a) introduction b) development of
content, and c) consolidation, as discussed in the Lesson 15 on ‘Classroom Session Plan
Preparation’. Reflect and self-evaluate on each criterion given in Table 1 below for
instructional plan and see if you can improve. Describe the reflection experience briefly.
Also specify how it helps the learner. Post this on the discussion forum to have further
discussion and save a copy of the same in your e journal as a part of your teaching –
learning portfolio.
Table 1: Proforma - Criteria for Validating the Instructional Session Plan
Elements of Criteria Response: ‘Y’ Remarks

Planning for Yes, ‘N’ for (If any)
No, ‘NA’ for Not
applicable
Format a) Is any component in the format missing?
b) Is information under each head provided?
Objectives/ a) Are objectives/Learning outcomes stated?
Learning b) Have they been appropriately stated in terms of single
Outcomes behaviour?
c) Are they achievable within the time specified?
d) Are they achievable by the method and strategy used?
e) Are they appropriate for the topic?
Pre-requisites a) Have they been properly specified?
b) Are all these stated necessary for this lesson?
Media a) Is any media hardware equipment which is required
hardware & missing from the list?
Equipment b) Is anything which is mentioned not required?
required c) Are all the required media hardware/equipment
available in working condition?
d) Has the teacher ensured that all the equipment is
working?
e) Has the teacher tried operating the same?
Media and a) Are all the materials and media identified appropriate for
Materials the objectives stated?
required b) Are all of them available?
c) Have the media and material which are not available
been prepared by the teacher?
d) Are all the media and material properly prepared?
e) Suggest /think of possible improvements or alternative
media and material.
f) Is the content on media accurate?
Treatment
a) Introduction
i. Is it proper?
ii. Is it motivating and interesting?
iii. Does it relate the present learning to the previous one?
iv. Have the objectives been stated (explicitly or implicitly)?
v. Is it too short or too long?
Elements of Criteria Response: ‘Y’ Remarks

Planning for Yes, ‘N’ for (If any)
No, ‘NA’ for Not
applicable
b) Development
i. Is the development given step by step?
ii. Is the sequence appropriate and systematic?
iii. Are the teacher activities and teacher trainees' activities
relevant to proposed teaching points?
iv. Are the teaching strategies and methods planned
appropriately for the objectives and teacher trainees?
v. a) Is active participation of teacher trainees planned?
b) Is it adequate?
c) Suggestions to increase or improve active participation
...........
vi. Is enough stimulus variation provided? (Different
methods, activities, media, demonstration, questioning,
assignment etc.)
vii. Has each concept, principle etc. been explained based on
the maxim of teaching such as known to unknown, simple
to complex, concrete to abstract etc.?
viii. Are the examples, non-examples, problems, etc. planned
clear and relevant?
ix. Are the proposed media, and other resources appropriate
for effective and efficient teaching-learning sessions?
x. Are the proposed questions framed clearly and properly?
xi. Are the proposed questions appropriate at that stage?
xii. a) Have some learning activities like assignments, practice
etc. been included?
b) Are they appropriate?
xiii. Any suggestions for improvement .....................................
c) Consolidation
i. Is the planned consolidation/summarisation appropriate?
ii. Has the integration of present learning with the previous
one been planned?
iii. Has any attempt been made to assess the achievement of
objectives?
iv. Has any homework been planned?
v. Have any references or additional reading been
suggested?
vi. Has seeding for the next lesson been planted?
vii. Any suggestions for further
improvement...........................
d) Balance and time planning
i. a) Has the time planning done?
b) Is it appropriate?
ii. Is the plan balanced with respect to the time planned for
introduction, development and consolidation?
iii. If the plan is for a long session, does it include
introduction and consolidation at appropriate locations?
iv. Can the plan be implemented within the specified time?
v. Has some flexibility planned for potential uncertainties?
7.0 DEVELOPING A HABIT OF RECEIVING FEEDBACK

‘Practice- feedback – practice’ is the key to developing any skill. Aristotle said, ‘We are what
we repeatedly do. Excellence, therefore, is not an act but a habit’. As a teacher, one ought
to practice the habit of planning the instructional sessions and implementing them and
receiving feedback on both plan and implementation. There can be different sources and
ways to receive feedback.
a) Self-feedback: After every planning and also after classroom presentation, sit back
and introspect about the aspects of your teaching that you feel satisfied with and
would like to repeat in future. Also, think about the aspects which you would like to
discontinue or change. Try to reinforce the good habit and repeat them in your future
classes, and try to intentionally avoid the behavioural aspects that are not satisfying.
b) Peer feedback: You may request your colleagues or seniors to come to your class,
observe and offer feedback about your plan and performance. Take their feedback
sportingly and try to make necessary changes.
c) Students’ feedback: If possible, try to collect some informal feedback from some of
your students. Once they know that you welcome their opinion, they will approach
you and appreciate the aspects which they like in your teaching. They may also like to
have their doubts cleared. This will tell you that they have not understood that
portion. This will give indirect feedback to you about your plan as well as introducing,
explaining, questioning, reinforcing and consolidating skills, and presentation aspects
in the instructional plan.
Following the above-mentioned steps may help to build up this habit of receiving feedback
for improvement.
8.0 CONCLUSION
It is important to understand that 'knowing does not mean practicing'. To ‘know’ is one thing
but to ‘do’ is another thing. One knows many things but does not necessarily practice all of
them. For practice, he or she should internalise the concepts and make it a habit to practice
these concepts. This is true even for the teaching profession. Feedback is found to be one of
the most important factors impacting learning. So, giving timely and relevant feedback such
as one including the three aspects mentioned here is important. It is essential to improve
performance based on feedback received. The sources of feedback could be self-
introspection, feedback from peers i.e. colleagues and seniors, feedback from mentors or
resource persons and if possible, feedback from students while teaching. If such a habit is
developed, it is easier to become a ‘good teacher’, a ‘role model’ for others. The classes will
become lively and interesting, and the students will love to attend classes and learn from
them.
ACTIVITY
Use your developed Instruction Session Plan of Lesson 15 to be dealt with by you in teaching
practice.
a) Show the plan to one or two peers to get the feedback
b) Modify and finalize the plan based on the feedback.
Get your instructional session plan validated by two peers, preferably of your discipline using
the same checklist given in Table 1, before finalizing the instructional plan for practice.
Modify the teaching plan after discussions with peers. Describe the peer editing experience
in 4-5 lines. Post this on the discussion forum to have further discussion and save a copy of
the same as well as finalized instructional session plan in your e-journal as a part of your
teaching-learning portfolio.
Modify the session plan as per feedback and get it validated by the mentor/ resource person
using the checklist given in Table 1 based on criteria.
Keep on updating the e-journal in which you have instructional session plans and your
observations and reflections. You can write your observations by self-introspection after the
class also, regarding the session plan. Review this file and go on adding positive and negative
experiences. This will be a good resource for you and you can also share some such
experiences with your colleagues.
*******
9.0 REFERENCES
Banthiya N.K. [Ed.]. (1999). Module 6 -Manage Classroom Transactions and Make Effective
Presentation in Classroom. UK-REC Project on Development of Competency-based
Self Learning Module. Bhopal, Madhya Pradesh, India: TTTI, Bhopal.
John Hattie and Helen Timperley (March 2007). ‘The Power of Feedback’. Review of
Educational Research, Vol. 77, No. 1, pp. 81-112, DOI: 10.3102/003465430298487
Gagne, Robert M. & Briggs, Leslie, J. (1979, 2nd Ed.). Principles of Instructional Design. Holt,
Rinehart and Winston, New York.
Banthiya N.K. & Jain, P.C. (1994). Instructional Session Planning, Cement Industry HRD
Project: Training of Trainers' Programme, Bhopal, Madhya Pradesh, India: TTTI,
Bhopal.
London, M. Job (1997). Feedback: Giving, Seeking, and Using Feedback for Performance
Improvement. Mahwah, NJ: Lawrence Erlbaum Associates
Susan Brookheart, (2008). 'How to Give Effective Feedback to your teacher trainees'. pdf
version, Association for Supervision and Curriculum Development.
*******
ASSIGNMENT
Submit the validated session plan for a classroom session of 45-60 minutes in the suggested
format.
Lesson 17: Planning for Laboratory and
Industry-Based Instruction
Contributor


Unit 4.4.5: Instructional Plan Preparation L17: Planning for Laboratory, Workshop and Industry Based Instruction
Lesson 17: Planning for Laboratory and Industry Based Instruction
Learning outcomes: At the end of this lesson, the you will be able to:
LO 1. Explain the 5E learning model with respect to engineering education
LO 2. Apply events of instruction and 5E learning model for planning,
laboratory, workshop and industry-based instruction.
Contents
1.0 INTRODUCTION ................................................................................................................................... 3
2.0 NEED FOR LABORATORY AND INDUSTRY-BASED EXPERIENCES ........................................................... 3
3.0 NEED FOR '5E' LEARNING MODEL ........................................................................................................ 4
4.0 GUIDELINES FOR LABORATORY AND INDUSTRY-BASED INSTRUCTIONS............................................... 6
5.0 CONCLUSION ....................................................................................................................................... 7
6.0 REFERENCES ........................................................................................................................................ 8
Lesson 17: Planning for Laboratory and Industry-Based Instruction
1.0 INTRODUCTION
With the unprecedented expansion of technical education in the country and rapid industrial
growth, the students must acquire the requisite competencies, to get suitably/ readily
employed in the industry. According to the prescribed curriculum, technical institutes are
responsible for imparting the necessary theoretical, laboratory-based and industry-based
experiences as a part of curricular activities. The role of a teacher is to effectively plan
instructions for delivery at different locations such as classrooms, laboratories, workshops
and industries. Classroom instruction has been dealt with in detail in the preceding lesson
together with the process of preparing a session plan, which comprises three phases:
Introduction, Development and Consolidation. This concept is also applicable while planning
instruction in laboratories, workshops and industries as well. Learning at these locations is
based on principles of active learning and inquiry-based learning. A detailed description of
the 5E Learning Model, which is based on this philosophy is given in this lesson. The three
phases of session planning together with the 5E Learning Model will help the teacher in
planning effectively for the laboratory, workshop and industry-based instruction.
2.0 NEED FOR LABORATORY AND INDUSTRY-BASED EXPERIENCES

Laboratory and industry-based experiences need to be planned and implemented in such a
manner that it prepares the students for the world of work. Practical and social skills that
have a resemblance to the activities that an entry-level engineer performs related to the
design, production, marketing and services of the products (Module Two Laboratory
Instruction and Assessment, 2009) need to be considered while planning for these
experiences. These are discussed as ‘objectives of practical work’ in Lesson 8 ‘Basic Teaching
Methods’. The objectives of practical work focus on developing capabilities in learners
related to the measurement of physical quantities, establishing or validating the relationship
between measured data and underlying physical principles, data analysis, designing part/
product/ system/ prototype, creative problem solving, selection, operation and modification
of engineering tools, safety issues, oral and written communication, teamwork, professional
ethics, and many more. These objectives and the course-oriented outcomes should be the
focus while planning for laboratory and industry-based instructions.
3.0 NEED FOR '5E' LEARNING MODEL

To achieve the objectives of practical work, the teacher has to create situations/
environments for active participation of learners with a scope to construct their
understanding from interactions with phenomena, the environment and other individuals
working in laboratory and industrial locations. Active participation of students can be
ensured when students are allowed to express their thinking in the form of written text,
graphical representation, concept map/ mind map and others. Together with this, the
teacher needs to provide opportunities to the students where they can interact with objects,
organisms, substances, and equipment to develop a range of experiences, provide their
reflection on the learning experience and establish a relationship between the learning
experience and the real world. 5E Learning model (Rodger W. Bybee, 2006) focuses on the
students’ learning sequence experiences in linking prior knowledge with new concepts and
skills. Here 5E stands for Engage, Explore, Explain, Elaborate, and Evaluate (Abell, 2006) .
Table A provides a brief description of 5 Es and its integration while planning instruction,
together with developing a rich learning environment that motivates the learner to be
actively engaged in solving real-life problems during study.
Table A Events of Instruction v/s 5E Model
Phases Events of 5E Model

Instruction
Introduction 1 Gaining attention Engage
2 Informing the Students come to a laboratory, workshop or
learner of the industry with certain prior knowledge and skills.
objectives Many a time these may partially or fully satisfy the
3 Stimulating recall pre-requisite requirements. To judge this during
of pre-requisite the engagement stage, the teacher needs to find
learning out what the students already know. For this to
happen, provide an opportunity for each student
to identify his current status concerning pre-
requisites and the task/practical to be dealt with in
the session. During the engage phase the teacher’s
role is to create interest in the students, make
them curious, assess their pre-requisites
knowledge and skills, make them aware of learning
outcomes, and determine their current
understanding of task/ practical to be dealt with in
the session, encourage them to ask questions
related to the task/ practical before starting the
task.
Phases Events of 5E Model

Instruction
Development 4 Presenting the Explore

stimulus material During the explore phase teachers need to plan
5 Guiding learning activities where the student interacts with the
6 Eliciting the laboratory, workshop and industrial environment.
performance They interact with people and familiarise
7 Providing themselves with the equipment and other
feedback about resources available, with the focus on laid down
performance learning outcomes. Demonstration of the relevant
correctness task and opportunity for interaction and
manipulation is generally provided. At this stage,
students initiate the planning concerning what,
when, why, where and how to carry out the given
task.
Explain
This phase of the 5E demands that the students
explain the concepts, procedures or skills they
have been exploring. They may be asked to
demonstrate new skills or behaviours in presence
of the teacher. The teacher’s role is to provide
feedback so that corrective actions are taken at
the appropriate time.
Elaborate
This phase of the 5E extends students' conceptual
understanding and allows them to practice skills
and behaviours. During the performance they are
expected to collect evidence, data etc. interpret
data, draw a conclusion and communicate the
same.
Consolidation 8 Assessing the Evaluate

performance of This phase of the 5E encourages learners to assess
students their performance according to the assessment
9 Enhancing scheme or the rubrics developed for the purpose
retention and before submission of the task. As a teacher, you
transfer need to educate the students for use of
assessment tools for improving their performance
before submission of the task.
Thus, by integrating the '5E' while planning sessions in the following sections, the teacher
can make the student an active learner and also promote the development of inquiry-based
attitudes in the learner. (Inquiry, the Learning Cycle, & the 5E Instructional Model , 2019).
The inductee teacher is requested to read the article ‘Order Matters: Using the 5E Model to
Align Teaching with How People Learn’ by Kimberly D Tanner (Tanner, 2010). This article is
available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931660/pdf/cbe159.pdf
4.0 GUIDELINES FOR LABORATORY AND INDUSTRY-BASED INSTRUCTIONS

The teacher has to carefully go through the following points. This will help the teacher to
plan for laboratory and industry-based instructions. Looking to the nature of the task and
the level of learning to be achieved, the teacher may decide on the format which integrates
the philosophy of Events of Instruction and the 5E Learning Model.
a) Name of the Teacher: ……………………………………….…………………………………………....
b) Name of UG/ Diploma Programme: ......................................................................
c) Semester: ........................................
d) Session Duration: ………………………….
e) Relevant Course Outcome (CO): ……………………………………………………
f) Course Code and Title .......................................................................
g) Unit (Topic) Number with Title ………………………………………………………………………….
h) Sub-topic Title: …………………………………………………………………………..........................
i) Session Learning Outcomes (starting with action-oriented verbs) :
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
j) Entry-level knowledge and skills of students
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
k) Equipment required in Classroom/ Laboratory/ Workshop
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
l) Instructional media required
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
m) Activities to be planned
For imparting effective laboratory and industry-based instructions as a teacher you need to
plan for the following:
4.1 Before starting the instruction, orient the students regarding the following:
a) Learning outcomes to be achieved.
b) Student role as individual and as group member during performance/ interaction in

the laboratory, workshop or industrial location.
c) Guidelines are to be adopted during the performance of the activity and at the end of
the activity.
d) Formats in which they have to submit the laboratory, workshop and industry-based
activities.
e) Assessment schemes or rubrics to be used for grading purposes.
4.2 During Instruction, teachers need to focus on the following:

a) Decide the strategy for capturing students’ interest.
b) Familiarise students with the learning environment and resources.
c) Prepare a set of thought-provoking and guiding questions for students, that ensure
active engagement of students with the task at hand.
d) Plan for effective demonstration.
e) Invite students’ queries, if any.
f) Explain the assessment scheme and rubrics designed for the task.
4.3 After the instruction, focus on the following:

a) Plan practice sessions for students, followed by feedback.
b) Allow students to carry out the task as per the laid down procedure, collect relevant
data and analyze the same.
c) Guide students to derive results and interpret the result.
d) Ask students to submit the report in the prescribed format.
e) Grade the task as per the assessment scheme and provide feedback to the students.
ACTIVITY
Match any of the experiment of your course with an experiment available on Sakshat
Portal Virtual Lab, (http://www.vlab.co.in) and plan laboratory-based instruction.
Hint: Refer the activities outlined in point ‘m’ above and detail out necessary points with
respect to the experiment selected.
5.0 CONCLUSION
In this lesson, a brief description is given regarding the need for laboratory and industry-
based instructions, 5E Learning Model and guidelines for teachers for planning laboratory,
workshop and industry-based instructions. To make the instructions effective at these
locations’ the proper integration of 5E’s – Engage, Explore, Explain, Elaborate and Evaluate
ensures active involvement of the learner. The concept of the 5E learning model is effective
for learning outcomes at higher taxonomic levels which demand active involvement.
********
6.0 REFERENCES
Abell, S. K. (2006). Seamless Assessment in Science: A Guide for Elementary and Middle School
Teachers. Portsmouth, NH: Heinemann.
Inquiry, the Learning Cycle, & the 5E Instructional Model. (2019, June 26 ). Retrieved from
http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf
Module Two Laboratory Instruction and Assessment. (2009, July). Induction Training Programme for
Engineering College Teachers. Madhya Pradesh, India: NITTTR, Bhopal.
Rodger W. Bybee. (2006, June). Retrieved from

https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf
Tanner, K. D. (2010). Order Matters: Using the 5E Model to Align Teaching with How People Learn.
CBE- Life Science Education Vol.9, 159-164.
MODULE 4
Unit 4.4.6
Instructional Delivery
L18 Organising for Effective

Delivery in Classroom and
Laboratory
L19 Assessment Tools for Classroom
and Laboratory Session
L20 Aspects of Classroom
Management: Students,
Resources and Time
L21 Practicum in Classroom
Lesson 18: Organising for Effective
Delivery in Classroom and Laboratory
Contributor
Prof. (Mrs.) Asmita A. Khajanchee


Unit 4.4.6: Instructional Delivery L18: Organising for Effective Delivery in Classroom and Laboratory
Lesson 18: Organizing for Effective Delivery in

Classroom and Laboratory
LO1. Prepare to organise the classroom session effectively to match the session plan.
LO2. Prepare to organise Laboratory session effectively.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 ORGANISING CLASSROOM INSTRUCTION ................................................................................... 3
2.1 Preparation Before the Classroom Session ................................................................................. 4
2.2 Preparation on the Day of Classroom Session ............................................................................ 5
2.3 Actions during the Classroom Session......................................................................................... 5
3.0 ORGANIZATION FOR EFFECTIVE LABORATORY WORK ................................................................ 7
4.0 CONCLUSION ............................................................................................................................... 8
5.0 REFERENCES ................................................................................................................................ 9
Lesson 18: Organizing for Effective Delivery in

Classroom and Laboratory
1.0 INTRODUCTION
Effective instructional delivery in the classroom and laboratory is a result of two main
components i.e. effective planning and effective organizing. The previous lessons in this
module have covered the different aspects of planning considering the learning outcomes,
the prerequisites and the principles of learning and instruction. The principles related to the
development of instructional media to suit the needs of meeting instructional requirements,
Instructional methods and strategies have also been discussed in previous lessons. Now, this
lesson refers to organising oneself, managing resources and the skills of communication to
effectively implement the session plan in different learning environments viz face to face
classrooms, virtual classrooms and laboratories. It is important to note that the planning
may be the best, but it will be only effective when required resources are available in
working condition, time is managed, and the teacher is well organized. This lesson includes
how a teacher can organize them.
2.0 ORGANISING CLASSROOM INSTRUCTION

Before the teacher starts to organise for effective delivery, it will be useful to recall what
he/she has learnt in Lesson 4 on “Learning Principles and Events of Instruction” of this
module. The principles of learning dealt with in Lesson 4 are very briefly recalled here
because they are extremely important for the success of delivery -
a) Principle of Readiness - Students learn best when they are physically, mentally, and
emotionally ready to learn. There can be many ways to bring this about such as
telling a riddle, or an anecdote, showing photographs related to the topic and so on.
b) Principle of Exercise: When things are repeated, they are best remembered and this
is also the basis for ‘redundancy' in several teaching-learning situations, ‘tutorials’
and ‘drill-and-practice’ sessions.
c) Principle of Effect: This is based on the emotional reaction of the student which is
accompanied by a pleasant or satisfying feeling due to positive reinforcement. For
example, before or during a session, ask some simple questions so that the students
can answer them correctly and then say “well done” and so on.
d) Principle of Primacy: Things that are learned for the first time are more durable and
last longer.
e) Principle of Intensity: A student will learn more from the real thing than from a
substitute.
f) Principle of Freedom: This implies that things ‘freely’ (against forcefully or coerced)
learned are best learned. For this to happen tell the students of the practical
importance of that topic in real life and how it will benefit them.
These may be activities that are ‘external’ to the student (outside the human brain) for
which there will be some specific processes going on inside the brain.
Gagne categorized the instruction and called them the ‘nine Events of Instruction’’ are also
very important for a teacher. They are very briefly recalled here –
1. Gaining attention
2. Informing the learner of the objective or learning outcomes
3. Stimulating recall of prerequisite learning
4. Presenting the stimulus material
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback about performance correctness
8. Assessing the performance
9. Enhancing retention and transfer.
Now it is time to apply these principles of learning and the events of instruction for
preparing an actual classroom session of 45-60 minutes. For this the preparations can be
divided into three broad steps:
 Preparation before the classroom session
 Preparation on the day of the classroom session
 Actions during the classroom session.
2.1 Preparation Before the Classroom Session

a) A Teacher should prepare his/ her notes for the lecture. It’s a good practice to refer
to at least four to five good textbooks, reference books and websites to prepare for
the lesson. The method/ technique of presentation, explanation, diagrams, examples,
solved numerical problems, unsolved problems in different books and explanations
or demonstrations in videos normally give some good ideas for better preparation.
Open source content available on websites can be used safely.
b) Different books use different names of the same variables such as a, b, c or p, q, r, or
x, y, z, etc. The teacher should decide the notations to be used by him/ her and
should not change them even by mistake.
c) The teachers should review the session plan two to three days before the actual
session. They may use examples from recent incidences or recent developments for
teaching.
d) In case the solution of numerical problems is to be dealt with in the class, then the
teacher should solve each numerical problem in advance before the session. This way
the teacher becomes more confident in the class and does not get stuck up
accidentally.
e) The teacher has to ensure that all resources are available and are working well. A
checklist can also be made if the resources required are many. Printouts and copies
of resources such as case studies, role play settings, and themes of discussion can be
made well in advance.
f) If a multimedia presentation or say pictures, video, or audio, are to be used, then the
working of the computer, projector and speakers must be checked in advance. Any
media- audio or video, embedded animations or videos should be checked for quality
well before the actual session, so that problems if any can be detected and rectified
well in time.
g) If a folding/ sliding board is available in the classroom, the teacher should plan what
content will be written on which part of the board. Drawings can be kept on an
extended part of the board for longtime use.
2.2 Preparation on the Day of Classroom Session

a) The setting of the projector should be such that the image does not have a keystone
effect.
b) Students always expect meaningful and interesting interaction from the teacher. So,
be stress-free and well-prepared to engage in the class.
c) Teacher can think of requesting a colleague to sit in class during his/ her lecture and
offer feedback for improvement.
d) The teacher should take a light diet before the session so that he/ she is energetic
and does not feel dull. He/ she should ensure the availability of drinking water if it is
needed during lecture delivery.
2.3 Actions during the Classroom Session

The actions listed below may not be mentioned in the session plan, but they are quite useful:
a) The teacher can greet the class and also acknowledge students’ greetings with a
smile. This way the classroom environment gets at ease and the teacher feels more
confident.
b) The teacher should observe quickly but carefully if any communication barriers are
present in the class. If such barriers are perceived, the teacher can take immediate
action to mitigate or minimize them. Fans and lights should be in working order and
free of disturbing defects such as noise or flicker. The noise from outside the class
can be sensed. If it is considerable, its effect should be minimized.
c) It is a very good practice to clean the board at the beginning of the session and after
the session is over. The topic of the day should then be written. Handwriting should
be neat, good and of proper size so that it can be seen from the last bench.
d) The teacher should talk with sufficient pitch and have confidence in talking to
students. It’s a good practice to ask whether teacher’s voice is audible till the last
bench.
e) A video clip could be used as a starter which may often help to hook the attention of
the students and establish a rapport and help in the formation of affective domain
outcomes.
f) Division of board is to be done for drawing illustrations on board and writing

keywords.
g) The teacher should turn his face to the students as soon as the writing on the board
is over and maintain eye contact with them.
h) The teachers should not read notes to students or dictate from notes.
i) Regarding voice delivery teachers should -
i. Cue important ideas by varying speech rate, volume, and pitch.
ii. Speak to students (and not to the blackboard, walls, notes, roof or floor).
iii. Pronounce the words clearly and correctly. Write difficult words on the board.
iv. Use a sense of humour sometimes when needed. But it should be relevant to the
theme or content being discussed; else it distracts.
v. Avoid repetition of some words or phrases (e.g., okay, you know, uh)?
j) Different types of questions can be asked in the developing stage. While questioning,
look at the student to whom the question is being asked. Keywords should be written
on the board.
k) The teacher should move in the class when question-answers or other activities are
being done. This reflects his/her confidence and also helps in assessing if there are
any problems for individual students.
l) S/he can assess whether demonstration can be given in small batches or with
projected video if the object/ process to be demonstrated is very small in size.
m) In between, opportunities for performance by students can be given where the
teacher can assess the effectiveness of instruction and their learning.
n) Assessment questions or practice activities help students track their progress.
o) The teacher has to monitor and manage time in between so that content planned by
him/ her is completed as far as possible.
p) An important point to remember is that photographs, animations and videos are
effective to develop a good understanding, but they cannot be reproduced by the
student in the examination. Hence line diagrams, block diagrams and sketches should
be shown and explained by the teacher.
q) If needed, more explanations and examples can be given if it is found that students
are finding the concept/ principle/ process difficult to understand. Dyads or triads
(groups of 2 or 3 students) can be used at this point to allow students to interact with
each other and clarify doubts.
r) The students who keep creating problems or disturbances should be controlled with
a firm hand. They can be involved by asking questions or by giving responsibilities in
activities like a demonstration, managing resources, and so on.
s) The teacher should answer the questions asked by the students with some
encouraging remarks, e.g. ‘That’s a really good question’. S/he can also transfer the
question to students so that they get an opportunity to answer before the teacher
answers. Appropriate examples and non-examples should be given while answering.
t) A short assessment quiz at the end of the lesson helps a lot. It may contain questions
of different types such as multiple-choice, fill-in-the-blank, and very short-answer
type questions. The diagrams explained in class can be projected again and questions
can be asked for an assessment of learning. This way feedback about the lecture will
give an idea of any further steps to be taken- modifying strategy, adding tutorials, or
other methods as suitable.
u) The teacher should always clean the board once the lecture is over.
Please see the associated video, this will help you to organize for effective delivery of a
classroom lecture.
VIDEO
REFLECTION SPOT
Note the points that should be to be taken care of in order to organize oneself or
preparation of an effective classroom session of your course to be conducted in your
institute and discuss your preparation with your mentor/HOD.
3.0 ORGANIZATION FOR EFFECTIVE LABORATORY WORK

To render the practical work effective, several actions have to be taken before the
laboratory/ practical session, during the practical session and post practical sessions which
are briefly discussed over here. It is also good to recall the salient points discussed in lesson
13 regarding laboratory work.
3.1 Preparations Before the Day of the Laboratory Session

a) At the beginning of a semester, the teacher should perform all the practicals to fine-
tune and include some innovations in the practicals.
b) The support staff may be asked to prepare a report of apparatus which are not in
order and proposed action after every laboratory session is over.
c) Students can be attached in rotation to assist support staff in doing the activities such
as checking the functionality of equipment and maintaining records. This may enable
more practical experience. Such a plan should be made in advance.
d) At least one day in advance give the students the designed laboratory/ workshop
worksheet (as discussed in lesson 13) so that the students can come ready to perform
the practical.
e) Inform the supporting staff at least one week in advance to keep ready the
equipment and related consumables for the practicals to be done the following week.
f) Ensure the availability of a first aid box with up to date accessories.
g) Ensure the availability of a fire extinguisher in the vicinity.
h) An adequate number of charts related to operational safety must be put up at
relevant places on the board/ wall.
i) The teacher should ensure that requisite reference materials such as data books are
available. A Logbook of users can be created to keep track of users and motivate non-
users.
j) The teacher should prepare in advance the record book of completed laboratory
journals that will be submitted during the semester by the students.
k) Remind the students the preceding day to bring the logbook to the laboratory/
workshop which is used to record the observations, readings and other incidental
activities that will take place during the practical work.
l) Inform the students of the dress code if any.
3.2 On the Day of the Laboratory Session

a) In the first practical class, demonstrate disaster management practices such as fire
hazards, electric shock hazards, burn injuries and the use of a first aid box.
b) Assessment methodology already described in the laboratory worksheet (see
appendix of lesson 13) i.e. criteria of process assessment and product assessment
should be reiterated to the students.
c) The teacher should demonstrate operation and control of difficult steps in any
practical or equipment where necessary.
d) Assess the process related skills during the performance of the practical work using a
checklist or rubrics or rating scales as applicable.
e) Check the entries in the logbook after the practical work.
3.3 Post Laboratory Session

a) Plan when to check the entries in the logbook after the practical work is over.
b) Plan when to Instruct the students to submit the completed copy of the laboratory
worksheet (see appendix of lesson 13) incorporating the logbook entries (recorded
during the practical work)
c) Plan when to record the evaluated submitted laboratory sheets before the next
practical, so that the students may know of the assessment and take the activities
seriously of every practice session.
4.0 CONCLUSION
The discussions in this lesson were regarding effectively organising the classroom and
laboratory work. If the preparations as discussed thus far are undertaken sincerely, it would
be a good experience to cherish both the student and the teacher concerned, as well as the
supporting staff. In this context, it is worth reiterating that ‘if you fail to plan, you plan to
fail’.
REFLECTION SPOT
Prepare a list of problems that you normally face when you conduct a laboratory session.
Discuss probable solutions with your mentor/HOD in the light of points given here and
the situation in your institute.
*****
5.0 REFERENCES
Earnest Joshua, Saksena Kiran, “Learning Principles and Events of and Instruction” Lesson 4
teachingcommons.stanford.edu/resources/teaching-resources/teaching-
strategies/checklist-effective-lecturing
www.officeopenxml.com/WPsampleDoc.php
teachingcommons.stanford.edu/resources/course-preparation-resources/
www.slideshare.net/AllainJoseph/the-principles-of-learning-principles-of-teaching
Assignment
• Prepare a checklist to ensure the availability of resources for effective implementation of

the validated classroom session plan.
• Prepare a checklist to ensure the availability of resources for effective implementation of
the validated laboratory session.
Lesson 19: Assessment Tools for
Classroom and Laboratory Session
Contributors
Dr Sharad K. Pradhan
Prof. (Mrs.) Asmita A. Khajanchee

Dr K. James Mathai
Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

Unit 4.4.6: Instructional Delivery L19 - Assessment Tools for Classroom and Laboratory Session
Lesson 19: Assessment Tools for Classroom and Laboratory Session
Learning outcomes: At the end of this lesson you will be able to:
LO1. Use relevant tools for formative assessment of students' learning in classroom.
LO2. Use relevant tools for formative assessment of students' learning in laboratory.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 ASSIGNMENT, TEST, AND QUIZ ................................................................................................... 3
3.0 PURPOSES OF ASSIGNMENT, QUIZ, AND TEST IN FORMATIVE ASSESSMENT............................. 4
4.0 CRITERIA FOR ASSIGNMENTS ...................................................................................................... 5
5.0 USE OF TEST................................................................................................................................. 6
6.0 ASSESSMENT OF PRACTICAL SKILLS IN LABORATORY/ WORKSHOP/ FIELD ................................ 7
7.0 OBSERVATION-BASED ASSESSMENT ........................................................................................... 8
8.0 ASSESSMENT THROUGH ORAL TESTS (VIVA-VOCE) .................................................................. 13
9.0 ASSESSMENT OF RECORDS ........................................................................................................ 15
10.0 CONCLUSION ......................................................................................................................... 20
11.0 REFERENCES .......................................................................................................................... 21
Lesson 19: Assessment Tools for Classroom and Laboratory Session
1.0 INTRODUCTION
Assessment of learning is an important activity in the teaching-learning process. Assessment
of learning has to be during the teaching-learning process (i.e. formative assessment) and also
after the teaching-learning process is over (i.e. summative assessment). This lesson is designed
so that the teacher gets a basic awareness of various assessment tools that can be used
concerning instructional planning and delivery in the classroom and laboratory. The use of the
correct assessment tools is very important for a teacher for enhancing the overall quality of
education as the quote below indicates. For a greater understanding of different aspects of
assessment refer to the Module 6 exclusively dedicated to Assessment titled “Student
Assessment and Evaluation”
2.0 ASSIGNMENT, TEST, AND QUIZ

For the classroom-based learning processes, assignments, tests, and quizzes provide an
opportunity for students to apply previous learning in doing a new activity. All three have one
feature in common: they contain questions that the student is supposed to answer.
Assignments and tests may contain other activities also. A teacher who is intending to assess
students while the instructional process is going on in class can use assignments, tests, or
quizzes. These can be used as formative assessment tools. The salient features of the three
are given in table 1.
Table 1 – Salient Features of Assignment, Quiz, and Test
S. Assignments Quiz Test

No.
1 Assignments contain The quiz consists of a series of A test is usually much
relevant learning activities questions of different types longer than a quiz.
and/or questions. Students and multiple media. A quiz is Questions of a higher level
are expected to complete used for an overall can also be asked. The test
the assignments at home, assessment of learning in the is conducted in prescribed
online or prescribed classroom, which can be formal situations under
location and submit them. conducted in a classroom or the student’s physical
online mode. The questions presence or online.
are to test lower-level skills.
2 The teacher assesses The answers are scored. The A standard evaluation
student performance. purpose is less of evaluation procedure is followed, and
Grades may or may not be of individuals but usually that grades or marks are
considered for final of the overall assessment of awarded.
evaluation. the class.
S. Assignments Quiz Test

No.
3 Feedback on performance in Immediate Feedback on Feedback on performance
an assignment is given for performance in the quiz can can be given along with
further improvement and be given for learning and model answers.
learning of the individual. motivation.
4 A sense of competition to A sense of competition to A sense of competition to
perform better is not perform better can be directly perform better is not
directly developed. developed. directly developed. Fear
of tests may affect
performance.
5 The teacher needs to go Direct assessment of learning The teacher should assess
through the written by judging the response is the level of performance
assignments or observe done in the classroom itself. by appropriate means of a
student performance to checklist, marks/ grades,
assess the level of and rubric, especially for
performance. practical skills.
6 Assignments can be given in The quiz can be given to a Tests are given to
a group team individuals.
7 The teacher can gather An assessment of the overall The teacher can gather
desired information about performance of the class is desired information about
the extent of learning, its possible. The purpose of a the extent of learning of
application ability to new quiz may not be formal an individual, and its
situations, and the quality of assessment but for motivation application to new
work done especially in and engagement for recall situations. Validity and
subjective, creative outputs. and application of previous reliability of tests should
learning. be ensured.
Assignments, tests, and quizzes all can be used for formative assessment with definite
purposes.
3.0 PURPOSES OF ASSIGNMENT, QUIZ, AND TEST IN FORMATIVE ASSESSMENT

Not all assignments given by a teacher need to have only one purpose - that of ‘assessment’.
Assignments, as well as tests and quizzes also serve the purpose of facilitating learning in a
variety of ways. These can be to:
a) Use the concepts, and principles more effectively and identify learning gaps
b) Undertake drills and practice a certain type of learning such as application of principles,
numerical problems, language-related learning
c) Sharpen the reading abilities
d) Develop language-related skills such as organizing thoughts and presenting them in a
coherent manner
e) Use multiple dimensions of a subject through supplementary activities.
3.1 Advantages of Formative Assessment
Some of the advantages of well-designed assignments are stated here:

a) Assignments can be designed and customized by looking at the prerequisite skills of
students or groups of students so that desired improvement can be facilitated.
b) Secondly, the activities that are performed while doing an assignment may cover
learning or performance in all three domains i.e. cognitive, psychomotor, and
affective.
In a quiz, a series of questions are asked that can function as informal feedback and also can
give information. Rewards are usually immediate, the purpose of which can be to:
• Allow both the teacher and the students to see whether learning is happening well or
needs some changes in the teaching-learning strategy.
• Create a level of competition and motivation to prepare for performing and excelling.
A test normally includes a large chunk of the course. There are different kinds of questions
that can be used for tests. Long answer, short answer, numerical, reasoning, drawing and
sketching, and other questions are also called test items. If the tests are taken after short
intervals, the test may be of only a few short answer/numerical questions.
4.0 CRITERIA FOR ASSIGNMENTS

When giving an assignment, the criterion of its assessment has to be made very clear to the
learner, which will make the assessment of learning more useful to the student. An important
quote by Albert Einstein is worth remembering, 'Everybody is a genius. But if a teacher judges
a fish by its skill to climb a tree, it will live its whole life believing that it is stupid'. So, the design
of relevant assignments to suit the level and pre-determined outcomes is very important for
the formative assessment of the learner. Different assignments may be given according to the
capability of students in the formative stage of learning. If marks given to assignments are not
being added to summative assessment marks, then it is always better to give different
assignments to different students depending on their capability.
4.1 Types of Assignments

Designing an assignment is a very creative task. Various types of assignments can be designed
to ensure that students attain the learning outcomes some of which are given below:
a) Individual Assignments for Assessing Lower Level Skills

b) Individual Assignment for Assessing Higher Level Skills
c) Group Assignments for Assessing social skills
4.2 Assessment of Assignment
Well-designed and unambiguous assignments can be assessed uniformly and reliably to a

better extent if the criteria of assessment are clearly defined while designing the assignment.
Some important aspects to be followed are given here:
a) If the assignment involves creative work or report writing, a rubric will be helpful in
valid and reliable assessment. Rubrics help in minimizing subjectivity in assessment.
Relevant rubrics are helpful to identify individual contributions in group-based
assignments. A Sample given in Appendix B can be seen carefully to design a relevant
rubric.
b) If the assignments are to be checked by different teachers as in an online course, then
sample answers can also be posted for assessors so that subjectivity can be minimized.
c) When objective-type questions are designed especially for online assignments such as
multiple-choice questions (MCQs) the answer ‘keys’ to each question have to be
provided.
4.3 Considerations in Design of Assignments
The reliability of an assessment is ensured by designing the most suitable assignment for
which some of the important tips can be considered:
a) The learning outcomes are stated in observable and measurable terms.
b) Should be beneficial to students to keep them interested.
c) Assignments should be challenging enough.
d) The exact task to be carried out should be clearly described.
e) Information related to resources required for completing the assignment should be
given.
f) Use the right action verbs when framing questions. For details regarding the
formulation of good questions, teachers can refer to e-content and videos in earlier
units of this course again. Sample verbs are given in appendix–A.
g) The distribution of maximum marks allocated to different parts of questions or
activities performed should be mentioned in the assignment.
h) It is justified if the criteria of assessment are made clear before giving the assignment.
The criteria can be in the form of weightage to different activities/ sections of
assignment/rubric (Appendix – B)
The tips given above will lead to a good draft of the assignment. The draft needs to be
validated.
5.0 USE OF TEST

Use different kinds of questions in a test for assessing the attainment of the pre-determined
outcomes. For ease of administering in the classroom, short answer questions, numerical
problems, diagrams related questions, and long answer questions can be a part of the test.
For more details regarding the design of tests, the module exclusively on 'Assessment' can be
referred to. Tests can be administered online also. If the online test is being conducted then
MCQs, fill-up the blanks type and matching type questions can be asked.
Answers up to about 150 words, that is about five to seven sentences can be expected for
short answer questions. Such answers should not require the teacher to take more than one
minute to read. The action verbs (sample given in Appendix – A for guidance) used in designing
outcome-based questions to assess the attainment of the outcomes should match the level of
learning outcomes according to Revised Bloom’s taxonomy.
6.0 ASSESSMENT OF PRACTICAL SKILLS IN LABORATORY/ WORKSHOP/ FIELD

In all practical works, learning occurs in all three domains of learning i.e.: cognitive, affective,
and psychomotor. All the learning outcomes should be clear for both students and assessors
for fair and relevant assessment. Although the outcomes related to practical skills are the
prime focus of practical work in the laboratory/ field design, the related cognitive outcomes
and affective domain outcomes are also get developed as a by-product of the practical activity.
Assessment of skills and attitudes often includes assessment of both the product and the
process-related skills. The importance of observation-based assessment is evident in situations
involving practical skills and attitudes. Tools such as a checklist, rating scale, and rubrics are
helpful in such assessments.
6.1 Process and Product Assessment in Practical Work

When assessing performance, the teacher must observe the student while performing the
task, such as making a job or assembling a circuit or mechanism. For tasks such as alignment,
finishing, and others, where both, the process and product-related skills are important and
need to be assessed. Figure 1 represents process assessment and Figure 2 depicts product
assessment.
Figure 1: Process Assessment
Figure 2: Product Assessment

Some examples of process-related skills in practical work are:
a) Follow safe practices on different machines like using safety gear, using proper tools,
etc. (this is highly essential for the safety of the personnel and the equipment as well
and cannot be observed after the experiment is over).
b) Handle/ manipulate different instruments/ controls of equipment with ease (this is
essential for the safety and useful life of the equipment as well as getting correct or
error-free output from the equipment).
c) Mount the jobs correctly on machines.
Some examples of product-related skills in practical work are:

i. Write results, draw graphs
ii. Interpret results (which may be values, graphs, and others)
iii. Write conclusions
iv. Complete job in a workshop/ lab/ field
v. Prepare a report of lab work in the form of a journal
vi. Compile creative tasks in the portfolio.
ACTIVITY
Differentiate process and product assessment with respect to practical work in laboratory.
7.0 OBSERVATION-BASED ASSESSMENT

These practical skills are assessed through observation-based assessments such as a checklist,
rating scales, and rubrics. These are very useful for the assessment of process and product
both. The technique of assessment by observation is not taken seriously by the teachers even
though it is one of the most significant techniques that can be used for obtaining information
about the ‘process’ and ‘product’ of practical work. It can be either spontaneous or planned.
Spontaneous Observation
When the teachers observe the practical work of the students without any pre-planning, it is
termed ‘spontaneous observation’. This is also one of the techniques of process assessment.
To reduce the subjectivity in the assessment during spontaneous observation, the teachers
can note down certain important aspects in a logbook.
Planned Observation or Criterion-referenced Observation

A ‘planned observation’ technique is one by which the teachers have the advanced knowledge
of the criteria to assess the pre-defined skills. This makes the observation more valid and
reliable. The assessment criteria for each practical work and their associated weightages can
be arrived at, by discussing it with a group of experienced teachers so that important aspects
do not get overlooked and adequate emphasis is given to developing the critical skills
associated with the concerned equipment or activity. Assessors need to possess this criteria
list with them while undertaking the observation. This criteria list can also be used to provide
specific feedback to students and award marks/grades more objectively. Details are given in
the following sections. Checklists, Rating Scales, and Rubrics are some of the common types
of assessment instruments used for planned observation in a laboratory/workshop/
fieldwork/project work.
7.1 Checklist
The checklist is an example of a planned observation assessment instrument consisting of a
list of skills/action elements that are to be assessed and supposed to be done by the students.
The philosophy behind the checklist is that the trait being assessed is either present or absent,
Therefore, it is designed in a ‘yes/no’ format concerning student demonstration of specific
criteria.
a) Guidelines for Preparation of a Checklist

A checklist for assessing the performance of a task may be developed by analysis of that task.
This process is known as ‘task analysis’ and requires breaking down the task into sub-tasks and
procedural steps for each sub-task. However, in addition to task analysis, the following guidelines
would be useful in preparing the checklist. For more details, refer to the module on ‘Assessment’.
i. Select a particular Practical Outcome (PrO) for a course of a curriculum.
ii. Observe an expert while performing the task related to the selected practical outcome
and record the essential steps. Also, note the material and conditions that should be
provided to the performer.
iii. Use a draft of the checklist to observe another expert so that differences among experts
in performing critical steps of the process can be detected. This will reduce bias due to
idiosyncrasies inherent in the performance of the first expert.
iv. Where appropriate, attach the criterion of acceptable performance to the description of
the step.
v. Use the drafted checklist to observe a novice performer. This will help to ensure that the
stages of difficulty experienced by new learners will be identified in sufficient detail.
vi. Discuss the prepared checklist with some other expert teachers for suggestions/
validation.
vii. Jointly classify the steps/skills into essential and desirable depending upon their relative
importance for the satisfactory achievement of the Practical Outcome.
Checklist for Process Assessment (Example: Changing a Shaft Bearing)

i. Task: Changing a shaft bearing
ii. Time Allowed: 1 hour
iii. Task Description: Remove the bearing from the shaft and/or housing. Identify it
concerning its specification and ask for the right type and size of replacement. Fit the new
bearing using tools, equipment, and methods normally employed in a workshop.
S. No. Essential Activities (Process Assessment) Yes/ No

Did the student:
1 Use a suitable puller for removing the old bearing?
2 Use the manufacturer’s chart for selecting a suitable replacement
bearing?
3 Select or ask for the correct type of replacement bearing?
4 Fit the bearing the correct way?
5 Use a shaft drift to insert the new bearing?
6 Protect the new bearing and its housing from dust, dirt, and other fluids?
7 Use suitable eye shields?
8 Use the hammer and other tools skillfully and safely?
7.2 Rating Scale

Rating scales allow teachers to indicate the degree or frequency of the behaviours, skills, and
strategies displayed on a continuum by the learner. It is assumed that most of the students will
show some level of achievement of each criterion but in varying degrees. It is an observation tool
to indicate the degree to which the identified characteristics or attributes are noticeable in an
individual’s task. Rating scales state the criteria and generally provide four to five response
selections to describe the quality or frequency of student work. ‘1’ represents minimum
evidence of the trait, while numbers ‘2’ to ‘5’ respectively represent the average and maximum
evidence of the trait.
a) Guidelines for Constructing Effective Rating Scales

To minimize the chances of errors while designing Rating Scales the following guidelines would
be useful. For more details, refer to the module on ‘Assessment’.
i. The items in the rating scale should be educationally significant.
ii. The items in the rating scale should be clearly defined and directly observable
iii. Omit items that are difficult to judge
iv. Ratings from several teachers can be collated to avoid personal biases
Rating Scale for Product Assessment (Example: Engineering Drawing)

Use of drawing instruments: Proper selection, use of correct grade and shape of pencil lead;
Proper handling of instruments. (These indicators will be observed while the student is
drawing)
Neatness: Clean work, proper line work (thickness, sharpness, purposeful, uniformity).
Indicators for the criteria mentioned in the above rating scale are as follows:
i. Lettering: Proper size of letters, suitable spacing, uniformity skill of freehand lettering
ii. Dimensioning: Accuracy, correct procedure as per IS
iii. Understanding: The understanding will be judged by asking questions to the student.
iv. Correctness of solution/ Drawing: Proper use of full and dotted lines, sectioning,
correct projections, correct solution of the given problem, etc.
v. Timely completion: The students who will complete the work within the assigned time
be given a ‘good’ remark.
A rating scale developed by teachers of first-semester engineering drawing for assessing a

drawing sheet is given below.
S. Criteria Poor Fair Good Very Good

No. 1 2 3 4
1 Use of drawing instruments
2 Neatness
3 Lettering
4 Dimensioning
5 Understanding
6 Correctness of solution/Drawing
7 Timely completion
7.3 Rubrics
A rubric is an explicit set of criteria used for assessing a particular type of work or performance
and provides more details than a single grade or mark. Rubrics, therefore, help the teacher
grade more objectively. A rubric is usually in the form of a matrix or grid and is used to
interpret and grade students' work against criteria and standards. There are many benefits of
using rubrics:
 they reduce grading time;
 they increase objectivity and reduce subjectivity;
 they convey timely feedback to students and
 they improve students’ ability to include required elements of an assignment

 A rubric is a scoring tool that lists the criteria for student work and articulates levels
of quality for each criterion.
The essential elements of rubrics which are given below are also explained briefly in the
following paragraphs:
a) Criteria
b) Levels of Performance
c) Descriptors
d) Scores/ weightages
Criteria identify the trait, feature, or dimension which is to be measured and include a
definition and example to clarify the meaning of each trait being assessed. Criteria are derived
from assignments, checklists, grading sheets, or colleagues. Levels of performance are often
labelled as adjectives that describe the performance levels. Levels of performance determine
the degree of performance which has been met and will provide for consistent and objective
assessment and better feedback to students. These levels tell students what they are expected
to do. Some examples are:
 Excellent, Good, Fair, Poor
 Master, Apprentice, Beginner
 Exemplary, Accomplished, Developing, Beginning, Undeveloped
 Complete, Incomplete
 Yes, No
Scores make up the system of numbers or values used to rate each criterion and often are
combined with levels of performance.
Descriptors are explicit descriptions of the performance and show how the score is derived
and what is expected of the students. Descriptors spell out each level (gradation) of
performance for each criterion and describe what performance at a particular level looks like
(see example appendix D). For a greater understanding study the module on ‘Assessment’
a) Effective Use of Rubrics

The following can help the effective use of rubrics:
i. The teacher develops different rubrics for each assignment.
ii. The teacher gives students a copy of the rubric when the teacher assigns the
performance task.
iii. The teacher can ask the students to attach the rubric to the assignment when they
submit it.
iv. When a teacher marks the assignment, he/ she encircles or highlights the achieved level
of performance for each criterion.
v. Any additional comments that do not fit within the rubric’s criteria are included.
vi. A final grade for the assignment based on the rubric is decided.
vii. The rubric is given back to the student with the assignment.
viii. If an assignment is being submitted to an electronic dropbox the teacher may be able to
develop and use an online rubric. The scores from these rubrics are automatically
entered in the online grade book in the course management system.
Based on the discussions above, an example of an ‘Assessment Scheme’ is used when each of
the assessment tools could be used for a practical skill performed in a laboratory.
Example of ‘Assessment Scheme’ for practical skills assessment in Civil Engineering Laboratory
for the Practical Title: ‘Determination of Water Content in Soil’ which is given at the end of the
laboratory worksheet (discussed in Lesson 13) so that the student is also aware of how s/he is
going to be assessed.
Assessment Scheme
Skills Considered for assessment Weightage Technique

Process Related - 60% Weightage
1 Preparation of the soil sample 20% Checklist
2 Setting and operation of the oven 10% Checklist
3 Following the standard procedure 20% Rating Scale
4 Taken safety measures when handling the electric 10% Logbook
oven
Product-Related - 40% Weightage
5 Results 10% Lab Journal
6 Interpretation of result 10% Lab Journal
7 Conclusion 10% Lab Journal
8 Answers to sample questions 05% Lab Journal
9 Submission of the report in time 05% Teacher
8.0 ASSESSMENT THROUGH ORAL TESTS (VIVA-VOCE)

Oral tests in which questions are asked orally by the teacher, supplement and complement in
assessing the achievement of the practical skills by the students during the laboratory work.
Use oral tests only to assess that which cannot be assessed by the pen-paper test. The
responses to the oral questions posed by the teacher could be:
• Oral responses or
• Written responses like a sketch, formula, and others.
Figure 3: Oral Assessment through viva-voce
Oral tests provide examiners, with an opportunity to make an in-depth probing of students’
understanding related to practical work. Oral tests/written tests/quizzes may also be used to
assess the cognitive skills associated with practical work, e.g.
a) Description, purpose, and relevance of the lab experience
b) A related theory, concepts, and principles
c) Procedure: planning
d) Equipment: identification, number, specifications.
e) Use of equipment: the principle of working, operation, and care
f) Taking readings
g) Calculations, conclusions
h) Safety of self, equipment, etc.
Oral tests are also very effective to determine each student’s contribution to the group activity
of practical work. But they may have low reliability and validity because of errors contributed
by examiners, examinees, and the assessment process itself. Sources of error may be
attributed to one or all of the following factors:
8.1 Strategies to Improve Oral Test to Assess Achievement of Practical Skills

a) Assess the students where s/he is performing the practical work i.e. near the machines
and equipment where students are doing the practical work.
b) Be flexible and creative in oral questioning. Instruments, models, sketches and
photographs, etc. may be used to test those skills which cannot be tested by pen-paper
test
c) Ask unambiguous, precise, and specific questions. Trivial or unnecessary questions/
talks should be avoided.
d) Be fair to all the students. For this to happen, the variation in the number of questions
asked to the different students, the duration for which each student is questioned, and
the degree of difficulty of questions should be equitable.
e) Make the student comfortable, e.g. if the student does not understand a question it
can be re-worded or repeated. Any wrong or absurd answers should not bring a
reaction on the face or in eyes of the examiner because it can de-motivate the student.
f) Control the oral questioning according to the responses of the student; some experts
suggest that test questions of medium difficulty could be asked in the beginning. The
difficulty level of the questions can be increased or decreased, based on the response
of the students to the initially asked questions. This will also reduce the time required
to assess the skill level of the students.
g) Have better time management, to avoid major differences in time devoted to different
students. Divide the total available time by the number of students and allot only pre-
decided time to each student.
h) Apart from being a subject expert, select such examiners who are:
o familiar with the principles of assessment
o precise and clear in expression
o good listeners
o having good interpersonal skills
o good conversationalists
o sharp observers.
i) Keep proper records of students’ performance. If the oral examination continues for
some time, it is not possible to remember the right, wrong or ambiguous responses
made by students.
9.0 ASSESSMENT OF RECORDS

Observation either planned or spontaneous assesses student performance in a particular
practical work. For assessing students’ performance over some time, it is necessary to
systematically record the details of the practical work completed by students and its quality.
These records may be generated either by teachers or students themselves like:
a) Anecdotal records/Incident records
b) Laboratory journals
c) Logbooks
d) Portfolios.
a) Anecdotal Records
These are records of meaningful incidents and events especially related to attitudes of the
student, which teachers observe especially during the laboratory and project sessions. A good
anecdotal record may be used for giving objective feedback to the students.
b) Laboratory Log Books/ Notebooks
Laboratory log books/notebooks are a form of authentic assessment, as they replicate what
students do. Students use the logbooks to record details (record of activities performed,
resources used, observations) of all the experiments students complete in the laboratory. The
logbook is normally maintained by the students for keeping brief details of each practical work
performed by them.
c) Laboratory Reports/ Journals
Unlike laboratory logbooks, which are written while practical work is going on, laboratory
reports are prepared on completion of the practical, and completed practicals are prepared
in files and submitted before the day of the next practical work. They demonstrate students'
observation, interpretation, and reflection abilities, and the teacher can infer from them the
knowledge and skills developed through lab-based learning.
In laboratory reports, sometimes students report on methods they did not implement, or
results they did not obtain. Address ethical issues as a central part of scientific inquiry, and
ensure that assessment processes align with them. For example, an assessment exercise might
require students to add a personal reflection on any ethical dilemmas they faced in carrying
out their laboratory work and preparing their reports.
d) Laboratory Tests and Quizzes
When the teacher integrates ‘practical related questions’, students receive feedback on how
well they understood the various aspects of the practical work. The results can inform
subsequent teaching activities, for example by highlighting areas of common conceptual
misunderstanding.
e) Portfolios
Portfolios are typical files or folders maintained by students about their practical/ project work.
The final assessment of portfolios can be done by devising suitable checklists or rating scales.
These may contain details of the practical work performed by them, the teacher’s remark on
those works, and the student’s self-reflection about the quality of the work. These portfolios, if
kept properly, furnish a broad portrait of students' performance, collected over a period of time
of a course of study. A portfolio can be of two types:
a) Course-Related Learning Portfolio: The best example of this is the laboratory reports
generated after every laboratory work built up into the so-called ‘lab journals’ during the
entire semester.
b) Reflective Portfolio: In this type of portfolio, the learner also writes down his/her
reflection about the quality of work (i.e. the extent to which she/he is satisfied with the
quality of work or his/her performance) and also suggests the scope for further
improvement. In such portfolios, the focus of reflection is on individual performance,
rather than performance over a period of time.
Rubrics can be used to assess portfolios. A sample rubric is given in appendix – B.
Challenges in Assessment Laboratory

• Assessment of psychomotor skills at relevant taxonomic level
• Assessment of thought process behind those actions/skills which is not directly
observable
• Assessment in laboratory can be very time-consuming and resource-intensive.
10.0 ICT-BASED ASSESSMENT

It is high time the teachers should know the role of ICT-based assessment in light of the
growing use of virtual learning environments and online assessment in campus-based
courses. Designing online assessments for learning outcomes using technology – benefits the
teacher and the students. Teacher(s) can use web-based tools for building online assessments
using different types of questions. The objective type assessments can provide learners with
immediate feedback, automatically graded (except for short answer/ essay type questions),
and scores logged into the online database. The supply-type questions such as short answers
or essay-type questions can be assessed by the teacher only after the student submits their
assignment online. These types of assessment questions can be used for higher levels of
learning outcomes.
10.1 Planning Your Assessment
Creating an assessment is much easier if you plan it out before you begin to develop it online
on the system. Students cannot raise their hands and ask you to clarify something they don't
understand; therefore, online material must be written as clearly as possible to avoid any
confusion. Before you begin to create your online assessment ask yourself the followings:
• What is the purpose of assessment? (such as (a) improving student’s learning and (b)
assessing the attainment of pre-determined learning outcomes)
• What type of assessment? (such as individualized or group-based)
• What type of questions? (select type or supply type)
• What is the grading scheme/score/grade/%age, if any, associated with each question?
• What sort of feedback, if any, do I want to give to my students?
10.2 Types of ICT-based Assessment
The ICT–based assessment is becoming quite popular due to the objectivity and transparency
in the assessment and teachers can get more free time to do other productive work. Through
online assessment, the students can learn from their mistakes with the help of custom
feedback messages. The assessment reports provide teacher information about the learning
difficulties of the students as well as their weaknesses or basic misconceptions. Based on this
assessment teacher can decide on the instructional strategies for future lessons. The ICT-
based assessment could be ‘Individualised’ and ‘Group-based’. Following are some of the
benefits of the online-based assessment for the students:
• Increase in Student engagement in the curriculum
• Provide automated scoring and immediate feedback to select type questions.
• A painless way to integrate technology
• Location and time-independent
• Timeliness
• Automatic score recording
• More frequent assessments
• A time-saver
• Practice with the technology-based test format
• Introduction of website and media.
Teachers can create different types of questions at different difficulty levels from ‘Remember
level’ to ‘Creation level’ concerning Revised Bloom’s taxonomy which could be offered online
(refer to earlier lessons and module 1 as well for more information on this). The questions that
are offered can be categorized as Select type questions or Supply type questions. The teacher
can also create an online ‘question bank’ for repeated use. If software with artificial
intelligence is used while programming, the computer-generated questions of different
difficulty levels, can be used and offered automatically online.
a) Select Type Questions (to be done online)

The select type questions are generally automated and assessment is done by the computer.
Human intervention need not be there (unless there is some problem that crops up). The
select type questions can be categorized as:
i. Objective type, such as Multiple-Choice questions (MCQs)
ii. Fill in the Blanks
iii. Ordering type, where the student is expected to select the correctly-ordered answers
to the given questions.
iv. True or False
v. Computing type questions such as numerical of different types
The assessment software/ tool will assign scores as decided for the questions for their
correctness and grade the students according to the scheme/score/grade/%age set by the
teacher. The results are immediate and easy to analyze at the individual student level. Once
you have created your online assessments, you can publish them on the website. Students can
take your assessments with any browser — even with mobile phones and tablets. You can
make the assessments public or private, open or closed as per the scheduled date you choose.
b) Supply Type Questions (to be submitted online or offline)

Supply types of questions are those questions that would be assessed by the teacher. Students
supply the answers to these questions. The students may submit or upload the answer in the
form of a file (.doc or .pdf) and in turn, the teacher assesses the answers and provide his/her
comments or feedback on them. However, it should be noted that for the answers to be
specific, the traditional vaguely formulated questions starting with 5 ‘Ws’ (What, Where, Why,
When Who) and ‘H’ (How) need to be avoided and only tested items starting with
unambiguous action-oriented verbs should be used (see Module 6). The supply type or
submission type questions are as follows:
• Short Answer type • Structure type • Essay type.
c) Group Assessment- Peer Assessment and Individual e-Portfolio based Assessment

The Learning Management System (LMS) software such as Modular Object-Oriented Dynamic
Learning Environment (MOODLE) provides collaborative learning experiences in groups. The
teacher can provide students with structured learning experiences and assessments at the
individual and group levels. The students collect the pieces of evidence while going through
online learning experiences and are expected to create their ePortfolio for justifying their
learning. Thus, the students are not only empowered for their learning but also empowered
to justify their learning. The e-portfolio either can be submitted to the teacher for assessment
or the students themselves can assess through peers.
Some of the other tools or software that can be used to develop quizzes and submission type
questions are:
1. Google Classroom (https://new.assistments.org/),
2. Socrative (https://socrative.com/),
3. QuestBase (https://www.questbase.com/product/features.aspx),
4. The Hot Potatoes (https://hotpot.uvic.ca/), etc.
Few of the assessment tools provide advanced features to:

i. Set scheduler for assessment dates
ii. Set grades scheme and passwords privacy options
iii. Track the progress of students in different assignments and provide a tabulated
report sheet
iv. Prepare automatic statistics and charts to understand the results better. It
makes it simple to collect dozens or even thousands of scores when engaging
with either small classes or a large number of students in a course.
v. Award customized passing certificates
10.3 Potential Issues
However, due to non-familiarity with this type of assessment with many teachers, while the
administration of the online assessment, some potential issues may be personal or technical,
but can however be resolved. Some of them are as follows:
a) Accessibility: All students must have regular reliable access to computer hardware and
a connection to the Internet without undue time restrictions.
b) Students require some technology skills: Students need to have at least baseline
competencies in using the technologies.
c) Cheating: How do you know the person sitting at the computer is a student in your
class? How do you know they don’t have their book open, or whether or not they are
taking it with a peer? Randomizing questions and their options would discourage a
student in a classroom situation from cheating. It is suggested that online assessments
should not be the only measure of learning in the course.
d) Impersonality: Although students are getting feedback on their performance, the

human touch is missing. Students may become excessively discouraged if they
encounter frequent poor results.
e) Technology Problems: Technical problems (e.g. failed hardware, phone line, etc.) may
occur.
f) Time Commitment: Although online assessments can decrease your overall workload,
building the assessments take time. As a teacher, you’ll need to find the time upfront
to build the assessments. Also, while an online assessment may take less time on the
student side as well, it cannot as easily be started and stopped if necessary. Once a
student starts the assessment specially supply-type assessment tests, they need to be
sure to allocate enough time to finish the exam.
In short, it can be said that the use of ICT is an effective way of student assessment within or
outside the classroom.
10.0 CONCLUSION
Finally, the teacher has to keep in mind the overall assessment scheme for practicals. Integration
of the various skills in the three domains of learning is very essential for effective learning and
transfer of learning. Different assessment tools discussed in this lesson serve different
purposes. Assignments, quizzes, and tests are very powerful tools for enabling the application
of learning. Formative assessment of learning in the classroom and laboratory is a very
important component of the teaching-learning process. Assessment of different levels of
learning outcomes is done scientifically by keeping various factors such as the learning
outcomes and resources in consideration for reliable and objective assessment of assignment.
Checklists, rating scales, and rubrics enable the differentiation of learners. A well-designed
and well-drafted assessment tool can be assessed fairly uniformly even if different assessors
assess a large number of students. The guidelines given in this unit will help the learners design
effective assignments for assessing their students.
*******
11.0 REFERENCES
Banthiya N.K. (1993) Construct valid and reliable student testing instruments,
Module 5, REC Modules, NITTTR Bhopal
Gronlund, N. E. (2006). Assessment of Student Achievement. Pearson
Education, Inc.
Nitko, A. J. (2004). Educational Assessment of Students. Pearson Educational
Inc.
carla.umn.edu/assessment/vac/research/construction.html
citt.ufl.edu/tools/exams-quizzes/
www.educationquizzes.com
myelearningworld.com
www.goalcast.com/2017/03/29/top-30-most-inspiring-albert-einstein-
quotes/
Appendix –A
a) Suggestive List of Action-Oriented Verbs for Formulating Cognitive Domain

Outcomes
b) Individual Assignments for assessment of Lower Order Thinking Skills (LOTS) of

Revised Bloom’s Taxonomy
A1. Tabulate the given data.
A2. Compile information from the suggested resources in the given format.
A3. Write a summary of the new technology in 100 words.
c) Individual Assignments for assessment of Higher Order Thinking Skills (HOTS) of

Revised Bloom’s Taxonomy
B1. Prepare a report or critique on the new technology.
B2. Design a chart for the given purpose.
B3. Prepare a Review of the reviewed Literature related to the specified theme.
B4. Formulate a Research Proposal.
B5. Identify errors in the given situation.
B6. Write a computer programme for a complex situation.
B7. Forecast/ predict the behaviour of complex systems based on the given data, and
so on.
d) Group Assignments for Assessment of Affective domain Outcomes
If the programme outcomes related to teamwork and such others are to be developed, then
group-based assignments are very helpful. They are also preferred if resources such as those
in the laboratory are limited. Some titles of group assignments are as follows:
C1. Analyze the given cases for proposing solutions or identifying issues
C2. Design components for the given application,
C3. Making a model for specified process/ activity
C4. Verify the given data using the relevant technique
C5. Compile information from various sources for further analysis of a complex problem
C6. Collect data by conducting interviews to understand the given issue
C7. Write a video script for the selected communication objective
C8. Propose an innovative solution to the given problem or situation
C9. Creating a web-based resource or application
Appendix –B
Sample Rubric for Assessment of Project Reports
Performance Exceed Met standard Approached Did not meet Marks

indicator standard (3 marks) standard the standard obtained
(4 marks) (2 marks) (1 mark)
Quality of A piece was A piece was Piece with No style or
Writing written in an written in an little style or voice in Piece,
extraordinary interesting voice, Gives gives no new
style and style and some new information
voice, very voice, information and is badly
informative informative not well organized
and well and organized
organized, organized.
Information Information is
clear and organized but
complete gaps
sometimes
Grammar, No errors in Few errors in Several A large
Usage & spelling, spelling, errors in number of
Mechanics punctuation, punctuation, spelling, errors in
or grammar or grammar punctuation, spelling,
or grammar punctuation,
or grammar
Neatness Final work Presentation Presentation Presentation is
neat, is of student approaches sloppy, work is
professional quality and student late or
presentation, time quality, many incomplete
always timely times it is
work late
Diagrams Always neat Sometimes Graphs are No
and graphs, diagrams, represented given but the representation
tables graphs, tables visually by data is visually/
graphs, incomplete sloppy graphs
tables, etc. Tables are
given but the
headings are
not clear
ASSIGNMENTS
1. Prepare one Checklist for product and process assessment each to assess selected tasks/
topics from the course teacher has taught.
2. Compare the features of the checklist and rating scale based on their use.
3. Develop any five different types of questions (2-each) on any topic by using any
assessment software.
DISCUSSION FORUM
Discuss the problems faced in the assessment of assignments.
Lesson 20: Aspects of Classroom
Management:
Students, Resources and Time
Contributors
Dr Joshua Earnest
Prof. (Mrs.) Asmita Khajanchee

Dr K. James Mathai

Unit 4.4.6: Instructional Delivery L20: Aspects of Classroom Management: Student, Resources, Time
Lesson 20: Aspects of Classroom Management:

Learning Outcomes: At the end of this lesson, you will be able to:
LO 1. Plan to engage the students for effective teaching-learning to occur.
LO 2. Plan to use the relevant resources.
LO 3. Plan to use ICT for Classroom Management
LO 3. Manage the time effectively to execute the lesson plan.
Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 TECHNIQUES TO MANAGE THE STUDENTS ................................................................................. 3
3.0 TECHNIQUES TO MANAGE THE TIME .......................................................................................... 4
4.0 TECHNIQUES TO MANAGE THE RESOURCES ............................................................................... 5
5.0 ICT FOR CLASSROOM MANAGEMENT ......................................................................................... 6
6.0 CONCLUSION ............................................................................................................................... 8
7.0 REFERENCES ................................................................................................................................ 9
Lesson 20: Aspects of Classroom Management:

1.0 INTRODUCTION
Classroom management is important because it supports the proper implementation of

curriculum and best teaching practices. As education leaders, reformers, and researchers, who
have begun to investigate, analyze, and document the effective strategies used by successful
teachers for effective learning, widely agree that effective classroom management is essential
to good teaching. A teacher must understand classroom management processes,
management of resources, and time. Also, he should take the steps to follow the principles of
classroom management, prepare an action plan and implement the same to deliver
instruction effectively. It is in this backdrop that this lesson has been written so that you as a
teacher in the engineering education system would be able to manage the students for
learning to occur effectively in the available time making the best possible use of the available
resources.
2.0 TECHNIQUES TO MANAGE THE STUDENTS
Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students-class organised, orderly, focused, attentive, on task, and academically
productive during class-based instruction. Effective classroom management also focuses
largely on 'compliance' with rules, guidelines and norms that teachers use to ensure that
students are sitting properly in their seats, following instructions, listening carefully, and
others. Some of the ways to manage the students with respect are discussed.
In a typical Indian engineering college situation, the students come from varied backgrounds,
languages and cultures and therefore they must be tactfully managed in such a way that
student discipline is maintained, and learning happens. Teachers are always looked up to as
role models by the students. Therefore, to live up to this standard in the initial stages may
require putting in some effort, but later it generally becomes a habit. For this, the teacher
must build a rapport with the students. For this to happen, right at the beginning of the
semester, make your expectations clear to the students about the consequences of student
behaviour. This will require some amount of assertive behaviour. Such behaviour can be
achieved by keeping your body posture erect and maintaining an appropriate tone of voice
depending on the situation.
Another technique is the preventive approach (PA), whereby a positive environment is created
in the class with unconditional, warmth, acceptance and support. The preventive technique
also involves praise and rewards. For example, complimenting the students in front of
everyone for following ethics, and empathy when the teacher sees it. Students are given
frequent and consistent feedback regarding their behaviour based on the established fair
rules.
Still another technique for managing students is Discipline Without Stress (DWS). If a desire
to become responsible can be built into learning, self-discipline can be developed. Outcome-
based education (OBE) helps in this approach. The salient feature of DWS is that it is non-
coercive (but not permissive) that relies on external sources for reinforcement. Since the
students can be told the outcomes (or destination) of the education programme, they become
self-disciplined and become busy making efforts to attain them.
Providing Flexible Learning Goals (FLG) is also a technique to manage students. Allow students
to have their own learning goals and outcomes at the start of a semester. For example, give
them a micro-project at the beginning of the semester and tell them that every fortnight there
will be a presentation of the progress with a prize for the best presentation. This can bring a
sense of cooperation and mutual understanding between the teacher and the student.
When the student, especially in the engineering education system, is treated as a responsible
friend by the teacher, much of the indiscipline which may arise can be avoided.
VIDEO
An associated video demonstrates some aspects of the management of students.
3.0 TECHNIQUES TO MANAGE THE TIME
Time is the most critical factor that decides the success of any implementation. There is always
a shortage of time for everything and everywhere. Time management is to not only maintain
order but to optimize student learning. The duration of a UG or a diploma engineering
programme has always been 4 and 3 years respectively. With the knowledge and technology
explosions that are taking place, it is a race against time. To impart all this knowledge and skills
to the student is a herculean task due to the paucity of time. Now the question is how to
manage the time fruitfully. Some aspects are discussed over here, remaining dependent on
the creativity and the ability of the teacher to make things happen.
3.1 Allotted Time

The allotted time is the total time required for the teaching-learning process. It includes
teacher’s preparation, checking attendance, counselling, mentoring, coaching, examination
duties, administrative duties and other routine classroom procedures. This must be minimised
as much as possible so that the instructional time could be maximised.
3.2 Instructional Time

The Instructional time is that which is engaged by the teaching in the classroom, laboratory,
library and other places. In the present scenario, the instructional time is also that which the
teacher does in web-based or online learning situations. The instructional time can be
maximised if the following could be done:
a) Prepare PowerPoint presentations (PPTs.) so that all time is saved by writing on the
chalkboard/ whiteboard is saved.
b) Prepare/use animations and videos when the principle of working of some
mechanisms or systems is to be taught. This way the students are motivated and
learning of the students is faster
c) Prepare visuals on PPTs so that board work time is reduced.
d) Maintain a 'bank' of questions of different types and taxonomic levels which can be
used year after year.
e) Mutually share the instructional resources between fellow teachers.
f) Use the internet and mobile platforms to teach 'on the go'.
3.3 Learning Time

The learning time is termed successful when the students participate actively in the teaching-
learning process and the learning in the students is maximised. To maximise the learning time,
use the technological innovations to the maximum, so the students are motivated to learn:
a) Use Internet and mobile platforms effectively. Create lessons so that the students can
learn through online and offline mode, through video conferencing, webinars and the
like.
b) Various mobile apps, such as WhatsApp and others could be used for learning.
c) The use of various media by the students will also maximise their learning.
d) Use flipped classroom to maximise the learning time. In the beginning, the teacher has
to spend time to ensure that poor learners also get an advantage from the flipped
approach. Study groups, dyads, and triads can be thought of for implementation.
e) The students could use email to submit assignments and discussion forums to discuss
doubts and issues.
4.0 TECHNIQUES TO MANAGE THE RESOURCES
The management must provide the necessary resources to the teacher so that the teaching-
learning time is maximised. The resources are the libraries, computers, laboratories,
instruments and equipment, instructional aids and other infrastructure. All these resources
have to be managed so that both teachers and students are comfortable and learning is
maximised. For this the teacher could do the following:
a) Take adequate measures to procure essential teaching-learning equipment as
required by the curriculum as well as multimedia projectors, computers and white/
interactive boards/ interactive displays, software and consumables,
b) In today’s age, the procurement of virtual laboratories and eBooks should be taken up.
c) The use of open-source software is to be used for the benefit of all.
d) Ensure that existing multimedia projectors, computers, interactive boards, and
interactive displays are in working order.
e) Practice the use of models and simulators and software before the actual session/
instructional time.
f) Maintain annual maintenance contract (AMC) of all sophisticated equipment.

g) Train the supporting staff to maintain various resources in the classrooms and
laboratories.
An associated video demonstrates some aspects of the management of resources and time.
VIDEO
Teachers can adopt some good practices and avoid some specific habits or practices. An
associated video deals with some Dos and Don’ts.
VIDEO
5.0 ICT FOR CLASSROOM MANAGEMENT
The power of ICT can not only be used for qualitative improvement in the teaching and
learning process but also classroom management. It is also used to manage and facilitate
administrative tasks related to teaching and learning. It has become one of the most important
factors in an academic institution for improvement. It can contribute to the academic and
functional effectiveness of an educational system.
5.1 ICT as an Administrative Tool

Information and communication technology can be an effective tool not only for Instruction
but also for office automation, administrative activities related to student management,
resource management and others.
a) Resource Management
i. Use of ‘Google Classroom’
ii. ICT for resources management such as smart classrooms, libraries, laboratories,
and staff management.
iii. ICT for performing routine office and academic work by staff
iv. Managing Smart devices in the classroom for smart learning
v. Automate attendance and leave management system of staff and students
vi. Communicate with staff and students using email
vii. Publish official circulars and academic notices by the department.
b) Student Administration
i. Use of computer for publishing class schedule
ii. Use of computer along with the biometric system for recording attendance
iii. Communicate academic achievements of the students with parents/guardians
through email.
c) Exam Administration
i. Use of computer for examination scheduling
ii. Deposit fee payment for examinations and record keeping.
iii. Process and publish examination results of students.

5.2 E-Governance through Management Information System
The ICT such as the Internet, Local Area Networks, and mobile technologies. improves
governance. ICT can be an effective tool for developing Management Information systems by
educational institutions. It increases administrative efficiency, availability of information, easy
retrieval and availability of services. Department can maintain records such as official
transcripts, documents, scholarly papers, and important events for future reference.
Academic records such as the admission register, attendance register, cash register, stock
register, students’ progress records, logbooks, visitors’ books, staff and students' personal
files, lesson plans, and examination results can be managed using ICT. An ERP ‘Enterprise
Resource Planning’ Software could be of great use to manage the administrative activities of
not only a department, and classroom-based activities but also for the overall Institution.
5.3 Communicate with Community, Parents and Students

Educational institutions are increasingly dependent on ICT for establishing an effective
relationship with parents and students. This involves publishing information related to the
academic programmes and sessions on the website, use of ICT such as email, blogs, and online
surveys for informing the progress of students to their parents, getting quick feedback and
involving them for improvement and effective decision making. The teacher can use:
• Online survey tools (e.g. Google form) for getting feedback
• Free blogging services [e.g. from Google and WordPress (https://wordpress.com/)] to
update the information to parents, and students.
5.4 Design, Develop and Deliver Virtual Learning Environment

The use of ICT enhances the learning experience and allows learners to make connections to
the outside world. The educational institution can host a virtual learning environment using a
Learning Management System (LMS) such as Modular Object-Oriented Dynamic Learning
Environment (MOODLE) software (https://moodle.org/) and Google Classroom
(www.classroom.google.com) for creating an e-classroom and courses. Courses on different
subject areas can be designed, developed, delivered and managed through LMS. The students
can have access to the course content in the form of reference material, video tutorials, etc.
uploaded on the course site. This platform can be used for complementing and supplementing
classroom teaching. Such LMS provide a collection of tools such as discussion board, email,
chat sessions, and instant messages for communication with peers and tutors. The learning
progress of the students can be assessed by automated multiple-choice questions, submission
type questions, progress can be tracked, and grades can be awarded and certified. Tools such
as wiki, workshops, blogs, and RSS (RDF/Rich Site Summary) are available for collaborative
activities.
There are huge Open Educational Resources (OER), which include econtent, online courses,
etc. available on the internet and can be used to complement or supplement classroom
instruction. The teacher can ask the students to visit the OER website such as
www.sakshat.ac.in to access the econtent beyond classroom hours and www.coursera.org,

www.swayam.gov.in for undertaking lifelong learning Massive Open Online Courses (MOOCs).
The teacher can use various visuals and other resources which are copyright free from the
websites such as creative commons - www.creativecommons.org, www.pixabay.com, and
www.pexels.com. These resources/ courses can be effectively embedded as a part of the
curriculum and implemented in blended and flipped teaching-learning modes.
5.5 Resource Sharing

The teachers can use computer servers of the department/ institute for sharing instruction
resources such as video lectures, and other educational material such as multimedia like
econtent, animation, visuals, and multimedia presentations. Images can be shared using
software (e.g. https://www.flickr.com/) and Google drives at https://www.google.com/drive
and make available to teachers and students.
5.6 Assistive Technology (AT)

Assistive Technology (AT) is an important enabler for the participation of specially challenged
students. An inclusive classroom and equal opportunity are important components of
education. Students with physical or learning disabilities need social pedagogy and assistive
technologies for education. These often include laptops/ computers with specialized
programs, like the text to speech, speech to text, graphic organizers speech recognition
software. As the result of a joint project between Perkins School for the Blind and Texas
School for the Blind and Visually Impaired (TSBVI) have grouped resources and expertise, to
assist educators and are available on https://www.pathstoliteracy.org/topic: The resource
would be useful for students having:
a) Blindness
b) Low vision
c) Hearing
d) Speech Disability
e) Motor disability.
Thus, Information and Communication Technology (ICT) could be an effective tool or resource
that can be used by teachers not only for effective and efficient teaching-learning and
management of instruction but also for managing various other resources within and outside
the classroom.
6.0 CONCLUSION
It has been seen that without adequate resources and planning, it is difficult both for the
teacher and the student to manage teaching-learning effectively and efficiently in the
classroom and laboratory. The training on the use of various modern technological resources
related to the teaching-learning environment will go a long way in managing all the resources
of the student, resources and time. A teacher has to treat the students tactfully so that a
positive atmosphere of disciplined freedom and learning is developed nurturing a healthy

teacher-student relationship.
*******
7.0 REFERENCES
ci.columbia.edu/ci/tools/0511/Columbia. (2019). three types of discipline. Retrieved August

2019, from columbia.edu:
swayam.gov.in/explorer?category=TEACHER_EDUCATION accessed on 17th Feb 2020
ICT in Teaching and Learning, MOOC
wordpress.com/
moodle.org/
www.sakshat.ac.in
www.coursera.org,
www.swayam.gov.in
www.flickr.com
www.google.com/drive
www.pathstoliteracy.org/topic
www.creativecommons.org,
www.pixabay.com,
www.pexels.com.
ASSIGNMENTS
1. Prepare a checklist to ensure the availability of resources for effective implementation
of the validated session plan.
2. Enlist the norms of student behaviour for effective management of the classroom.
3. Write various dimensions of student engagement strategies for classroom
management.
4. Describe the use of ICT in an Institute for classroom management.
DISCUSSION FORUM
Discuss the problems faced in classroom management
Lesson 21: Practicum in Classroom
Contributors

Dr (Mrs.) Kiran Saksena

Professor, Department of Technical and Vocation Education

Unit 4.4.6: Instructional Delivery L21: Practicum in the classroom
Lesson 21: PRACTICUM IN CLASSROOM
LO 1. Deliver the session for a period of 45 to 60 minutes duration in a classroom
situation.
LO 2. Obtain feedback from peers and mentor about the teaching practice using
suggested 'observation proforma'.
LO 3. Identify areas for improvement based on feedback received.
Contents
1.0 INTRODUCTION......................................................................................... 3
2.0 RECAPITULATION ...................................................................................... 3
2.1 Introduction .............................................................................................. 3
2.2 Development ............................................................................................ 4
2.3 Consolidation ............................................................................................ 4
3.0 EFFECTIVE PRESENTATION ........................................................................ 4
3.1 Gaining Attention...................................................................................... 5
3.2 Keeping Students Interested ..................................................................... 5
3.3 Style .......................................................................................................... 5
3.4 Voice ......................................................................................................... 6
3.5 Gestures.................................................................................................... 6
3.6 Movements............................................................................................... 6
3.7 Eye movement .......................................................................................... 6
3.8 Silence ...................................................................................................... 7
3.9 Distracting Mannerisms ............................................................................ 7
3.10 Interactions............................................................................................... 7
3.11 Effective Questioning ................................................................................ 7
3.12 Illustrations ............................................................................................... 8
3.13 Two-Way Communication......................................................................... 9
4.0 INSTRUCTIONAL DELIVERY ........................................................................ 9
5.0 JOHARI WINDOW .................................................................................... 10
6.0 DEVELOPMENT OF TEACHING SKILLS BASED ON FEEDBACK ................... 11
7.0 CONCLUSION .......................................................................................... 13
8.0 REFERENCES............................................................................................ 14
Lesson 21: PRACTICUM IN CLASSROOM
1.0 INTRODUCTION
The last outcome of module-04 is to improve the teachers' performance through 'Practicum
in the classroom’. You are expected to deliver a session of 45-60 minutes in a classroom
situation. You have prepared the session plan and got it validated through your peer and
mentor in lessons 15 and 16 respectively. You might have also created or procured
resources like computer-based presentations, handouts, assignments etc for conducting
your session. In this lesson, the focus is on the delivery of the plan and getting feedback
from colleagues and mentors, which will help you to identify the areas where you need
improvement.
2.0 RECAPITULATION
This lesson aiming at the implementation of an instructional session plan is a blend of
whatever you have learnt earlier. Effective implementation also means effective
presentation so that students are continuously able to maintain high attention levels in the
classroom. Adolescent students are full of energy and emotions, which makes the job as a
teacher, a very challenging one. You have to sustain the attention levels of the students
throughout the session for an effective teaching-learning process. The presentation should
also be easily understood and retained for a longer duration of time. Thus, the presentation
on the part requires the use of motivating techniques in the class. In this lesson, an attempt
has been made to recapitulate and revisit some of the techniques and guidelines which if
practised, will help you to improve your presentation in a classroom.
Please recall from the earlier lessons, that Introduction, development and consolidation are
the three important components of any presentation. You have also leant that they are
linked to principles of learning and the nine instructional events (Gagne, 1979). To support
the process of learning in students, the following aspects need to be taken care of under the
three components:
2.1 Introduction
As the class starts, you have to draw and sustain the attention of the students. You must
introduce the topic which is the initial part of instruction and should serve some of these
purposes.
• Recall the previous learning
• Answer the questions or queries of the students concerning the previous session.
• Explain the instructional objectives of the present session.
• Explain the relevance of the proposed instruction.
When would you know that introduction is complete? It has been suggested to utilize a
maximum of 10% of the total instructional session time for an introduction. On each such
occasion, the time is not only the criteria, the criteria should be whether the students have
been prepared to receive the main content of the instruction or not. The 'prepared'
students will show the indicators such as –
• They are eager to learn the new instruction.
• They are attentive in the class
• They may ask inquisitive questions.
• They maintain eye to eye contact.
• They are ready to note down the instruction.
2.2 Development
After the introduction, you may present the main content as per the finalized session plan.
The presentation should follow the logical sequence as already planned. Such an approach
will result in smooth transitions, and a high attention level of the students can be
maintained for effective learning. The narration also needs to be supported by the use of
questioning skills as discussed in Lesson-8 of this module. The feedback from questioning
may be utilized to modify the instruction during the session so that the designed objectives
are successfully achieved.
The students’ participation should be associated with the instruction as per the plan. This
two-way communication will improve the teaching-learning process. The students should be
encouraged to:
a) Seek clarifications.
b) Ask questions.
c) Practice the skills to be learnt.
d) Keep trying till they can perform as desired.
During instruction, a natural and conducive environment is to be maintained which will

always enhance the learning efforts of students. You may smile or frown on the undesired
performance, but what will the effect of these two responses be? The smile will have a
positive effect while frowning may have a negative effect of losing attention and ultimately
withdrawal from the class.
2.3 Consolidation
This is the concluding part of the instructional session plan and hence requires consolidation.
a) Review major points of the lesson
b) Explain accomplishment of objectives
c) Assess students’ learning outcome
d) Provide more assignments for practice etc.
3.0 EFFECTIVE PRESENTATION

During the lesson presentation from introduction to consolidation, you may have to adopt
many roles e.g. teacher, guide, counsellor or manager. For performing these roles
effectively, you have to take care of various aspects that are explained briefly below.
Module-3 for 'communication Skills, Modes and Knowledge Dissemination' covers these
aspects in detail and you can refer to it once again.
3.1 Gaining Attention

As you enter the classroom for the instructional session, you have to draw the attention of
the students towards you. The drawing of the attention could be done in several ways like
greeting the students, looking at their faces and establishing eye contact, exchanging
feelings with smiling face, etc. This will help you to develop a rapport with the students.
Sometimes, this may not be enough if some students are still talking to their companions or
busy with the previous session's work. At this moment, the teacher has all the authority to
be angry with the students and draw the attention of the concerned students by scolding
them. But, this may create a non-cohesive atmosphere in the class. The students may turn
off. They may not like to be with you or listen to you or learn during the instructional
session. Whether you like it or not, your behaviour shapes the attitudes of your students.
You may have to avoid such behaviour and be persuasive to draw their attention, which will
also establish a conducive atmosphere. During such moments, you may use any of these
ways to draw the attention:
a) By making some noise with a duster or any other object on the table.
b) Ask questions about the previous session
c) Ask questions relating to the present session.
d) Narrate some incident about the previous or present session.
e) Narrate some short story or anecdote.
3.2 Keeping Students Interested

Be well prepared with the material you want to present. This will give you confidence and
you will not have to refer to your notes all the time. Referring to notes is not bad, but
looking into the notes all the time and not maintaining eye-to-eye contact with the students
shows a lack of confidence. A teacher standing in front of the class staring at the notes, the
floor, ceiling or the side walls; looking rarely at the students may not notice that students
are yawning or talking. If you find that the attention of your class is wavering, or students
are inattentive or impatient; you should vary the stimulus. This could be done by telling a
related incident, anecdote, showing a cartoon or some visual illustration. If students don't
seem to understand what you are telling and look confused, unpack the material further and
simplify the explanation. If you are observant, you would be able to sense receptivity or lack
of it on the part of students and make appropriate changes in your presentation.
3.3 Style
The presentation should not be completely formal. Your style should be conversational,
using first and second persons in sentences, and avoiding the use of a third person. Talk to
your students in such a way that the 'mental distance' between you and them is reduced.
You must feel natural and relaxed. You must remember that your manner of delivery- the
way you raise or lower your voice, and emphasize words and sentences, conveys a lot of
meaning. Your voice must support the points you are making. If you are enthusiastic,
cheerful and interested, your students will be motivated to listen to you. If you appear
bored and gloomy, the chances are that your students will start feeling bored and will not
listen to you.
3.4 Voice
In the classroom, the students' attention needs to be sustained throughout the instructional
session. Your voice will play a major role in this. The students sitting in the last row should
be able to hear your voice clearly, but this is not enough. A voice at a particular volume
without vocal variations will make a dull class. The vocal variations are timing, pitch and
volume. These variations play an essential part in the narration by conveying the meaning,
giving emphasis, creating and sustaining interest and enhancing learning. For example, you
can say ‘yes’ in numerous ways by varying the pitch, volume and timing and thus give many
meanings to it. The vocal delivery with pauses of one-fifth of a second helps to give
emphasis. The rapid speed may be given to that part of the instruction which is relatively
less important.
3.5 Gestures
You have already learnt about verbal and non-verbal communication in module 3. Gestures
are movements of the body, head and hands, which help to express ideas and emotions
during oral communication. You must use gestures to support the points you are making.
You should not use gestures which distract the attention of the students. You have to also
assess the attention of students by their displayed gestures, whether they are with you or
daydreaming.
3.6 Movements
Too many body movements may be very distracting, although standing motionless attached
to the whiteboard or at a fixed place may result in losing the attention of the students.
Move closer to students as you try to converse or get into a dialogue with them.
3.7 Eye movement

This is the most important non-verbal communication channel through which you sustain
linkages with one another in the classroom. While delivering the lesson, if you continuously
look to the board or wall or out of the window, then students’ attention will also start
wavering, and the result will be a very low student attention level. You, as a teacher may
move your eyes from one corner to the other establishing eye contact with students. The
students as listeners also tend to look toward the eyes of the teacher. This eye to eye
contact is very helpful in the teaching-learning process. Here, you should take care to avoid
staring at an individual student, as this will cause embarrassment. The eye to eye contact
will tell us whether the students are following the lesson, or they have some difficulty. You
are aware that many a time the eyes communicate more than words. You may read the
faces to find the signs of confusion, difficulty, boredom, or anxiety.
3.8 Silence
Silence has a language. A short pause before saying something important is an effective way
of holding attention. A sudden pause in the middle of a sentence gains attention. A three
seconds pause is recommended for gaining attention. A longer duration of pauses such as
20 seconds can be agonising or painful for the students. You will appreciate that while
questioning, it is recommended to have a pause after each question has been asked.
3.9 Distracting Mannerisms

Many people have pet phrases and mannerisms. These become a habit without realising
how distracting these could be to others with whom you are communicating. Habits such as
playing with chalk, playing with a shirt button, tie twisting, and too much movement are
very annoying to students. Also, phrases, such as 'you see', 'you know’, 'right' and others can
become very annoying if used repetitively. The use of such pet phrases and mannerisms is
not noticed by a teacher. If your attention is drawn to these or you are shown a video
recording of your presentation, you will notice these mannerisms. It is then possible to take
corrective measures.
3.10 Interactions
Where ever possible, you should try to include the interaction at different levels like a
teacher to an individual student, student to teacher and student to student. The interaction
between a teacher with an individual student is possible as a result of questioning during the
presentation. The students should be encouraged to ask questions or raise queries,
especially at the end of some difficult parts of the session or at the end of the session. The
student to student interactions are difficult to accommodate due to a shortage of time,
however, these could be accommodated based on situations. You could try a 'buzz session'
for this purpose. Refer to Lesson 9 in this module for recalling more about the buzz session.
3.11 Effective Questioning

During the instructional session, you should use questioning to achieve the following
purposes:
a) To keep the student alert.
b) To create interest and motivation.
c) To improve understanding.
d) To obtain diagnostic information about the students' learning.
Efforts should be made to prepare simple yet challenging questions which help the students
to comprehend the topic as well as arouse feelings to learn more.
3.12 Illustrations
Your presentation should include a lot of verbal and visual illustrations. As you know, if the
senses of seeing and hearing are combined learning is better; plan to use both visual aids
and verbal illustrations.
a. Media: Audio-visual Aids and Other Resources

You have learnt about using the board effectively in Lesson 14. Chalk and talk are not always
the only media to have effective and efficient instruction. You need to use other media
discussed in Lessons 11 to 14. You may also make use of real objects or models. You may
also use the demonstration method as discussed in Lesson 8 of this module.
Media should match the content you are delivering. Whenever you use media, see that you
don't block the view of your students. Also plan, where and what will be used so that you
can change over smoothly from one media to the other during your presentation. While
using the media, remember to follow the guidelines given below:
i. Prefer real objects wherever possible as compared to pictures or diagrams.
ii. The selection of media should depend upon the availability of time, hardware and
specific need.
iii. The media should be relevant to the learning outcomes.
iv. The media should be properly prepared.
v. The media should be displayed at the right moment and for the appropriate duration
of the instructional session. Longer duration may cause a distraction to the students.
b. Verbal Illustrations
Verbal illustrations- examples, non-examples, and anecdotes make the presentation
relevant and lively; and should be used quite often.
c. Analogies
An analogy is a comparison of one thing to another which emphasizes the similarities
between them. Usually, the known concept is compared to the unknown for emphasizing
the important characteristic of the unknown which are similar to those of the known. For
example, the flow of heat is analogous to the flow of electrical current and the flow of
electrical current is analogous to the flow of water.
d. Anecdotes
An anecdote is an interesting story or incident used to illustrate the point being emphasized
by the teacher. Anecdotes remain long in the memory compared to other material which is
forgotten much earlier. The anecdotes should be a natural part of the talk and should be
relevant to the topic.
e. Examples and Non-Examples

An example is a representative sample of a general concept, principle or process and it
illustrates the characteristic of the concept, principle or process you are explaining. The
examples chosen should be familiar to the students so that they can readily understand the
topic being taught. It is a good idea to bring in non-examples in your lecture together with
the examples. This will further draw the attention of the students to the characteristics of
the concept being taught by emphasizing commonalities and differences.
3.13 Two-Way Communication

Your presentation should not be a monologue- a one-way communication. Create situations
for two-way communication by increasing student participation. Questioning, case studies,
class assignments, handouts with blanks to be filled in etc. are some of the possibilities for
establishing two-way communication purposes.
4.0 INSTRUCTIONAL DELIVERY
Before the presentation, finalize your plan in view of the time available and ensure the
availability of resources. Make a copy of the plan available to your mentor and colleagues.
Decide an appropriate place and time (a classroom situation) in consultation with your
mentor for the presentation.
You may also ask your colleagues to be a part of the presentation and get feedback after the
session. The suggested feedback format is given in Appendix one with this e-content. You
have also been advised to video record your session for future reference. You may use your
mobile camera also for this purpose. Your mentor may like to discuss the parts / complete
video while offering feedback to you. In addition, to the feedback provided by your mentor
and colleagues, you should also introspect, as self-feedback is a significant activity for self-
improvement. As the session will be video recorded, the presenter should avoid wearing
shirts or suits of light colour, these clothing schemes result in poor picture quality while
recording on video. Now, please do the following activity.
ACTIVITY
Deliver the classroom-based session in the regular classroom situation using validated
session plan finalized through assignment. Record your video and submit the recorded
video to the mentor for obtaining feedback.
As advised earlier, you will request your mentor and colleagues to be present in the class
for full /part time. They will provide the feedback based on the suggested format given in
Appendix I, on different aspects of presentation. This is necessary because the
observations are to be recorded carefully and the effectiveness of this session depends
upon observations. The criteria in the form of Rubrics are explained in Appendix-II.
A very popular model related to feedback known as the ‘Johari window’ is discussed in brief.
For details, you can refer to the web link provided in the references.
5.0 JOHARI WINDOW
Johari Window proposed by Joseph Luft and Harry Lingham (1955) is quite a popular model
for the understanding of transactions. This model is a good tool for understanding the
transactions with students, including transactions in the classroom. The model is based on
the following premises:
a) There are some things (the behaviour, feelings, attitudes etc.) which you know about
yourself, and some things which you do not know about yourself.
b) There are some things which others know about you, and some things which they do
not know about you.
The Johari Window model is represented by a ‘window’ (figure 1), in the form of
a rectangle ABCD. In this window following representations have been made:
Known to self P Unknown to self

A B
Open
to others
or Blind
Known
Public
R O S
Unknown
to others
Hidden Undiscovered
or or
Private Unknown
D C
Q
Figure 1. Johari Window
a) Side AB of the rectangle represents 'self' and side AD represents 'others'.

b) As stated earlier, some things are known to the self and some things are unknown to
the self. On the upper side AB, AP represents 'known to self' and PB represents
'unknown to self'
c) Also, some things are known to others and some things are unknown to others. On
the left side AD, AR represents 'known to others' and RD ‘unknown to others’.
d) Quadrant APOR now represents known to self and known to others. Hence, it is
known as the 'open' or 'public' quadrant. The interaction in this quadrant is marked
by openness and compatibility and has a very little possibility for defensive behaviour
and feelings.
e) Quadrant PBSO represents unknown to self but known to others. Hence this is called
the ‘blind’ quadrant. You are blind and not able to see yourself. In the interaction in
this quadrant, you are not able to see your own mistakes or weaknesses, although
others can see and know them. For example, if you are having interaction in this
quadrant you may irritate somebody and not even realize this, although all others
know about this.
f) Quadrant ROQD represents known to self but unknown to others and hence called
'hidden' or 'private' quadrant. You are keeping 'hidden' from others or it is 'private',
'not public'. In this quadrant, you keep things hidden from others for fear of their
reactions.
g) Quadrant OSCQ represents unknown to self as well as others and hence called
'undiscovered' or 'unknown' quadrant. The things in this region are neither known to
you nor others.
This model is dynamic and sensitive. You can make use of 'disclosure' and 'feedback'
mechanisms. The dividing line R-S in the figure separates the region of 'known to others'
from 'unknown to others’. If this line is moved down from position RS to R'S', the effect of
this is that the 'open self' increases and the 'hidden self' decreases. Similarly, 'blind self'
increases and 'undiscovered self' decreases. This is known as 'disclosure' because you have
disclosed something about yourself which has resulted in others' awareness of you.
If, instead of RS, line PQ which is the dividing line between known to self and unknown to
self, it is moved towards the right to new position P'Q’, the effect is that known to self
increases and unknown to self decreases. This mechanism is 'feedback' because you have
received feedback which has increased your awareness of yourself.
In the classroom presentation, there are some aspects of teaching behaviour about which
others (students, colleagues, observers) are aware and can offer feedback to you. This is like
a mirroring exercise. If the feedback is offered constructively, it can bring about positive
changes in your presentation. When feedback is being offered you should take it in a
sporting manner and improve upon it. You should avoid finding excuses for not accepting
the feedback.
6.0 DEVELOPMENT OF TEACHING SKILLS BASED ON FEEDBACK
When a teacher gives feedback, it is a good practice to start with the strengths observed in
the presentation and then mention the points of weakness. Weakness should be expressed
in such a way that the presenter does not get hurt or offended. The feedback should be as
objective as possible. For self-feedback, the teacher can watch and listen very attentively to
his/her own recorded video. One can improve a lot by observing one’s performance. In a
teaching practice session, the trainee teachers get a golden opportunity to observe a variety
of performances. Strengths and weaknesses in these performances enable a wonderful
sharing of experience and increase the possibility of improvement.
Like any other skill, giving and receiving feedback is a key skill for the development of any
teacher, hence you should develop this skill. As you know any skill cannot be developed in
one attempt, so the cycle of practicing, getting feedback, improving the performance based
on the feedback and re-practice should continue, till you achieve a confidence level and
develop effective presentation skills.
You already are familiar with ‘feedback’ in Lesson L16. In this lesson, the focus is on
feedback to improve your presentation and performance skills in the classroom. Feedback
regarding your performance in the classroom can be received from a resource person or
mentor. It can also be obtained from seniors and colleagues and even from students about
your classroom presentation.
You should also analyse your classroom presentation to improve your skills. This is possible
through self-feedback. Your presentation may be recorded on videotape for self-assessment.
You may also obtain feedback from your colleagues or students at regular intervals. The
feedback may be obtained on suggested formats or observation datasheets. An example of
a structured format is given in Appendix one for giving feedback on your performance. As
stated above, you have four sources of collecting the feedback as described below:
a) Feedback by Peers
Other faculty members may be requested to attend your session and may be
requested to provide feedback in a structured or unstructured format.
b) Feedback by Mentor and Seniors

Your mentor has to provide feedback on the suggested structured format given in
Appendix one. Even some senior faculty members like the Head of the department
may be requested to attend your session and may be requested to provide
feedback on the suggested format.
c) Feedback by Students
All the students or randomly selected students may be given the structured
proforma by you, which they may be requested to submit after giving their
comments. Please note that you are not going into the pros and cons of student
feedback. You have to analyse your environment and then make a decision
accordingly. Student feedback will be useful only if you can get an unbiased view.
d) Self-Feedback
You may reflect on the incidents which occur during your instructional session. This
can be done immediately after the session when the incidents are fresh in your
mind. Based on this reflection, you can identify your strengths and weaknesses and
build on your strengths and minimize your weaknesses. You may get your
instructional session video-recorded. Later on, you can watch the video recording
and carry out a self-assessment. While watching a video, you must not start with
any 'bias', if you have to give yourself unbiased feedback using the observation form
given in Appendix I.
The teacher should always be very keen to receive feedback about the aspects of his/her
performance. But giving and receiving feedback is a skill which you should learn and
develop. You continuously get feedback either explicit through oral or written language, or
implicit in gestures or tone of voice. The feedback conveys important information about the
behaviour. When you get feedback, you should take it as a learning opportunity. As it
reinforces existing strengths, allows taking corrective actions and contributes to the
professional development of teachers.
You should remember that teacher development is a continuous process. You should
continue to work on the aspects which can be improved further. Even after 5-7 years of
experience, you may realize that you could not handle certain situations effectively. You
may realize that practicing teacher-centred methods are somewhat easy but you should be
equally confident in practicing students' centred teaching methods, like problem-based and,
project-based learning experiences.
Based on the feedback, you may identify the areas, which need to be strengthened. For
example, your mentor may give you the feedback that you need to work on communication
and presentation skills, which are key to effective delivery. Now do the following activity.
ACTIVITY
Develop an action plan for the next six months in order to improve your teaching skills,
based on the feedback provided by mentor, colleagues and self-feedback
7.0 CONCLUSION
Thomas Alva Edison said ‘Genius is 99% perspiration and 1% inspiration. Therefore, based on
all the discussions thus far and on practicing this instructional plan religiously and
implementing the same in your classroom, the teaching skills will gradually get perfected in
the teacher. Over some time, repeated systematic and logical teaching in this manner will
become internalized and become part of one’s character and it will become a way of
thinking. The presenter is the beneficiary learner out of teaching practice experience and
therefore presenter should avoid defending when receiving feedback, instead should note
down the comments that could be discussed in detail with his/her peers and evaluators for
clarification of doubts.
******
ACKNOWLEDGEMENTS
The authors acknowledge the contributions of Late Dr. N. K. Banthiya and former
Professors of NITTTR Bhopal whose documents have been referred in several parts of
these lessons.
8.0 REFERENCES
Gagne, Robert M. and Briggs, Leslie, J. (1979.Principles of Instructional Design. Holt, Rinehart and
Winston, New York.
Banthiya, N.K., Saksena, K.; Lahiri S. and Chugh C. K. (1999). Manage Classroom Transactions and
Make Effective Presentation in Classroom. Module-6 - A Competency-Based Self-Learning
Module. Bhopal: TTTI.
Dempsey, J.V. and G.C. Sales (Eds.). (1993) Interactive Instruction and Feedback. Educational
Technology Publication. NJ: Englewood Cliffs.
Banthiya N.K. [Ed.] (1999). Use Correct Verbal and Non-Verbal Communication in Classroom.
Module-3 - A Competency-Based Self-Learning Module. Bhopal: TTTI.
London, M. (1997) Job Feedback: Giving, Seeking, and Using Feedback for Performance Improvement.
Mahwah, NJ: Lawrence Erlbaum Associates.
McGill, I. and L. Beaty (1995) Action Learning. London: Kogan Page Ltd.
https://www.communicationtheory.org/the-johari-window-model/ accessed on 1 June 2019
Appendix-I
INSTRUCTIONAL PRACTICE SESSION OBSERVATION FORM
Teacher Trainee: ………………………………………………………………………………………. Date: ………….
Topic: …………………………………………………………………………......…………................Time: ………….
No. Criteria Excellent Very Good Fair Poor Remarks/
good Comments
A. PRESENTATION
1. Introduction
i. Gaining Attention 5 4 3 2 1
(Motivation)
ii. Informing the learners of 5 4 3 2 1
the learning outcomes
iii. Recall of Pre-requisite 5 4 3 2 1
learning
2. Development
i Content appropriateness 5 4 3 2 1
ii Methodology 5 4 3 2 1
iii Question-Answer 5 4 3 2 1
Technique
iv Trainees active 5 4 3 2 1
participation in learning
3. Consolidation
i. Recapitulation of points 5 4 3 2 1
covered
ii. Assessing the 5 4 3 2 1
Performance
iii. Giving Assignments for 5 4 3 2 1
Practice, Retention and
Transfer of Learning
B Use of Media and Material
i. Chalk Board/ Whiteboard 5 4 3 2 1
ii. Power point presentation 5 4 3 2 1
iii. Models / Video / 5 4 3 2 1
Animations /other
material (please specify)
C DELIVERY
i. Voice Audibility 5 4 3 2 1
ii. Quality 5 4 3 2 1
iii. Speed 5 4 3 2 1
iv. Gestures & Mannerisms 5 4 3 2 1
D OVERALL IMPRESSION 5 4 3 2 1
E Any Suggestions for Improvement
Appendix-II
RUBRICS FOR INSTRUCTIONAL PRACTICE SESSION OBSERVATION FORM
Aspects of 5 4 3 2 1
Presentation Excellent Very Good Good Satisfactory Poor
Introduction Made the trainees Attracted the The introduction The Learning
eager to learn. All attention of the was made but introduction Outcomes are
were set to listen trainees. succeeded made but not mentioned
to. Learning Learning partially. Learning ineffective at all. The
Outcomes were Outcomes were Outcomes were Learning commencemen
stated and made clear not made very Outcomes were t of content
explained in clear mentioned but teaching was
sequence. not clear abrupt.
Development
Content One-to-one Content is Content had its Random Content not
appropriateness correspondence appropriate but logic but was not selection of relevant to
with Learning partially completely in content and Learning
Outcomes and presented in a correspondence not relevant to Outcomes and
presented in a logical with Learning Learning not appropriate
logical sequence sequence. Outcomes Outcomes for the course
Methodology The selection of Appropriate Methods and Methods and Methods/
methods and selection of techniques techniques are techniques not
techniques is very methods and suitable but partially suitable
well suited to the techniques and execution suitable and
content and the execution average not properly
execution excellent good. executed.
Question- Questions made Asked Only a few Questions were Questions were
Answer the session alive. purposeful purposeful asked but some neither asked
Technique Students' questions questions but questions were were not nor were
were handled handling them raised and purposeful and Students
appropriately was partially handled at an handled poorly. encouraged to
successful. average level ask questions.
Students' Active Maximum Participation At times students Very little Students were
Participation in participation of satisfactory were involved, participation not involved
Learning students in terms they were feeling except by
of answering bored listening
questions and in
the discussion.
Use of Media Material very Material well- Material Untidy, rather For too
and resources clearly and presented satisfactory crowded partly crowded
attractively letters readable presented, letters illegible illegible
presented difficult to read
Verbal Very audible Lively, Easily heard Just audible Sometimes Almost entirely
Communication varied tone Fairly lively Satisfactory audible, rather inaudible, Very
dull monotonous
Gestures and Very agreeable (No Pleasant Satisfactory Rather Unpleasant (Lot
Mannerisms distracting gestures disagreeable of distracting
and mannerisms gestures and
mannerisms)
Consolidation Recapitulation/sum Summarization Summarization Brief mention No
marization was was good average including of what was Summarization/
excellent, linking including all some points. done. Recapitulation
main points, linking main points. No assessment No assessment and assessment
with a future topic A little or/No
or field assessment assessment
of learning carried
out.

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Module 4 - Instructional Planning and Delivery

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- i

4.3 Module Outcomes

This unit focuses on curriculum analysis of a specific course, so as to understand the

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- ii

The contents of this unit include:

4.4.2 INSTRUCTIONAL METHODS AND STRATEGIES- PART 1 (Duration 07 Hours)

The contents of this unit include:

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- iv

4.4.3 INSTRUCTIONAL METHODS AND STRATEGIES- PART 2 (Duration 08 Hours)

UO 1 Describe the characteristics of advanced instructional methods.

The contents of this unit include:

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- v

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- vi

4.4.4 INSTRUCTIONAL MEDIA (Duration 8 Hours)

The contents of this unit include:

UO 1 Prepare session plan to achieve the specified learning outcomes in different

The contents of this unit include:

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- ix

UO 1 Organize for instructional delivery as per the validated session plan.

The contents of this unit include:

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- x

Course Coordinator : Dr. Sandip S. Kedar, Dr. Kiran Saksena

Module 4- Instructional Planning and Delivery NITTTR, Bhopal Outline Page- xi

Prof. (Mrs.) Chanchal Mehra

Editor: Dr D. S. Karaulia, Professor, Department of Computer Science and Engineering Education

National Institute of Technical Teachers’ Training and Research

Lesson L1: Curriculum Analysis

Lesson L1: Curriculum Analysis

This Lesson 1 is on ‘Curriculum Analysis’ of Module 4 ‘Instructional Planning and Delivery’. As

A scientifically developed curriculum addresses the requirements of curricular aims, goals

•General and broad Programme

•Specific Course Outcomes

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3.0 CURRICULUM ANALYSIS OF A COURSE

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Programme Outcomes (PO) and Programme

Course 1 (say Elements of Electrical Engineering)

Meso level Competency for Course 1 (say Elements of Electrical Engineering)

LO 1 (C/P/A)* LO 2 (C/P/A) LO n (C/P/A)

Figure 2: Procedure for Course Curriculum Analysis

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A summary of revised Bloom’s taxonomy of cognitive domain, Dave’s taxonomy of

A sample curriculum for the course ‘Elements of Electrical Engineering’(MSBTE) is given in

4.0 INSTRUCTIONAL PLANNING

4.1 Course Planning

S. Session Date and Instructional Print, Non-Print Learning Assessment

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4.2 Session Planning

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m) Instructional strategy and methods to be used

S.No. Teaching Points Teacher’s Student’s Time in Media to

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5.0 SESSION LEARNING OUTCOMES AND THEIR ANALYSIS

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The Knowledge The Cognitive process Dimension

b) Conceptual Knowledge (includes classification, categories, principle, theory, model and

c) As SLO1 is placed at the intersection of the ‘understand’ level and ‘conceptual

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d) Procedural knowledge deals with knowledge of how to do something. It involves a series

e) Metacognitive knowledge is often defined as ‘thinking about one’s thoughts’. It involves

(n.d.). Retrieved from MSBTE: https://msbte.org.in/portal/curriculum-search/

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PROGRAMME OUTCOMES (POs) Engineering Graduates will be able to: