ROLE PLAY

ROLE PLAY

Role playing can be defined as an attempt to make a situation clear or to solve a problem by uncharged dramatization. Role playing method is based on the imitation of a role. This method is very helpful in bringing out changes in the personalities of students including developing their social skills. It can be used for various purposes. It can also be used to teach some simple topics to younger children, e.g., solar system, balanced diet. Here the learners acts out a problem in a completely spontaneous manner & through this explore the problems by enacting problem situations. Role playing is dealing with problem through actions. It is teaching techniques & is based on the idea that acting out a role will help or enable a student to get an indepth view of a problem that cannot be understood merely by reading a book or listening a lecture. A role is patterned sequence of feelings , words & actions.

Purposes of role playing

·         To motivate or launch units

·         To culminate units

·         To make clear historical or contemporary situations in which there are conflicting emotions, different points of view, biases, problems caused by differences in race, age, religion, nationality or ethnic background, & so on.

·         To change attitudes

·         To teach values

·         To  teach content having to do with human relationships

·         To develop citizenship skills by showing both the successful & unsuccessful methods we use to solve inter group & interpersonal problems, by providing practice in taking real life roles, & by practicing the democratic process.

Conducting role playing

1.    Preparation

o   Preparing for role playing – select significant issues & brief the problem to be faced.

o   Selecting the players – as far as possible select players who can identify with the roles. Select several casts & limit each cast to two to five players.

o   Preparing the audience – be sure that the no audience knows the situation & brief them how to behave.

o   Preparing the players – allow pupils plenty of time to prepare. Be sure each players knows what he is going to do. Set the stage.

2.    Playing of the roles

o   Keep the role playing short.

o    Let the pupils play it out.

o   Do not evaluate the acting language.

o   Do not allow audience to interrupt.

3.    Following up the enactment

o   Discussion – discussion should analyse the interpretations, solutions, reactions & so on. Try to evaluate what has been learned in the discussion you may have to do some probing.

o   Re-enactment – it is wise to follow up a role playing with a second or third role playing of the problem or situation.

Advantages

·         Develop deep understanding regarding various process or phenomena in science.

·         Developing problem solving skills & attitudes.

·         Explore subject matter in varied ways.

·         Develop interpersonal communication skill.

Limitations

·         Pupils who are not well prepared for role playing may not take it seriously.

·         Role playing will not work unless the atmosphere in the class room is supportive.

·         Pupils find it difficult to enter the roles properly; especially they are not well briefed on the assignments.

·         Role playing is time consuming.  

QUESTIONING TECHNIQUE

QUESTIONING TECHNIQUE

The questioning is a technique as well as method of teaching. It is given by Socrates. It serves various purpose in the teaching learning situation. Questioning is also an important teaching skill. An effective teacher employs questioning technique appropriately & also prepares good questions. Characteristics of questioning are as follows:

a)    Exploring the entering behavior of the learners.

b)    Provides motivation & encouragement.

c)    Makes them active in the class room.

d)    Establishes a chain of learning by linking previous knowledge with new knowledge.

e)    Provides the direction to the mental process of learning.

f)     Develops thinking & analytical abilities of the learners.

g)    Revise the teaching content.

h)   Evaluate the effectiveness of teaching learning.

Types of questions             

1.    Introductory questions – these are used in introducing new topic or lesson to the students. The introductory questions are based on the previous knowledge which is related new knowledge. These questions employ from known to unknown maxim of teaching.

2.    Developing questions – after introducing new topic, some questions are asked to develop the new content. It employs from logical to psychological technique of teaching.

3.    Recapitulatory questions – in the learning process law of practice or law of exercise plays a significant role in teaching new content. These type questions provide the situations to practice the learned content. The question serves three purposes:

o   To consolidate the learners new knowledge.

o   To organize the ideas of facts at proper place.

o   To provide well organized situation of the content.

4.    Evaluation questions – at the end of lesson the teacher puts questions to test the knowledge of the learners to assimilate whatever they could learn the content. Generally oral questions are asked. These are short answer type. Sometimes these questions are helpful to diagnose the weakness of learning. Remedial instruction can be provided to learner by the teacher. It also function a feed back to the teaching learning process.

Another way to classify questions

Close and Open Questions

Close questions accept only a narrow range of responses and the number of responses is limited. Close questions expect convergent thinking. Some close questions allow only one “correct” or “right” answer. Answers to some close questions are “yes” or “no”.

Open questions emphasize divergent thinking and can accept a wide range of responses. The number of answers to an open question may be two or more. Open questions encourage pupils to use their past experience and justify their opinions/thinking. It is important for teachers to choose whether to use close or open questions depending on the teaching contexts.

Low and High Order Questions

Questions can be classified depending on whether they are low order or high order. Examples of low order questions are perceiving questions (based on observation) and recall questions (based on knowledge or memorisation of facts).

High order questions encourage pupils to think rather than just to remember some facts that they have previously acquired. Those questions often require higher cognitive level. It is important to note that it does not mean high order questions are always better than low order questions. After putting pupils’ understanding and contents of the lesson into consideration, a well-balanced mixture of these questions is needed.

Characteristic of good questions

An effective teacher should be able to construct & use good questions. Preparation of good question requires insight, experience, mental ability & awareness of teaching problems. Teaching is a very social & dynamic activity. A teacher should have the full understanding of good questions.

·         The language of questions should be simple & easily understandable.

·         The form of the questions should be straight forward. There should not be any ambiguity.

·         The questions should have the definite meaning.

·         The questions should be in logical sequence. It should be psychologically workable.

·         The questions should be thought provoking.

·         The questions should serve the purpose of teaching learning.

·         The questions should have utility from learners & content point of view.

PROJECT METHOD

PROJECT METHOD

This method was propounded by W.H Kilpatrick. This method was perfected by J.A Stevenson. The base of this method lies in the philosophy of pragmatism. John Dewey wanted that education should be for life and through life. This method emphasizes on building a comprehensive unit around an activity which may be carried out in school or outside. The essence of this method lies in the fact that a group of students do a purposeful task. This implies the students undertake the activity in a group or individually over a period of time. It may include a number of activities and the end product is in the form of written report or a display.

“A project is a whole-hearted purposeful activity proceeding in a social environment”- Dr. William Kilpatrick.

“A project is a problematic act carried to completion in its natural setting”. – Stevenson.

“A project is a bit of real life that has been imported into school. – Ballard.

Thus, project is a purposeful activity and planned activity which is achieved in social, natural situations created in schools.

PRINCIPLES OF PROJECT METHOD:-

1. The Principle of freedom.

2. The Principle of purpose.

3. The Principle of activity.

4. The Principle of interest.

5. The Principle of utility.

6. The Principle of correlation.

7. The Principle of sociability.

8. The Principle of experience.

9. The Principle of reality.

10. The Principle of learning by doing.

TYPES OF PROJECT:-

All the project can be divided majorly into two types.

(i) Individual Project.

(ii) Group Project.

According to W.H. Kilpatrick projects are of four project.

i) Producer projects

ii) Consumer projects

iii) Problem projects

iv) Drill projects.

PRODUCER PROJECT: -

Here the emphasis is on actual construction of a material object or article.

CONSUMER PROJECT: -

Here the emphasis is gain on obtaining either direct or vicarious experience, such as reading and learning stories, listening to a musical delectation etc.

PROBLEM PROJECTS:-

The main purpose is to solve a problem using intellectual process, such as determining the density of a certain liquid.

DRILL PROJECTS: -

This type of project emphasizes on attaining a certain degree of skill in a reaction as learning a vocabulary.

Steps of Project Method:-

1. PROVIDING A SITUATION: -

The teacher provides a situation to the students which must create same problems and students must feel interested to work.

2. CHOOSING AND PURPOSING: -

The students are tempted to choose a project. The teacher should stimulate discussion by suggestion. While choosing the project the teacher should bear in need that it should be of real need to students. The purpose of project must be clearly defined to the students. The project must be common and acceptable to all. In case of wrong choosing, teacher must help students tactfully to see that the students choose a better project. They should be asked to write down the reasons for selection.

3. PLANNING: -

The success of the project lies in the good planning. The students should plan out ht whole project under the guidance of teacher. Every child must be encouraged to participate in the discussion and make suggestion. All the students are encouraged to write down the plan neatly and properly.

4. EXECUTING: -

Execution of different activities to different students on the basis of their capacity leads to successful completion of the project work. It is the longest step and requires meticulous assignment of duties to different students or groups the teacher must guide and encourage students. It is the duty of the teacher to keep watch on the process of activities and instruct as and when requirement.

5. EVALUATION: -

This is very important step as; the students review the project and find out mistakes if any. Self-Criticism is very important at this stage. The students discuss their work and rectify their mistakes and recollect useful knowledge. The teacher sees that the objectives of the project have been achieved.

6. RECORDING: -

The students keep a complete record of entire activity. How they planned, discussions were held, how duties are assigned, how criticism were made, which will help them in their future work.

ROLE OF TEACHER: -

1) Teacher must be a friend, guide and working partner.

2) Teacher must have through knowledge of individual student and allot work accordingly.

3) Provide democratic atmosphere.

4) He should learn with students and should not claim to know everything.

5) He must be inexperienced, initiative and process tact for creating positive ambience.

MERITS OF PROJECT METHOD: -

1). This method is based upon the laws of learning. They are as follows:

a. Law of readiness

The students are made ready to learn by creating interest, purpose and life situations.

b. Law of exercise

The student’s carry out activities in the real life situations, the experiences gained thus are very useful in the later life of the students.

c. Law of effect

The sense of success and satisfaction should follow the learning process. This law makes it essential for the teacher to make the student satisfy and feel happy in what he is learning.

2) It promotes Co-operative activity.

3) It arouses and maintains interest of students.

4) It keeps the students on freedom of thought and action while doing the work.

5) It develops scientific attitude.

6) It widens the mental horizon of student.

7) It develops dignity of labour.

8) The students learn by self activity.

9) The correlation of subjects is best followed in this method. The subjects are not treated as water tight compartments.

10) This is a psychological method.

DEMERITS OF PROJECT METHOD: -

1. The knowledge is not acquired in a sequential manner.

2. There may be a chance of overlapping of subject matter.

3. If not planned and executed properly them, it may not be completed in time.

4. It is a time consuming process.

5. It may be a costly affair where in same items/things may not be available at times.

6. There may be overdevelopment of individualism and under development of co-operation and group responsibility.

7. If the topic in wrongly selected them the objective may not be achieved.

8. It gives to students a superficial knowledge of great many things. Therefore it is not suitable for all types of students.

9. This method is not suitable for a mature teacher.

10. The whole syllabus, for higher classes cannot be accomplished with this method.

SUGGESTIONS TO IMPROVE: -

1. The topic should have same educational value.

2. Project should be selected according to the student’s interest.

3. Entire course should not be planned only using this method.

4. The objectives of the project must be clear and defined.

5. Students should be assigned various duties according to their capabilities.

6. The students should be given freedom to interact among themselves.

PROBLEM-SOLVING METHOD

PROBLEM-SOLVING METHOD

It is a method in which a specific problem is given to the students and they are required to find out the solution through objective reasoning and thinking. This method is also highly suitable for teaching of science. In this method, the teacher is going to act as a guide and will be in the background and the students should take active participation in finding out the solution to the problem in hand.

The students should know what he is doing and why he is doing. The problem should be of educational importance and should have educational value and must be selected from the real life situation. Also the problem chosen should be worthwhile and should have practical value. The problem should be chosen in such a way that it can be fitted well in the present curriculum organization in the school to avoid various administrative difficulties.

Steps in problem-solving method

The following steps are involved in the problem solving method.

A. Recognizing the problem

B. Defining and interpreting the problem

C. Collecting data related to the problem

D. Organizing and evaluating the data of problem

E. Arriving at final conclusion

F. Verifying the result

A. Recognizing the problem

In this step, the teacher should organize a discussion of a problem or problems with the students and based on the discussion, the teacher should create a problem in such a way that the students should feel that it is their own problem and they should solve it. The teacher should organize the problem in such a manner that it should arouse student’s interest to study and solve it.

B. Defining and interpreting the problem

The teacher should explain the problem given to the students in detail or may be interpreted by the students themselves through discussion. All the attributes constituting the problem must be made clear to the students and the problem must be defined in a systematic manner.

C. Collection of data related to the problem

In this method, the teacher should suggest the available resources like books, journals, periodicals, etc. with respect to the problem given to the students. Also he must encourage the students to collect data from different sources.

D. Organizing and evaluating the data of problem

The data collected must be well organized by the students and all the unwanted superfluous matter should be deleted. In this stage, the teacher can help the students in arranging and classifying the materials collected in a scientific way.

E. Arriving at final conclusion

After analyzing all the important points with respect to the problem, a tentative solution may be discussed among the students and finally they will arrive at a conclusion collectively.

F. Verification of the result

Finally the solution to the problem must be verified by applying this result in a new situation to detect the discrepancies if any, in the facts already discovered.

Merits

• The students will get training in the art of solving a problem in actual life situations

• Reflective thinking and the power of reasoning can be developed with this method

• Self-confidence among the students can be developed through this method.

• It helps the students in developing the power of critical judgement as they have to think a lot to arrive at correct solution to the problem through practice

• It inculcates the habit of open-mindedness and tolerance.

Demerits

• It is difficult for the teachers to organize the content of science according to the need of the students and therefore, he cannot always give real life problems.

• It is a time-consuming process

• Textbooks and other written materials are not available as per the guidelines of the problem-solving method.

• This method is useful only for the students studying higher classes and for those who have higher level of thinking.

• All the lesson or topics cannot be taught by his method.

PANEL DISCUSSION

PANEL DISCUSSION

Definition: It is a discussion in which few persons ( the panel) carry on conversation in front of the audience.  At the end of the discussion audience also participates. The audience put important questions and the experts answers them and clarify the points.

Purpose - Purpose of the panel discussion is to reproduce the features of a small discussion group for the benefit of a larger group.

OBJECTIVES

·         To provide information and new facts.

·         To analyze a problem from different angles

·         To identify the values.

·         To organize for mental recreation

TYPES OF PANEL DISCUSSIONS

1. Public panel discussions

2. Educational panel discussions

PUBLIC PANEL DISCUSSIONS - These are organized for common men problems.

Objectives:

·         To provide factual information regarding current problems

·         To determine social values

·         To recreate the common men

E.g. annual budget, educated unemployment , increase in price of things.

EDUCATIONAL PANEL DISCUSSIONS - Used in educational institutions to provide factual & conceptual knowledge and clarification of certain theories and principles.  Some times these are organized to find out the solutions of certain problems

Objectives -

·         To provide factual information and conceptual knowledge

·         To give awareness of theories and principles

·         To provide solution of certain problems

Procedure of panel discussion

Types of members in panel discussion - Instructor, Moderator, Panelists, Audience

INSTRUCTOR - Plays most important role in panel discussion. Plans how , where , when panel discussion will be organized. Prepares the schedule for panel discussion . Sometimes rehearsal is also planned.

MODERATOR - Keeps the discussion on the theme and encourages interaction among members. Summarizes & highlights the points. Should have mastery on the theme or problem of the discussion.

PANELISTS  - There are 4 – 10 panelists in the discussion . Members sits in a semi circle shape in front of the audience. The moderator sits in the middle of the panelists.  All panelists must have mastery of the subject matter.

AUDIENCE  - Audience are allowed to put question and seek clarification. They can present their point of view and their experiences regarding the theme. The panelists answers. In some situations moderator also tries to answer the Qn.

At the end of discussion , moderator summarizes the discussions and presents his point of view. He expresses thanks to panelists and audience.

Characteristics of panel discussion -

Used in university & college level to organize teaching at reflective level. Develops the ability of problem solving. Helps to understand nature, problem or theme of discussion. Develops ability of presentation of theme and giving their point of view logically. Develops right type of attitude and ability to tolerate anti- ideas of others. Helps in creative thinking. Develops manners of putting Qn.s & answering them.

Advantages of panel discussion

·         Encourages social learning

·         Higher cognitive and affective objectives are achieved

·         Used to develop ability of problem solving and logical thinking

·         Develops capacity to respect others ideas and feelings & ability to tolerate.

·         It provides opportunities of assimilation of theme and content.

Limitations of panel discussion

·         There are chances to deviate from the theme of discussion

·         some members may dominate

·         There is possibility to split the group in to two subgroups ( for & against)

·         If panelist belong to different groups, it may not create appropriate learning situation

How to organize effective panel discussions - There should be a rehearsal before actual panel discussions . The moderator should be a matured person and should have the full understanding of theme / problem & should have full control over the situation. The seating arrangement should be such that every one should be of equal distance & should observe each other. Moderator should encourage constructive discussion among panelists and audience.

MAXIMS OF TEACHING

MAXIMS OF TEACHING

Teaching is considered a part of learning. The culmination of all teaching processes really worth the name is learning. Teaching is an external enterprise while learning is a mental activity. The primary motive of use of maxims of teaching is the enhancement of quality of learning. Teaching maxims play an important role in making learning stable and permanent.

According to Bernard, “In teaching-learning process, teachers and students encourage learning.” In fact, teaching is a task and learning is an achievement. Learning objectives can be realized by properly organizing teaching skillfully, effectively and carefully.

Maxims of teaching

The role of the teacher is considered main in the classroom. He is responsible for creating such an ambience as gives rise to maximum learning activities and various experiences may be achieved. But, practically, it is not as convenient as it looks. However talented, scholarly and able a teacher may be, he would be considered unsuccessful if he or she is unable to transfer learning to students. Teaching is an art which encompasses the following:

Mastery over subject

Scientific knowledge of teaching style for transfer of knowledge to pupils

In order to achieve this objective, teacher’s subject knowledge is not the only factor which is required. In addition to this, the teacher should know some maxims with the help of which the teacher may present the subject matter before the students effectively as well as efficiently. The meaning of maxims of teaching is very simple. Those general ideas and methods of doing the work which prove helpful in the task of teaching are termed as maxims of teaching. These maxims have been formulated by the psychologists, educationists, pedagogues and preceptors on the basis of their experiences. These maxims are reliable and are universally applicable. Different maxims of teaching are applied in different teaching situations on the basis of well-planned strategy and logic. Maxims of teaching act as the springboard which catalyzes the momentum of teaching-learning process and thus helps the teacher in achieving the pre-determined objectives of education besides providing contentment to both the learners as well as the teacher.

A glimpse of prominent maxims of teaching

1. From Known to Unknown - This maxim states that the new knowledge to be given to pupils must be logically linked with their previous knowledge. This maxim facilitates learning process and economizes the efforts of the teacher and the taught. It won’t be an exaggeration to say that this maxim is an indispensable part of teaching-learning process. This is a natural method of learning. In practical life situations too, we follow this maxim in that we interpret new things we perceive on the basis of similar things perceived earlier by us. This roughly corresponds to Analogy and is also the heart and soul of Analytical method of teaching. This maxim is the part and parcel of set induction skill (lesson introduction skill). It can also be employed in instillation of moral values in prospective teachers.

2. From Simple to Complex - This maxim states that difficulty should follow ease in teaching. Alternatively, the teacher should start with simple thing and proceed to difficult one in a logical, systematic and step wise manner. The skillful application of this maxim proves to be advantageous in teaching of all subjects.

The maxim 'From Simple to Complex' in association with another maxim 'From Psychological to Logical' can work wonders for research scholars too as it is not necessary that each and every student who undertakes research work is well acquainted with the essentials of research methodology. Workshops (based on this maxim) should be organized for research scholars so that they get well acquainted with the basics of research. It has been observed that student find 'Formulation of Research design' and 'Statistical interpretation of data' a Herculean task, especially those who are from Arts background or those who are not comfortable with mathematics or data analysis. It is here when this maxim can prove to be boon for such students as well as others too.

If teachers start with complicated problem, it is possible that 70-80% of students may not be able to understand and answer it. Therefore they will lose their heart, confidence and interest in study. Teacher has to be careful in deciding about simpler part too. What is simple in teacher’s view is not necessarily simple for students. It can be vice-versa too. Thus, keeping in view students ability, attitude, potentiality and interest, simple tasks should be fixed. This maxim should also be coupled with another maxims viz. 'From Whole to Part', 'From Analysis to Synthesis' and other maxims as per the felt need.

3. From Concrete to Abstract

Abstract and concrete are classifications that denote whether a term describes an object with a physical referent or one with no physical referents. An abstract object is an object which does not exist at any particular time or place, but rather exists as a type of thing, i.e., an idea, or abstraction. In general, tangible entities are grouped under concrete objects while intangible entities are grouped under abstract objects. This maxim, however, sometimes can't be employed in certain situations. For example, such concepts as personality, intelligence, learning, knowledge, attitude, thinking, etc. are abstract in that these can't be touched or seen directly i.e. these are intangible. (For example, we cannot show or display the intelligence of an individual in a concrete form before the students as intelligence is an abstract concept). The teacher educators should tell the pupil-teachers that the aforementioned concepts are abstract in nature and can't be seen or touched directly but can be assessed (and not physically measured) with the help of actions or behaviors of the subject. For example, taxonomy of educational objectives (propounded by Bloom et. al.) helps us in assessing the teaching objectives at the end of a lesson. Attitude (abstract) can be known with the help of rating scales or point scales or checklist (although indirectly and not directly). Projective techniques viz. Ink blot tests, TAT (Thematic Apperception Test), Child Apperception Test, etc. are concrete entities that can be used to assess the personality of an individual on an indirect basis (abstract form). What is being emphasized here is that the teacher must ponder over the following questions:

1. Is the maxim (in question) feasible for the topic to be taught?

2. Where could the maxim be logically employed?

3. How can the maxim be employed?

The above questions hold good for all the other maxims of teaching also. In fact, the degree of effectiveness and success of teaching maxim(s) depends on teacher's knack of applying the maxim(s). At times, it is the 'Rule of thumb' that determines the strategy of employing maxims in teaching. Application of this maxim helps the learners understand the materials more easily. Some power of imagination also develops in them.

The teacher-educator ought to make the prospective-teachers realize the need and significance of laboratory visit and work, need and significance of direct experience.

4. From Analysis to Synthesis - This maxim states that the difficult or complex topic or subject matter be logically and systematically broken into different components. (This maxim is also known as 'from Part to Whole'.) Analysis means breaking something into individual elements. Synthesis is just reverse of Analysis. It means joining the individual elements into one whole. In other words, in analysis, the subject is broken into its components or elements while in synthesis, the scattered elements of the subject are collected and the clarification of these elements is logically presented. In fact, these two are an integral part of Cognitive domain of Bloom's taxonomy of Educational objectives. The complex topics or subjects need to be taught in a logical and systematic manner with the help of this maxim. (Formulation of objectives, hypothesis or hypotheses on the basis of the rough and systematic analysis of research problem in question.)This maxim is quintessential of science and mathematics. It can, however, be made use of in other subjects too viz. economics, commerce, geography, political science, etc.

5. From Psychological to Logical - As regards the realm of Educational Psychology, the cynosure is the child or the learner. The entire teaching-learning process is planned and organized on the basis of interests, abilities, capacities, etc. of the learner.

This maxim states that the sequence of teaching process should be psychological followed by logical. If the teaching process is not in logical order and its organization is not systematic, the entire teaching process with become either hotchpotch or haphazard. Consequently, the teaching process will either become an exercise in futility or end up in fiasco. [For example, the teacher educator should advice pupil teachers to teach the basics of hydrocarbons, types of bonds to the students before coming on to types of lipids (saturated and unsaturated).]

6. From Actual to Representative - Teaching is more effective when the teacher displays actual teaching aids instead of artificial ones before the pupils in the classroom. Researches have shown that the natural teaching material has more influence in the teaching process instead of artificial one. So, as far as possible, the teacher should make use of this maxim in teaching-learning process. It is not that this maxim should be blindly resorted to. The teacher should use logic to apply this maxim.

It won't be an exaggeration to say that in the current scenario of teacher education in India, various Psychological tests are not actually performed by pupil-teachers. They never ever get the opportunity to get a first-hand (direct) experience of various apparatuses, instruments and concrete entities that are an indispensable part of Psychology laboratory.

7. From Empirical to Rational - It means that the empirical knowledge of a student should be made rational so that it becomes true and definite. (It may be recalled here that empirical knowledge is the one which a learner receives by observation.) If we study and analyze the definitions of learning, we will come to know that the changes in human behavior through experiences are termed as learning. The experiences contribute especially in the learning process. The pupil learns through observation and experience and consequently acquires substantial knowledge. The teacher can employ this maxim especially in teaching of mathematics and sciences. In simple words, the ability to know something, to learn and verify it is acquired first and the ability to interpret it on the basis of logic or reasoning develops afterwards.