Educational Wealth: code 8611

2nd Solved assignment aiou 8611 autumn 2019

Abdullah 0 aiou, autumn 2019, B.ED, code 8611, solved assignments Thursday, February 20, 2020

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2nd  Solved assignment aiou 8611 autumn 2019<br />
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<i><span style="font-size: 14.0pt;">Q1. when can teacher conduct
action research, how is it different from applied research and why is it
needed?</span></i></h3>
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<span style="font-size: 14.0pt;">Ans:</span><br />
<span style="font-size: 14.0pt;">TEACHER
AS RESEARCHER</span><span style="font-size: 14.0pt;"></span></div>
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<span style="font-size: 14.0pt;">"It is teachers who, in
the end, will change the world of the school by understanding it"
(Lawrence Stannous 1988)</span></div>
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<span style="font-size: 14.0pt;">As teachers engage in action
research they are increasing their understanding of the schooling process. What
they are learning will have great impact on what happens in classrooms,
schools, and in the country in broader perspective in the future. The future
directions of staff development programs, teacher preparation curricula, as
well as school improvement initiatives, will be impacted by the things teachers
learn through the critical inquiry and rigorous examination of their own
practice and their school programs that action research requires.</span></div>
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<span style="font-size: 14.0pt;">In schools, action research
refers to a wide variety of evaluative, investigative, and analytical research
methods designed to diagnose problems or weaknesses whether organizational,
academic, or instructional and help educators develop practical solutions to
address them quickly and efficiently. </span></div>
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<span style="font-size: 14.0pt;">Teacher-researchers can be
characterized as those practitioners who attempt to understand their practice,
and impact on their students by research , between teaching and learning in their
world of work. </span></div>
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<a href="https://www.blogger.com/null" name="bookmark4"><b><i><span style="font-size: 14.0pt;">Importance
of Teachers’ Research</span></i></b></a></h4>
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<span style="font-size: 14.0pt;">Schools are the nurseries for
the production of the trained manpower So it is not enough for teachers merely
to make decisions; they will be called upon to make <span style="mso-spacerun: yes;"> </span>decisions, decisions which are data driven.
Therefore, it is necessary for teachers be much more deliberate in documenting
and evaluating their efforts. Action research is one means to that end. Action
research assists practitioners and other stakeholders in identifying the needs,
assessing the development processes, and evaluating the outcomes of the changes
they define, design, and implement. </span></div>
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<span style="font-size: 14.0pt;">It is important for the teachers
as they assists practitioners and other stakeholders in identifying the needs,
assessing the development processes, and evaluating the outcomes of the changes
they define, design, and implement. When the teacher starts working on action
research, s/he is actually considered to be reflective practitioner assessing
and evaluating her own work with different methods and modifying and changing
the teaching related decisions accordingly.</span></div>
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<span style="font-size: 14.0pt;">Teacher researchers give an
in-depth thought to the question that what they will be going to learn from
their students. To get the answer to this question, they listen to and watch
their students engage in authentic work; collect work samples, photographs, and
transcripts to document what their students say and do; and use that
information to evolve their practice as they celebrate and support the voices
and experiences of the children they teach. In this sense, teacher researchers
are innovators, curriculum drivers, agents of school change, and directors of
their own professional development. </span></div>
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<i><span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>DESIGNING ACTION RESEARCH</span></i></h3>
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<a href="https://www.blogger.com/null" name="bookmark6"><span style="font-size: 14.0pt;">Identification
of Problem (Identify a problem to be studied)</span></a></h4>
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<span style="font-size: 14.0pt;">The first step in the action
research to identification of the problem. What element(s) of our practice or
what aspect of student learning do we wish to investigate?</span></div>
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<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>What in real sense I want to improve? </span></div>
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<span style="font-size: 14.0pt;">What is the matter of concern
that is not up to my expectations? </span></div>
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<span style="font-size: 14.0pt;">Researcher has to decide
about the above mentioned questions first.</span></div>
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Are the students slow in grasping
the concept? </span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Why the students are not active? </span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">How can I develop interest in mv
teaching?</span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">What method would be effective? </span><br />
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<span style="font-size: 14.0pt;">Researcher has to hit the
exact concern first to carry on with the next step. Confusion or non clarity at
this stage would result in mining of the other coming steps like collection of
data. One must collect the required data in order to analyze and then interpret
it to develop a plan for the implementation an further reflection and
improvement in the required field of problem. Although all the steps are
interlinked, but the first step is of foremost importance in order to lay down
the strong foundations for the whole process.</span></div>
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<b><i><span style="font-size: 14.0pt;">What is the difference
between AR and applied research</span></i></b><span style="font-size: 14.0pt;">?</span></h4>
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<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>The answer has to be a characteristic that is
not the case for applied research. I don't think we can say AR is done by
teachers, and that is its defining characteristic, because applied research <span style="mso-spacerun: yes;"> </span>is also done by teachers all the time. </span></div>
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<span style="font-size: 14.0pt;">As part of the introduction
of a new syllabus, a researcher wishes to know whether the use of group
work<span style="mso-spacerun: yes;">  </span>prove students' ability to speak
English. The researcher first consults the literature first area of research
and decides on the approach and methods to be used. The <span style="mso-spacerun: yes;"> </span>hypothesis is "Group work will increase
the development of both fluency and accuracy in oral tasks." The
researcher assigns one group of students in a school to an experimental group,
where all classroom tasks are conducted through group work for a period of two
months. An equal number of students (the control group) are taught using the
same tasks through a whole-class, teacher-fronted approach for the same period.
In order to ensure that the students in the experimental group are not at
higher levels of language learning to begin with, the researcher first
administers a test. She then assigns students to the groups on the basis of the
test results. At the end of the two months, each of the groups is given a
further identical test in order to see whether the use of group work has resulted
in higher results for the experimental group. The results show that the
students assigned to group work have performed at a higher level in relation to
fluency, but that their performance &publishes the findings of the study in
a journal.</span></div>
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<span style="font-size: 14.0pt;"><i>Q.2 Write down a critical
essay on the current syllabus English taught at grade five. </i>Answer<span style="mso-tab-count: 1;">      </span></span></h3>
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<span style="font-size: 14.0pt;">Curriculum is typically a
phenomenon includes many dimensions of learning, including</span></div>
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<span style="font-size: 14.0pt;">rationale, aims, content,
methods, (sources, time, assessment etc; which refers to various levels of
planning and decision making on learning (for example, at the supra-,
macro-,meso-, micro- and nano-); or, international, national, local, classroom
and individual levels; and which <span style="mso-spacerun: yes;"> </span>multiple representations of learning </span></div>
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<span style="font-size: 14.0pt;">(for example, intended,
implemented,attained,etc) at the supra <span style="mso-spacerun: yes;"> </span>in the playground, at lunch time flren eating
(civic responsibilities, etc.). This curricular totality also includes
opportunities Wider achievement through sport, music, debating, and the like.
For the purposes of this paper, curriculum is defined in a holistic,
process-oriented way.</span><br />
<span style="font-size: 14.0pt;"> This definition is based on the belief that while
curriculum might commonly be perceived as a set of documents, the quality of
those documents is closely connected to the processes used to develop them and
to the means through which they are put into practice. In other words, judging
the quality of the curriculum itself cannot be done in isolation from the
broader processes of curriculum development implementation and evaluation.</span></div>
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<span style="font-size: 14.0pt;">The syllabus has been
structured to cover each of the three years of Primary 1-3. Each year s work
has been grouped under five sections or themes (Diversity of matter, Cycles,
Systems, Energy and Interactions of matter). Each of these themes is related to
everyday experiences the child, and to commonly observed phenomena in the child
s environment. The mailroom is to enable pupils appreciate the links between
different scientific topics and thus help them <span style="mso-spacerun: yes;"> </span>to integrate scientific ideas in dealing with
phenomena. The sections/themes cover a core of concepts which provide broad
based understanding of the environment upon which the foundation for further
study could be built.</span></div>
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<span style="font-size: 14.0pt;">The topics under each theme
are not to be looked at as separate or isolated blocks of <span style="mso-spacerun: yes;"> </span>knowledge. In general, there are no clear
borders between these themes.There are some topics that are common to different
themes. A conscious effort should therefore be made by teacher to let pupils
see the link between themes whenever possible. In particular, it will be noted
that Systems, Energy and Interacting matter are closely related. Another
feature of the syllabus is the Spiral Approach. </span></div>
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<span style="font-size: 14.0pt;">This <span style="mso-spacerun: yes;"> </span>characterised by revisiting concepts and
skills at different levels with increasing degree of depth at each stage. The
spiral approach has the benefit of matching scientific^jyicepts and skills to
pupils- cognitive development. </span></div>
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<span style="font-size: 14.0pt;">Diversity of matter</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Pupils should organize that
there is a great variety of living and non-living things in the world. Humans
seek to organise this great variety to better understand the world in which
they live).There are common threads that connect all living things. There are
also unifying favor in the diversity of nonliving things that scientists use to
classify them. The study of the diversity in the world should also help pupils
to appreciate the importance of life s diversity and therefore take necessary
steps for maintaining this diversity. Topics covered under Diversity of matter
include the following: - </span></div>
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<span style="font-size: 14.0pt;">Variety and characteristics
of living thing</span></div>
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<b><span style="font-size: 14.0pt;">Materials</span></b></div>
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<i><span style="font-size: 14.0pt;">Classification of organisms
and materials</span></i></h3>
</div>
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<span style="font-size: 14.0pt;">Cycles Pupils should
recognise that there are repeated patterns of change in nature and should seek
to understand how these patterns occur. Examples of cycles are the day and
night cycle, life cycles of living things and the recycling of resources.
Studying these cycles helps humans to understand the Earth as a self sustaining
system and secondly, helps humans to be able to predict events and processes.
Topics included under cycles are as following:</span></div>
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Life cycles of the mosquito</span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Water cycle</span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Day and night cycles</span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Convection and ventilation</span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Reproduction in plants and
animals</span><br />
<span style="font-size: 14.0pt;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">   </span></span></span><span style="font-size: 14.0pt;">Land and sea breezes etc.</span><br />
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<b><i><span style="font-size: 14.0pt;">Q3:
How can students become a part of the assessment and evaluation process?
Explain with examples.</span></i></b></h3>
</div>
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<span style="font-size: 14.0pt;">Answer</span></div>
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<span style="font-size: 14.0pt;">All effective educators use
ongoing assessments to determine their students' ability levels various
academic areas and to guide their instruction. In the realm of special education,
the assessment process is absolutely essential. Parents, teachers, specialists
and counselors depend on multiple assments to identify a student's strengths,
weaknesses and progress.</span></div>
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<b><span style="font-size: 14.0pt;">What are Assessments?</span></b></div>
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<span style="font-size: 14.0pt;">Assessments often include
various tests, both standardized and criterion-referenced, but testing is not
the only way that educators measure students' aptitude. Assessments are
Evaluations, and might consist of anything from simple observations that a
teacher or aide jots down while a student works on an assignment to complex,
multi-stage procedures such as a group of teachers assembling a large portfolio
of student work. Then there are assessments that are required by individual
schools, districts or states that help educators determine whether or not a
student qualifies for special education and, if so, the types and frequency of
services that will best support a student's success.</span></div>
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<b><i><span style="font-size: 14.0pt;">Common assessments in
special education include:</span></i></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Individual Intelligence
Tests:</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>As the name suggests, individual intelligence
tests are administered to a student one on one.<span style="mso-tab-count: 1;">        </span></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">1-<b>Wechsler Intelligence
Scale for Children (WISC):</b> The school psychologic Usually administers this
test, which measures a student's intelligence in a variety of areas, including
linguistic and spatial intelligence. </span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Stanford Binet
Intelligence Scale : </span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">The school psychologist or
special education team administer this test, which, like the WISC, is also
norm-referenced. The questions are designed to help educators differentiate
between students performing below grade level because of cognitive disabilities
and those who do so for other reasons. </span></div>
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<b><span style="font-size: 14.0pt;">Group Intelligence Tests: </span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Group intje^ence and
achievement tests are often administered in the general education classroom is
through these types of tests that a teacher might first</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">suspect that a student has
teaming disability. These tests have two functions, measuring academic ability
as wellchild's cognitive level</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Skill Evaluations</span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Specialists such as the
school speech pathologist and the child’s general practitioner use certain <span style="mso-spacerun: yes;"> </span>diagnostic measures for determining a child's
gross motor skills, fine manipulate* skills and hearing, sight speech and
language abilities. </span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Developmental and Social
History:</span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>The child's classroom teacher, parents,
pediatrician and school specialists help formulate this narrative assessment.
They may fill out checklists, answer questions, participate in an interview or
write a report addressing a child's strengths, challenges and development (or lack
thereof) over time. The focus here is on issues such as the child's health
history, developmental milestones, genetic factors, friendships, family
relationships, hobbies, behavioral issues and academic performance.</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Observational Records:</span></b><span style="font-size: 14.0pt;"> Anyone who works with the child can provide
information about the child’s academic performance and behavioral issues.</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Samples of Student Work:</span></b><span style="font-size: 14.0pt;"> The general classroom teacher also provides most of
the evidence in this domain. A folder of assignments, tests, home work and
projects can provide a snapshot of a child's abilities and challenges in
performing grade level work. </span></div>
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<h4 style="text-align: left;">
<i><b><span style="font-size: 14.0pt;">Who and What is Involved?</span></b></i></h4>
</div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">1-Anyone involved in <span style="mso-spacerun: yes;"> </span>life and education might suspect a learning disability
or similar issue and Specialists to explore it further.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">2-The first person  to
conduct an informal assessment is typically the classroom teacher, though a guardian
or pediatrician might start the assessment process. </span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">3-A classroom teacher or
pediatrician might request a referral to a medical specialist, therapist,
psychologist or other specialist to focus on a particular area of concern.
These individuals keep written records of findings, and should also write
descriptions of any discussions concerning the child.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">4. The school's special
education department or student study team begins informal and formal
evaluations. They will request that the classroom teacher and other individuals
working with the child submit any evidence gathered.</span></div>
<div class="MsoNormal">
<h4 style="text-align: left;">
<i><b><span style="font-size: 14.0pt;">Why So Many Assessments?</span></b></i></h4>
</div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">In the world of education,
quantity is not always quality. However, educators require multiple measures to
ensure that they gain an accurate picture of a student's performance compared
with others at the same grade level. This process is essential, because a
student not do well on a specific assessment due to performance anxiety.</span></div>
</div>
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<h3>
<i><b><span style="font-size: 14.0pt;">Q4: On
any of the social media that you use (Facebook, Twitter, WhatsApp) make group
of teachers. Initiate a discussion regarding role of education in society,
write down a report of the discussion .</span></b></i></h3>
</div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Answer</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">I'm a big fan of social
media. Facebook, Twitter, blogging platforms and other 'web 2.0 offer users the
ability to publish their thoughts and exchange ideas with a global audience. In
this article I will be discussing ways that you can use social media in your
classes and courses.</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">You can use them in the
following ways:</span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">1-Building a class blog, where
students can take it in turns to write posts on topics of</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">interest. Other students can
then add comments. The teacher will need to moderate, as comment threads can
sometimes become heated an you are representing an educational institution,
this could become a tricky issue. </span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">2-Creating lessons based on
blogs. I once devised a reading task taking four types of blog-I one academic,
one on the life of an ambulance driver, one personal blog and another on current
affairs. I had students skim read each blog and answer thematic questions. They
then exchanged their opinions on each blog and decided which one seemed most
interesting.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>We then had a language analysis task with
samples of text from each blog. Students examined differences in style (i.e.
formality, lexis and tone, before focusing on the personal blog, which used
more colloquial language. After a matching task where some key phrases were
identified, students were set the task of writing a blog entry on something
they had done that week.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Having sudents start their
own blogs. For this to work, they will probably need support, as blelonging is
a habit that has to be kept up consistently and it takes time to get good at
it.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">etchers can do this by
examining the discourse features of personal blogs and producing a structured
lesson that enables learners to mimic these features in their own writing.
Common discourse features of personal blogs are:</span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: "wingdings"; font-size: 14.0pt;"><span style="mso-list: Ignore;">Ø<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span dir="LTR"></span><span style="font-size: 14.0pt;">Short posts</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: "wingdings"; font-size: 14.0pt;"><span style="mso-list: Ignore;">Ø<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span dir="LTR"></span><span style="font-size: 14.0pt;">Informal or colloquial language </span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: "wingdings"; font-size: 14.0pt;"><span style="mso-list: Ignore;">Ø<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span dir="LTR"></span><span style="font-size: 14.0pt;">First person perspective</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: "wingdings"; font-size: 14.0pt;"><span style="mso-list: Ignore;">Ø<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span dir="LTR"></span><span style="font-size: 14.0pt;">Contemporary topics</span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo3; text-indent: -.25in;">
<span style="font-family: "wingdings"; font-size: 14.0pt;"><span style="mso-list: Ignore;">Ø<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span dir="LTR"></span><span style="font-size: 14.0pt;">Taking on the form of a dialogue
with readers (especially in comment threads)</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Twitter</span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Twitter is a microblogging
site. Microblogging involves writing very short updates on you are doing, your
ideas, activities, links to interesting sites and so on. Twitter limits pdates
to 140 characters, and these updates are known in the Twitter community
tweets'. When you join the site, you can 'follow' other users' tweets, which
appear <span style="mso-spacerun: yes;"> </span>kind of news feed when you sign
in. They have the option of following you back.<span style="mso-tab-count: 1;">      </span>the
same culture of regular updates as with regular blogging- and some users are prolific,
tweeting many times per day, while others are less active.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">forces the writer to be very</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">The short length of tweets is
linguistically interestin concise, and to focus very specifically on the reader
vjterests.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Some ideas for using Twitter
in a course:</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<h4 style="text-align: left;">
<span style="font-size: 14.0pt;">Twitter
warmer :</span></h4>
</div>
<div class="MsoListParagraph">
<span style="font-size: 14.0pt;">Focus on a Twitter
from a news source such as the BBC or CNN. In small groups, learners can read
one tweet and try to predict the broader details of the story. They can then
exchange ideas with another group before checking fuller details online.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">2) Twitter search activity
twitter has a powerful search tool that allows users to look for specific
search items in the ‘twittersphere*. Learners can be given an item of new
vocabulary, for example, and search for authentic examples of use in real time.
They can then derive the meaning from context (with appropriate support from
the teacher).</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">3)<span style="mso-tab-count: 1;">      </span>Practice of short forms-</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>The concise nature of Twitter lends itself to
this</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">4) Practice of the present
continuous- </span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">The immediacy of Twitter
suggests the present continuous, e.g. ‘writing an article on social media in
the EFL classroom'</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Facebook and other social
networking sites</span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Social networking sites allow
users to make connections and keep in touch with other users, who become
'friends'. As there is the possibility to interact via messaging (both instant
and via a form of email service)
and status updates (you say what you are doing), there is the opportunity for
language practice.</span></div>
</div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Some sites are more or less
'serious' than others. Linkedln, for example, is a social networking site for
professionals, and has an appearance and functionality to match. How these
sites can be used in class totally depends on the level to which your</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">members are willing to
interact with each other in a (relatively) private space, and flow</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">suitable that is.</span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt;">Some ideas:</span></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">1-Create a class group on a
social networking site. Groups are a form of <span style="mso-spacerun: yes;"> </span>virtual club. If the group has a clearly
defined purpose, which can be defined in <span style="mso-spacerun: yes;"> </span>class a task making use of various language
items), this will encourage online .The teacher can act as an administrator,
suggesting topics for discussion and posting links. This can become more
exciting if members are attracted from outside the class by class members
inviting their friends to join.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">2-Your school can create a
profile on site and students can become friends with the school. Teachers can
then answer students questions online and engage in discussions. This will also
have the effect of boosting the school's profile.</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Conclusion<span style="mso-tab-count: 1;">         </span>:</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Teachers must be aware that
while it's easy and exciting to put your thoughts all over the web, you must beware
of the law in the country you are working .</span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">You should also check terms
of use and privacy statements to make sure you know what the owners of the
sites are doing with any information they collect and to check that the services.</span></div>
<div class="MsoNormal">
<h3 style="text-align: left;">
<b><i><span style="font-size: 14.0pt;">Q5: Choose two
newspaper which publish Opposite narratives of political scenarios. Write down
a short report of how did you notice the different of opinion and what is your
conclusion on the issues.</span></i></b></h3>
</div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Answer:</span></div>
<div class="MsoNormal">
<br /></div>
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2nd Solved assignment aiou 8611 autumn 2019

2nd Solved assignment aiou 8611 autumn 2019 Q1. when can teacher conduct action research, how is it different from appl...

1st Solved assignment 8611 autumn 2019

Abdullah 1 aiou, autumn 2019, B.ED, code 8611, solved assignments Thursday, February 20, 2020

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<h2 style="text-align: left;">
1st Solved assignment 8611 aiou autumn 2019</h2>
<h3 style="text-align: left;">
<i>Q: 1 How can critical thinking among teachers and students be helpful in improving education and society?</i></h3>
Ans: <br />
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Critical theory in education thus
throws a critical eye upon the history, the development and practice of
education and educational contextualization. It holds that education in the
modem world is shaped by the ideologies and power structures that devolve from
all previous and current schools of thought i.e. Socialism, Capitalism, and
etc. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">The critical theorists hold that the
education in its current form serves to reproduce these conditions in ways
which benefit the already-powerful. Critical Education Theory strives to
promotes an ideology of education as an instrument of social transformation and
as a means of attaining social, cultural, and economic equity. Initially, it
did this from Marxist point of view, but gradually has adopted many of the
doctrine and theories of Cultural Studies to reveal how cultural codes play a
primary role in both curriculum development and classroom practices. The field
of critical theory in education hence covers a wide range of Social and
Educational issues — the Context, Curriculum, the pedagogy or teaching style,
the role of the State, the influence of corporate powers, the as well as the
issues of Cultural and Individual Identity etc. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">1.
ESSENTIAL ASPECT S OF CRITICAL THINKING</span></i></b><b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;"> </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">a)
In order to help their students to develop critical-thinking skills and to take
</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 4;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Critical
action, teachers need to: </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">1-have a sound knowledge base from
which deeply into content </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">to support students as they delve
more </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">2- To challenge by students, not
representing selves as the </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">remain open </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">3-avoid offering 'how to do it'
approaches </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">4-encourage students to be sensitive
to the feelings of others </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">5-provlde opportunities for inquiry
by giving students time for planning, processing, </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">and debriefing </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">6-structure lessons so that students
can work safely and so-operatively and develop </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">creative forms of shared
responsibility </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">7-encourage students to take
critical action. When students learn to use democratic processes inside the
classroom, they can transfer these to situations outside the classroom </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">b-For
students, learning to think critically and to take critical action will
include: </span></b></div>
<ol start="1" type="1">
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> learning to take responsibility for analyzing and
     evaluating information </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">giving each other feedback about their analyses,
     evaluations, and actions </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· questioning and challenging each other's assumptions
     in a non-threatening manner </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· learning to identify any inequalities and power
     relationships within contexts in health education, physical education, and
     home economics, focusing on how these positions are sometimes reinforced
     through organizational structures and through certain forms of language </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· reflecting on people's assumptions, beliefs, and
     behaviours, taking into account a range of factors </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> generating alternative solutions and
     accepting  them in a sensitive manner </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">developing the confidence to work with others in taking
     critical action</span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">c-It
is expected that by adopting this elaboration learning in education contexts,
students can: </span></b></div>
<ol start="1" type="1">
<li class="MsoNormal" style="line-height: normal; mso-list: l3 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> think about and evaluate their own thinking and
     behavior on issues related to health </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l3 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">education, physical education, and home economics </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l3 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> make reasonable and defensible decisions about
     issues community. </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l3 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">challenge and take action (individually and
     collectively) to economic, and po1itical‘inequalities </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l3 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">understand the role and significance of the movement
     culture and its influence on </span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">d-1
fence as an outcome the learners will: </span></b></div>
<ol start="1" type="1">
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· become broad and adventurous thinkers </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· generate innovative solutions </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· use their reasoning skills to analyze</span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>and evaluate </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· plan and think strategically </span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">TEACHER
AS A CRITICAL THINKER </span></i></b><b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;"></span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">One of the major goals of education
is to enable the learners to understand ideas that are important, useful, and
powerful. Another goal is to develop the appetite to think analytically and
critically about what they are being presented with in the form of books and
teaching. Third goal is to help them to use what they know to enhance their own
lives and also to contribute to their society, culture and civilization as well
as to the global community. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Hence critical thinking is not an
isolated goal unrelated to other important goal° in education. Rather, it is a
seminal goal which, done well, simultaneously facilitates a rainbow of other
ends. It is best conceived, therefore, as the hub around </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">These three goals work as a drive
for education to promote critical thinking which is based on certain
assumptions. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">1-Brains are physiological while
minds are developed. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">2. Curriculum is a mind-grooming
instrument. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">3. Education should strive upon
preparing learners for self-direction. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">4. Graduates should be prepared for
thinking their way through the challenging life </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">5. Careful analysis, clear thinking,
and reasoned deliberation are fundamental democratic life. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">to On the basis of these
considerations the capacity for critical assessment and analysis  emerges
as fundamental for enjoying a good quality of life. But to develop a deep
understanding of the foundations of critical thinking involves a long-term
approach .</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Teacher needs to recognize that
teaching in a critical manner is essential for: </span></div>
<ol start="1" type="1">
<li class="MsoNormal" style="line-height: normal; mso-list: l2 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· skilled reading, writing, speaking, and listening </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l2 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· skilled reasoning within all subject areas </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l2 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· Skilled decision-making and problem-solving </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l2 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">· skilled analysis and evaluation </span></li>
</ol>
<div style="text-align: left;">
<h3 style="text-align: left;">
<i>Q:2 Which critical among all seems to be more relevant for Pakistan? Give specificexamples.</i></h3>
</div>
<div style="text-align: left;">
Ans: <br />
<b>SOCIAL CLASS THEORIES </b><br />
As far as academics is concerned, it distinguishes social class and socio-economic Status, with the former referring to one’s relatively stable socio-cultural background and economic situation which is more changeable over time. the latter refering to one's current social an  Feudal distinctions of rank over  the new social groups that were developing are the commercial and industrial  urban working class in the new factories were defined mainly in economic terms, either by the ownership of capital or, conversely, by dependence on wages. <br />
<h4 style="text-align: left;">
<i><b>1.     Early Theories of Class </b></i></h4>
Theories of social class were fully elaborated only in the 19th century as the modem <br />
social sciences. I he issues of social stratification and inequalities were discussed by political philosophers such as Thomas,Hobbys, ohn Lock , and Jean. when the mode of production itself is changing as a result of developments in technology and in the utilization of labour, such conflicts become extreme and a new class challenges the dominance of the existing rulers of society. The dominant class, according to Marx, controls not only material production but also the production of ideas; it thus establishes a particular cultural style and a dominant political doctrine, and its control  over  society  is consolidated in a particular type of political system. Rising classes that gain strength and influence as a result of changes in the mode of production generate political doctrines and  movements in opposition to the ruling class. The theory of class is at the centre of Marx’s  social  theory,  for  it is the social  classes formed  within  a particular  mode of production </div>
<div style="text-align: left;">
<h4 style="text-align: left;">
<i><b>2.                 Contemporary Theories of Class </b></i></h4>
Majority of theories of class are chiefly concerned with revising, refuting, or providing an alternative  to Marxism.  Early  in  the  20th   century,   German   sociologist Max Weber questioned the importance of social classes in the political development of modern societies, pointing out that religious patterns, nationalism, and other factors played significant roles.<br />
Weber proposed limiting the concept of class to impersonal income distinctions between groups, thereby distinguishing class from social status, collectivities, or political hierarchies. <br />
Bourdieu’s social reproduction thesis fcoused research on the re!ation between educationn; family, and social classes. Bourdieu argued that education plays an important role in aiding and abetting the reproduction of social inequality and social exclusion. Cultural capital holds central cultural capital  importance in the process of social reproduction because in reflect inequalities  in social’ class. But the reproduction  of then‘ inequalities is facilitated in schools where teachers’ pedagogic actions promote the cultural capital of the dominant class by rewarding students who possess such capital and by penalizing others who do not. </div>
<div style="text-align: left;">
Thus, the school becomes one of the central agents of social exclusion and reproduction. Bourdieu argues that schools and teachers aid and assist this family based reproduction process by rewarding possession of elite cultural capital in students and by setting up elitist standards rigged class children and exclude others. <br />
To favor upper and middle For Bourdieu, the education systems of developed societies are functioning in such a way that they justify class inequailties. Success in the education system supported by the possession of ‘cultural capital’ and of upper class habits. Lower general have these traits, so the failure of the majority of these class students do not in students is unavoidable. <br />
This explains class inequalities in educational achievement. However, success and failure in the education system is seen as due to individual gifts or the lacking them. <br />
Bourdieu states that Cultural Capital consists of familiarity with the dominant culture in a  society,  and  especially  the ability  to understand  and use 'educated'  language.  It is <br />
evident that the possession of cultural capital varies with social class. This makes it very <br />
difficult  for lower class pupils to succeed in the educational  system.  Bourdieu  asserts <br />
that, since the education system assumes the possession of students in fact possess, there is a great deal of inefficiency cultural capital, which few in 'pedagogic transmission' i.e. teaching. This is Trying to get across. <br />
because students simply do not understand  what  their teachers are For Bourdieu, this is particularly apparent in the universities, where students are afraid of revealing the extent of their ignorance.  Despite  the fact that lower- <br />
class pupils are seriously disadvantaged  in the competition  for educational  credentials,  the results of this competition are seen as meritocratic and therefore as legitimate. In addition, Bourdieu claims that social inequalities are legitimated by the educational credentials held by those in dominant positions. This means that the education system has a key role in maintaining the status quo. However, Bourdieu's emphasis remained on the non-material resources  possessed  by the higher-class household  yet we have  evidence <br />
that  the dramatic  fall  in the material costs to families  of education  due  to educational <br />
reforms, such as the universal provision of  free and compulsory secondary education, have not diminish ed the degree of  association between class origins and educational attainment. This suggests that the educational advantage and disadvantage which parents pass on to their children may not be entirely caused or resolved by economic factors and that the notion of cultural capital is therefor e worthy of serious attention.<img loading="lazy" src="file:///C:/Users/Abdullah/AppData/Local/Temp/msohtmlclip1/01/clip_image024.png" /><br />
<h3>
<i>Q: 3 Elaborate the classroom interaction among students strategies of developing critical and between teachers and students? </i></h3>
Ans:<br />
Cooperative teaching and learning has been a popular area in educational circles for more <br />
than a decade.  This area gained its strength with the emergence  of two major schools of thought one is “Constructivism and the other is “Connectivism”. Researchers and practitioners have found <br />
that students working in small cooperative groups can develop the type of intellect ual exchange that fosters critical and creative thinkin•p, and productive problem solving. Cooperative teaching is a successful strateqv in which small teams, each Student.s have always congregated together to perform  and learn. Rat there is a growing recognition that combined with whole group instruction and individual learning, cooperative learning should be a customary part of the classroom instruction. Student communication makes cooperative learning meaningful. To accomplish  their  group’s task, students must exchange ideas, make plans, and propose solutions. Thinking through an idea and presenting it collectively can be very helpful and understood by others in a better way. Such interaction promotes intellectual growth.<br />
The exchange  of  different ideas and viewpoints can enhance the growth and inspire broader thinking. It is the teacher’s job to persuade such exchanges and organize the students’ work so their communication is on-task and creative. In addition  to  academic  growth,  cooperative learning helps in students’ social development. <br />
Students’ lives are full of interactions with friends and family members and their futures <br />
will find them in jobs that require cooperation. The skills that are essential for productive <br />
group work in the classroom are relevant for today and the future. Cooperative learning is a successful teaching strategy in which small groups, with students of different ability levels, use a variety of learning activities to improve their understanding. Each member of a team feels responsible <br />
for learning what is being taught and also for helping group fellows thus creating an atmosphere of achievement. <br />
Cooperative classroom activities result in students striving for mutual uplift so that all group members: <br />
<ol style="text-align: left;">
<li>·         benefit from each other's efforts. </li>
<li>·         recognize that all group members share a common goal. </li>
<li>·         realize that one's performance is mutually caused by oneself and one's team members. </li>
<li>·         jointly celebrate when a group member is recognized for achievement. </li>
</ol>
Relative to .students taught individually; cooperatively taught students to show higher academic achievement<img loading="lazy" src="file:///C:/Users/Abdullah/AppData/Local/Temp/msohtmlclip1/01/clip_image036.jpg" /><img loading="lazy" src="file:///C:/Users/Abdullah/AppData/Local/Temp/msohtmlclip1/01/clip_image038.jpg" /><img loading="lazy" src="file:///C:/Users/Abdullah/AppData/Local/Temp/msohtmlclip1/01/clip_image040.jpg" />, determination, better high-level reasoning lower anxiety and stress, greatest <br />
motivation, grgater ability to view . <br />
<h3 style="text-align: left;">
<i>CRITICAL QUESTION-ANSWE R FORUMS </i></h3>
Articles on the subject of classroom questioning often begin by invoking  Socrates. Researchers and other writers concerned with questioning  techniques seem to want to    '‘ remind us that questioning has a long and venerable history as an educational strategy. <br />
And indeed, the Socratic method of questions and answers to challenge assumptions, expose contradictions, and lead to new knowledge and wisdom is an undeniably powerful teaching approach. <br />
In addition to its long history and demonstrated effectiveness, questioning is also of interest to researchers and practitioners because of its widespread use as a contemporary teaching technique. Research indicates that questioning is second only to lecturing in popularity as a teaching method and that classroom teachers spend anywhere from thirty- five to fifty percent of their instructional time conducting questioning sessions. <br />
A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. <br />
The present review focuses on the relationship between teachers' classroom questioning behaviors and a variety of student outcomes, including achievement, retention, and level of student participation. <br />
This means that certain other subtopics within the general area of questioning are excluded from the present analysis. It does not deal, for example, with the effects of textual questions or test questions, and it is only incidentally concerned with  methods  used to impart study skills, including questioning strategies, to students. Questioning plays a critical role in the way instructors structure the class environment, organize the content of the course and has deep implications in the way that students assimilate the information that is presented and discussed in class. Given that questioning can be a tremendously effective way to teach, and recognizing that teachers are willing to engage in the process of asking questions while instructing. <br />
Numerous researches indicate that teachers largely have been asking the wrong questions. <br />
The focus has been primarily on questions regarding the specific information students <br />
In such an investigation <br />
l)    one asks questions to identify the reason or reasons for the investigation <br />
2.                 questions are asked to direct been discovered the search for information and to synthesize what has <br />
3.                 The conclusions resulting from investigations are evaluated vs questions. <br />
<h3 style="text-align: left;">
<span style="font-weight: normal;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">
<i><b>Q.4  Write a personal note on reflect a daily life.Write down reflection
day spent in school teaching school managing activity .Develop the reflective
the report on using Gibb model. </b></i></span></span></h3>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">
Ans:<br />
we have the opportunity to build a blueprint, a moral compass by which we live
and how we treat others. If job: writing helps us become better communicators,
how do we get started? <br />
1. Begin with a gracious heart:</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> writing for ourselves is not
about being the best writer, having the correct spec and grammar, or even
having the nicest handwriting. Letting go of what we think we should write
about require courage and can lead to boundless creative possibilities. A
journal is a safe place for us to work things out, exp innermost feelings and
engage with our own thoughts. <br />
2. Set the tone: </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Carve out a special lime and place
to write. We each have a time of day when we are more productive. For some,
writing in the mornings is more productive and helps face the day while others
prefer wi the evening to help process the day’s events. Whether in a quiet area
of the house, or in a bustling coffee shop. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">3.
Decide what type of journal to begin: </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Gratitude journals focus on life’s
blessings, prayer record life moments or pop(e in need prayer, and personal
development journals tuck career goals.. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 4;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">b)
Stream of consciousness wrlHng: </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Based on Julia Cameron’s The Artists
Way. write down whatever comes to mind for three minutes. Punning un-edited thoughts
the payer is an excellent meditative practice for our busy lives. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">c) Write a letter to yourself': Rocco
d your goals, what you want your life to look like in a year’s time, and ways
you can accept to achieve it. deal it and open it in six months la see how you
arc doing. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">d) Pick B memento: Chock an object
and write about when. where and from who iwas received. Discuss its importance
and meaning. Objects have the power to open floodgates to meaningful memories </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 13.5pt;">Seek
out community resources: </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Look for focal writers’ groups either
a the library or community center, local creative arts classes that have writing
components, or even swap ideas with friends and family mind yourself there is
not a right or wrong way to write reflectively a "space for questions that
may not have answer. a place for thoughts that may otherwise not have a home
and a sac container formations </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 4;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Hey
Student Teaching Experience: </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">The student teaching experience
allows you to put everything That you've learned about education and your
subject matter into action. You go! to test the watch under the supervision of
on experienced teacher who cases guide you along and help you become ld. kind
of teacher that you wait to be. If you cambric the opportunity. you can learn a
lot from the experience. In fact, here are some things that I learned during my
time as a Indent teacher. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Prepare for the Unexpected while
Student Teaching </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">During my student teaching
experience. I1 worked hard to research deterrent ways to present the information.
I looked for activities that my students would enjoy, and I mode sure that I
had all of the ma\erials and other things that I needed before class started. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Make Friends </span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Teaching is difficult. You are going
to have rough days. and you’re going to need help sometimes. Introduce yourself
to the libranian. Cafeteria staff, administrators, custodians. secretaries. and
other teachers. As I talked to other teachers a out lessons that I was working
on, they had plenty of suggestions for activities that I could use. I loved
getting ideas for tried and true activities or my students. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">INTRODUCTION</span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">The following reflective writing
essay will centre on a particular event that I witnessed. 1 will be using
Gibbs’ model of<span style="mso-spacerun: yes;">  </span>reflection, from Gibbs,
G. (1988). For confidentiality purposes, I will name my family remember as
Estelita who is a fifty five year old female. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">DESCRIPTION </span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Estelita was experiencing shortness
of breath and chest pain. She called an ambulance, whereby a FRU car arrived,
followed by a backup ambulance crew. The FRU responder performed a primary
survey on Estelita, after which she was transported to the nearest hospital by
the backup crew who made her walk to the ambulance at the start of the journey
and on her arrival at A&E. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">FEELINGS </span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">My initial feelings towards the Von
Essen ( 1994) opposed the view fat patients placed interpersonal aspects of
caring as more important than care tasks. Interestingly, patients made raw
comments about technical excellence of health care professionals. HaIdorsdottir
and Harman’s (1997) study found that patients emphasised the importance of
professional competence over interpersonal aspects of care’. I tinny fat as
patients or family members, we automatically assume our health career’s are
technically competent and I felt that a mop humanistic approach would not have
exacerbated an already distressing situation. Thorne 1988) reported that
patients perceived that communication with health care professionals was
important in enhancing care equality. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">CONCLUSION </span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"></span></div>
<div class="MsoNoSpacing">
The doctor found <span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Estelita
</span>'s symptoms to be attributed to her condition Fibromyalgia which
Wallace, Daniel J. (2003) states is a form of soft tissue rheumatism. A
complaint was sent to the ambulance Service regarding the crew’s conduct and a letter
of apology was received.</div>
<div class="MsoNoSpacing">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">ACTION PLAN </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">” In my future paramedic career, I
will adhere to the HPC standard of conduct at all times and try to continue the
chain of care until I handover my patient. Unlike ice backup crew. I will try
to remain professional at all limes even though I might be faced by time, social
and work pressures.</span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> </span></div>
<div class="MsoNormal">
<br /></div>
<br />

<br />
<h2 style="text-align: left;">
<i>Q. 5: Use Gibbs model and write a reflection report of
and event in a government private school environment e. g. Iqbal day Quaid’s
Day.</i></h2>
<br />
<div class="MsoNoSpacing">
<br />
A colorful and inspiring ceremony was organized by North Naziabad Primary IV,
to mark the 143th birth anniversary of Dr A llama Muhammd Iqbal. Young be
aconites of Class I paid homage to the great philosopher by performing a
tableau on “parade ki frayed”. However, students of class IV and V participated
in Bait Baize and captivated the audience by their exquisite verses.</div>
<div class="MsoNoSpacing">
 Speeches were also delivered by the students to
highlight Iqbal’s message for the youth. At the end, the school choir sang his
famous poem. Iqbal Day was celebrated on 6th November, 2019 in the school premises.
The celebration started with the recitation of the Holy Quran and introduction
of our great poet Dr. Allama Iqbal.</div>
<div class="MsoNoSpacing">
 The program was followed by a tableau, performed by
class I where the students delivered a great message of the poetry “Parinday Ki
Faryad”. Later, a quiz competition was arranged for the students of class IV
where they were asked questions about the life of Allama Iqbal. It was followed
by a ‘Mushahira Competition’ where the students of class V recited the poetry
of the great poet. It was an enthusiastic event for the students where they
were reminded of the great personality of Dr. Allama Iqbal. <br />
Iqbal day is commemorated on 9 November to tribute Dr. Muhammad Iqbal, the
“Poet of the East” every year. Allama Iqbal is considered as the most important
figure in the Urdu literature. The students of North Nazimabad Primary <br />
IV celebrated Iqbal Day on Friday, 8th November, 2013; to pay homage to the
great philosopher and our national poet. Students of Class IV organized a
Mushaira and recited his Kalam exquisitely. Class <br />
V Students shared some of the glorious parts of his life in a speech and
presented beautiful performances. Later, a quiz was structured (for Class VI
students) based on general knowledge questions related to Iqbal’s history. At
the end, they enjoyed Kalaam-e-Iqbal sung by school choir.</div>
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<span style="background-color: #fff2cc;"><span style="font-size: large;"><span style="font-size: large;"><i><b><span style="color: red;">AUTUMN 2019 SOLVED ASSIGNMENTS</span></b></i></span></span></span><br />
<span style="font-size: large;"><i><b><span style="color: red;">For autumn 2019 assignments click on this link</span></b></i></span><span style="font-size: large;">                        </span><span style="font-size: large;"><span style="color: blue;">  <u>    <span style="font-size: large;"><i><a href="https://educational-wealth.blogspot.com/2019/10/solved-assignments-autumn-2019-aiou-all.html">                    <span style="background-color: #f1c232;"><span style="color: #0c343d;"><span style="font-size: xx-small;">Solved assignments autumn 2019 aiou all codes</span></span></span></a></i></span></u></span></span></div>

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1st Solved assignment 8611 autumn 2019

1st Solved assignment 8611 aiou autumn 2019 Q: 1 How can critical thinking among teachers and students be helpful in improving education...

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2nd Solved assignment aiou 8611 autumn 2019

1st Solved assignment 8611 autumn 2019

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