Assignment

#2
Course code:8601
Question#1
What are individual and group projects?
Illustrate the function and importance of
both types of projects.
Answer:
INDIVIDUAL PROJECT
identification:
The individual project is by far the most important piece of work in the activity method. He. She
Provides the opportunity for the individual or student to demonstrate independence and originality,
To plan and organize a project for a specific period, and apply some of the
Techniques that will be taught. During the individual project the student can show his individuality and
Inspiration in this project. In general, an individual enterprise is an economically indivisible chain
Works that perform a specific artistic function and have clearly defined goals. An individual
A project may include one or more subprojects. An individual project generally addresses a single
problem
An activity or issue of economic, environmental or social need within any of the priority sectors
From any program.
job
Steps followed in an individual project
The following steps are emphasized during the individual project:
1. Project outline
2. Initial evaluation
3. Application/implementation
4. Evaluation
5. Resolution
1. Project outline
Taking into account the purpose of the assigned task or activity, the student will prepare the project
Outline. This outline includes objectives, resources, and proposed methodology
timetable.
2. Initial evaluation
Before implementing the project, the student will evaluate the requirements of the task or activity
Which is a prerequisite for this. For example to analyze physical, human and
The financial resources needed to accomplish the specific task.
3. Application/Implementation
At this stage the project will be implemented or practically implemented
Accomplishing a specific task or activity.
4. Evaluation
At this stage, the student will organize the evaluation of the project through which it will be carried out
Analyze the extent to which a particular task or activity has been completed.
5. Resolution
Finally, the success or failure of the task or activity will be determined.
In all steps, the role of the teacher will be a guide and facilitator to help the student regarding...
Project completion.
Importance

GROUP PROJECTS
Learning and working in groups involves shared and acquired values, resources and ways of being
Who did things. Effective groups learn how to succeed by combining these factors. for you
The group, and each individual in it, will only be as effective as he or she is willing to respect it
Differences within group. The goal of teamwork is to produce better (more effective,
Presentation reports are more detailed and more comprehensive. This was achieved through
The shared talents of group members, contributing knowledge and ideas.
One of the difficulties with teamwork is that you cannot work as quickly as you can alone.
Patience, communication skills and commitment are all required to make the most of it
Contributions of all group members. Therefore, effective teamwork requires each member to:
Focus on the process rather than just the product.
Importance
Few of us act alone in the real world. Most things are done with the help or ideas of others
the people. Group projects are great practice for high school, college, and real life, when you...
He or she likely has a job that requires working with others. Currently, group projects can do this
Be fun and often allow you to take on a bigger and more interesting project than you could otherwise
Single. With teamwork, you can actually learn more in less time.
Group projects also give you a chance to get to know kids you might not know or talk to otherwise
with. Group projects are also a way to practice skills you're unsure of. For example:
Working to a deadline, staying organized, or being patient. And if you're talking a little nervous
In front of a group, a joint project can help you become more comfortable with it.
start
One of the most important things in teamwork is talking and coming together. that it
A good idea is to constantly check in with everyone on their progress and see if anyone is there
You need help. Here are some other tips to make teamwork really successful.
You may think that the first step is knowing who will do what, but in reality it is the one that will do it
 We know each other a little. Take a few minutes to chat. Even if you know each other well,
It may be helpful to take a minute to reflect on your skills and share your strengths and skills
Weaknesses. For example, you can say: “I'm a good artist, if you want me to make
attached. Or, “I'm not the greatest artist, but I'd like to get better at it - I will.”
Would anyone like to be my label partner?”
The second step is to review the ground rules from your teacher and any rules you want
Create together as a group (for example, how the group will help people who are left behind
on their work). Will all of your meetings be in class? Do you need to plan time for work?
Together outside of school?
Focusing on Fairness
Figuring out individual jobs within the group is a really important part of the process.
One of the most common pitfalls of teamwork is that one person may end up doing all the tasks
Action if the rest of the team cannot work together.
It is important from the beginning to divide the work fairly and equally. If you feel that
If you or any other child is doing too much, mention it nicely with the group. If nothing
changes, you may want to talk to your teacher.
Have good meetings
One of the keys to a good meeting is having a leader who helps the group stay focused.
It doesn't have to be the same person.
Group projects for school
In fact, it's better not to be. It's a good idea to talk about how work is going and if anyone is there
You need help. What if you are not the leader? Important roles to play during the meeting include:
• The initiator makes suggestions and offers ideas.
• The questioner asks members to share information or ideas about a topic.
• The peacemaker looks at opposing points of view and finds something useful in each
them, and help people resolve differences.
Try not to play any of these negative roles:
• The non-participant does not contribute and/or discourages others.
• “Captain Critical” responds to others’ ideas with criticism.
• The controller interrupts and talks more than he listens.
• The clown distracts the group and prevents them from focusing on the work.
More about the group's projects
• Interaction with the group is based on mutual respect and encouragement.
• Creativity is often mysterious
Ideas are important to the success of a project, not personalities.
The strength of the group lies in its ability to develop the ideas that individuals bring.
• Conflict can be an extension of creativity
The group must be aware of this possibility. Conflict resolution balances
End goals with mutual respect. In other cases, the group project is collaborative and not
A competitive learning experience.
The two main goals of a group project are:
• What was learned: factual material as well as practical
• What is produced: a written paper, presentation, and/or media project
The role of teachers/teachers/professors:
• Outcomes depend on clarity of goal(s) provided by teachers.
The challenge for the group is to interpret these goals and then determine how to achieve them.
• Group work is only effective to the extent that teachers or teachers are effective in managing and
directing the process.
 • Group projects promote cooperative and synergistic behavior among students.
• Students must be aware of this group process and must be prepared for it.
• Cooperative group projects should be organized so that no individual can continue them
The efforts of his teammates.

Scoring:
• Rewards should be intrinsic to the process, derived by group members
Reward them for their contributions to the group and the project.
• External reinforcement (grades, etc.) for individuals can be based on improvement, e.g
Unlike comparison, scoring. Traditional comparative scoring works to calculate damage
From teams with low-performing members. Evaluation based on improvement is rewarded
The group is for the advancement of the individual. Comparative evaluations can be negative
Impact on teams: Members with low scores are considered “undesirable” and delayed
Performance.
High achievers versus low achievers
We assume that high achievers mentor or teach low achievers.
In the process of teaching others, we can learn more about the topic.
When we teach, even simple questions asked by a trainee make us look at our topic
Fresh. As we explain, we gain a deeper understanding of the topic. So low achievers
Teacher or teaching high achievers!
• Outstanding students benefit from cooperative learning in other ways:
Leadership skills, self-esteem gains, conflict resolution skills, and role-playing
Abilities that become part of the learning process and improve the student’s level.
Q.2 How a teacher can successfully organize the
classroom discussion?
Answer
For a successful classroom discussion, the teacher needs to organize it in a way that can be reinforced
Student participation and active interaction. It also requires mutually supportive rules
Respect and open exchange. Eglin and Connor (2011) suggested some rules
Organizing an effective class discussion:

1. The teacher as a facilitator:

Depending on the type of discussion, the role of the teacher will also differ. Role teacher
Presumably he will form his own facilitation plan as well. The teacher must follow
Next steps:

• Create a classroom community:

The teacher must decide what type of classroom community he or she would like to join
Creates. Would you like to have a discussion in which everyone participates?
Mandatory students? Is there any objection if there are three or four talkative people?
Students dominating discussions? Would you like a discussion with students?
Sitting in circles or rows? Mostly it depends on the nature of the class. If there was
A quiet class, then the participation of all students is mandatory, then two or more are left
Three students to participate and answer each question. Decision guru
The composition of the classroom community reflects its style and the needs of the students.
• Understanding multiple learning styles:
There are different learning styles. When building a classroom community
The teacher must think about the different ways students learn. Some
Learners can retain information longer, while others need visuals
To reinforce concepts. Some learners learn best through lectures, while…

Others like to learn by doing. During the discussion, the class teacher should try
Different methods and see how well students respond.

• Staying on target: focusing on student contributions:

During the discussion, the teacher must remain objective about the topical issues. If
Learners pick up on the teacher’s ideas, and may only contribute what they want
“Thinks” The teacher wants to listen. This prevents and hinders critical thinking
For them to express their own ideas. Also, if a teacher shares too many points of view,
Students can refute these in class. This puts the teacher in a position
Defending his opinions. That’s why the teacher should encourage students to attend
With their own ideas.

• Be honest: criticize constructively:

Students’ comments should be truthfully validated. The teacher must provide
Constructive criticism when students give incorrect answers. Although it is not so
It’s an easy task, but criticism doesn’t have to be awkward and rude. There
Careful approaches to being honest while still rewarding the student for it
Participate in the discussion. When a student gets off track, the teacher can
Ask him for tactful comments and questions to explain his or her answer

Correction in his response

2. Stay on Track
Despite the type of discussion, it is one of the most important necessities for the teacher
The goals of facilitation are to keep him on track. The teacher's skill is how to maintain students
to focus. It largely depends on the teacher's personal teaching style
There is no one method that is right for every student. It depends on the competence of the
teacher
How to build a classroom community. If the environment is student-centered
Created, it requires significant input to make the discussion creative and
productive. There are some suggestions to help the teacher start thinking about methods
To keep class discussions on track:
• Plan “goal-oriented” discussions.
Before starting the discussion, the teacher should have a goal and define what it is
It is expected to be achieved. The plan must be goal oriented because it will
The teacher to keep students on track when they start to drift astray. I will too
Help the teacher focus students' attention when they start going
out of the subject.
• Ask “goal-directed” questions.
The teacher should start the discussion with such designed questions
- Focus students' attention on pre-planned goals. discussion
Starting with goal-oriented questions will trend. Before starting the discussion,
It is preferable that the goals be written on the board. Objectives are written on the board
 It will help the teacher and students not to deviate from the topic and focus attention on the topic
being discussed.
• Avoid going off track
Irrelevant questions throw the teacher off target. The teacher should not process it off
Decision issues during discussion. Students who raise concerns and questions
that threatens to disrupt the discussion; You should be asked to meet the teacher
After class. Dealing with off-topic matters during
Plans and goals will suffer, if not fully achieved.
• Dealing with irrelevant questions and comments
Questions and comments must be directly related to the topic of discussion
Petition. Undue attention to irrelevant comments wastes time. students Those who ask
irrelevant questions interrupt focus. The teacher must take
Immediate steps to stay on track.
• Refocus attention: Write to learn
When the discussion turns heated, or you jump far from the goal and
Students begin to lose their attention from the topic, and the teacher must refocus their attention
interest by assigning them writing to learn (W.T.L.) work.
Students take a sheet of paper and write their personal views on it
All that takes everyone away from the goal. This way the teacher can redirect
Return students' attention to the original discussion topic.
3. Think on your feet
Thinking on your feet may be the most challenging part of organizing a discussion. in
In this step, the teacher deals with a variety of activities taking place simultaneously. he
It reflects what has been accomplished and what remains to be accomplished. He deals too
With students' inquiries, interests, opinions and ideas at the same time. Here are a few
Tips to help the teacher improve this step:
• Be Well Prepared
The teacher must be well prepared. Discussion topics, introduction
Topics, transitional activities, and conclusions should be planned in advance.
Discussion questions should also be prepared in advance to keep students engaged
I focused on the topic. Examples to illustrate or illustrate a new concept
It must be ready ahead of time.
• Learn to procrastinate
If the teacher did not hear the questions, or thought he could not hear them
question correctly, or does not have an answer there is a fight on the party
The tongue must have the ability to procrastinate and allocate time to think. to
For example, the teacher should ask to rephrase or repeat the question. this
The teacher will give a few minutes to consider the question further, and
to form the response.
• be honest
If the teacher doesn't know the answer, the ideal way is to say he doesn't know.
Because being a living, breathing human being; No one knows all the answers.
Students usually know when the teacher does not have an answer. Instead of giving
Wrong answer, the teacher must clearly explain that he is not sure. But the teacher
He should follow up with a promise that he will look into the matter and get back to them as is
As early as possible. Then it should be done. Honesty is rarely overlooked, because
Students appreciate the courtesy the teacher shows them.
• Don't be afraid of silence: respect it and use it
 Find comfort in the presence of silence. The teacher must give at least
Fifteen seconds to give himself time before answering questions.
Students usually respect once they see that the teacher has made time for it
Think about their question carefully before responding. Likewise when the teacher
When asking a question, students should also be given some time to think. If the students
He cannot understand the question and takes much more time to think then the teacher
The question should be rephrased.
4. Measuring understanding
For the teacher, it is necessary to understand how well students understand basic things
Concepts and ideas. Here are some suggestions for getting teacher feedback
It needs to measure whether or not they “get it” and what they are missing.
• Avoid yes or no questions
Critical thinking should be promoted in students. The teacher should avoid pretending
Yes or no questions. To help students understand basic ideas and concepts,
Pointed questions should be asked because these require students to benefit from them
Their previous acquaintances. Open questions may al
These require some critical thinking.
• Summarizing and paraphrasing
After the teacher explains an imperative idea or a complex set of instructions,
Students should then be asked to present their own ideas through paraphrasing or...
Sum it up in their own words. Whenever appropriate, students should be
Request to include examples. If the teacher likes to specify the entire amount
Knowing the students, they should be asked to write their summaries or they
He may be assigned homework.
• Using Quizzes
To measure students’ understanding, the teacher should give quizzes on…
Important concepts or ideas that are covered either in class or in assigned reading.

5. Suggestions for organizing class discussion

Svinicki (2010) explained that for effective classroom discussion, the teacher must
The goal is to encourage student participation. When students are active
Engaging in the manipulation of ideas and information, they have a much greater chance
To learn them and remember them. He also made some suggestions for
Organizing effective class discussion:

• Give students the opportunity to prepare for the discussion

Students should be encouraged to discuss only those topics they cover
They were briefed on it long before the class period. There will be more discussion
It is effective if students are provided with reading materials, intellectual questions, and questions
Objectives of the topic under discussion. This practice enables students to be more
Comfortable about what will happen during the discussion.
• Give yourself plenty of time to prepare before class
The teacher should take time to analyze the main objectives of the class period
We are. If the list of questions is prepared in advance, it will be useful during class
To decide what to say next. Such advance preparation will also allow the teacher to cover
All levels of inquiry appropriate to educational objectives.

• Ask questions at a variety of taxonomic levels during class

 The teacher should be well prepared to ask questions according to a variety of questions
Classification levels during the semester. List of questions prepared before the discussion
It should contain questions related to knowledge, understanding and application,

Analysis, synthesis and evaluation. This will make it easier for students to respond
Ask questions and contribute to the discussion.
• Provide encouragement and praise for correct answers
The teacher must use a variety of response methods for correct answers. A word of praise or
Paraphrasing or clarifying a student’s answer can encourage others
Students to participate. Students should also be encouraged to ask questions from them
Each other and from the teacher.
• Sometimes using a blind quiz helps encourage chapter review
In this process, the teacher gives a short quiz at the beginning of the period. The students
They were asked to answer questions but were prohibited from writing their names on the papers.
These
The “blind” tests are mixed up and distributed again to serve as a basis for discussion.
Since the student is providing someone else’s answer during this period, he or she will do so
He is more likely to answer because the situation is less frightening. Also, like
Qizzes give students an idea of how much they know about what is happening in

Subjects without prejudice to their grades.

Maintain a war m, outgoing, friendly atmosphere in class

Teacher should not be defensive or feel threatened by the students. Rather he

Should be more confident, friendly and warm, because he is the role model in front
Of the students and they will follow the behavior showed by the teacher. Teacher
Should learn the students’ names and some background by having them fill out a
3x5 card on the first day.

• Summarizing the main points

At the end of class teacher should spend a few minutes summarizing the main
Points of the discussion.

Q.3 What is cooperative learning? Explain the benefits of

cooperative learning
Answer

What is cooperative learning?

Cooperative learning is a strategy based on the principle that when you have to solve a problem, it is
better to do it in smaller groups and then share your ideas with everyone. This peer learning technique
is effective when you want to build rapport with your teammates, identify your strengths, and work
collaboratively.
Each team member gets a chance to participate and present their ideas. With equal participation,
there is equal rigor to bring something unique and innovative to the table. If you are a manager dealing
with a high-stakes situation, you can implement a collaborative learning strategy in your team to rally
them. Everyone is given a task that matches their strengths while you can monitor their progress,
measure successes, and help mitigate risks.
Let's learn about the benefits of cooperative learning to evaluate whether it is right for you.
Advantages of cooperative learning

As a means of building teamwork, cooperation, and synergy, there are many advantages to cooperative
learning, especially in a professional setting. You can understand this through a simple and effective
brainstorming exercise. When you have to come up with solutions to a problem, the best way is to
involve your team and discuss what works and what doesn't. This collaborative environment in itself is
conducive to great ideas that will help you achieve organizational goals.
Here are some advantages of cooperative learning:
• Achieving excellence
Working with others is when you truly realize your strengths and weaknesses. For example, you may
have to take care of communicating with customers as part of your team. In the process, you will learn
whether you are good at it or whether you need to improve. Cooperative learning helps you achieve
excellence because you recognize your areas for improvement. Doing your best to be the best is what
cooperative learning does for you.

Building teamwork
The most important advantage of cooperative learning is of course building teamwork and
cooperation. It is useful to rely on others for some tasks that require a cooperative effort. You can use
this opportunity to understand your teammates and decipher their working methods. Everyone has
something unique to offer your group and you can maximize their skills to achieve your goals and
objectives.

effective communication
The more you work with each other, the more your communication skills will improve. From meeting
minutes and emails to phone calls and video conferences, there's a lot of communication going on
behind the scenes. Cooperative learning helps you open up within the team, share your ideas freely
without fear of judgment, and simplify your communications to get your points across. This is especially
useful when you are short on time and need to convey your ideas to a teammate.

time management
Cooperative learning takes place within a time frame where each person has assigned tasks. This way
you will learn more about positive interdependence and how your mission depends on someone else's
mission. Although you have to work independently, in the end each part should come together as a
whole. You will learn how to manage your time accordingly to avoid delays in the series of tasks you
have to perform.
Q.4 (i) Elaborate different types of set induction.
(ii) Critically analyze importance of set induction
ANSWER
Set induction
Chick (2006) says that sometimes students do not understand the lesson and feel upset

Their classes. The opening of each lesson is imperative because the occasion is
A foundation for understanding so that the rest of the lesson is established. Effective proactive
The teacher attracts students’ attention before the lesson begins. For all students
 Attention is obtained collectively, and is called specific induction. It is also called proactive
They are set, and sometimes labeled as a “hook” to grab the learner’s attention. The primary purpose
of
The use of specific prompting is to put students in a receptive frame of mind and create an interactive
environment
An organizational framework of ideas, principles, or information to be followed.

Types of induction set:

The teacher can use the prompt set in several ways. Some of the induction group
Types include facilitation groups, motivational groups, and summary.

• Facilitating groups
The facilitation pack is used to summarize the information presented in previous lessons. That it
Also used to summarize information that is about to happen. In short, the teacher can use facilitation
Designated to emphasize the cognitive aspects of a new lesson through review or summarization.

• Motivational groups

Using this type of group, the teacher can attract and hold students’ attention
Curiosity. In the stimulating group, the teacher asks interesting questions and uses a dramatic style
Gravity. It also creates a need or interest among students and stimulates sentimental or emotional
feelings Emotional response.

• summary
It is better to provide motivational and facilitating groups. The teacher can monitor
Behavior by engaging students in overt behavior.
Example of definite induction:
Here is one example of definite induction. If the teacher teaches the topic of high blood pressure up to
the tenth
In a biology class, the induction set can be used as follows:
“How many of you have a friend or family member who has a heart or blood problem
Condition? (After asking the question, the teacher waits for the students’ answers.)

Advances towards the topic).

Well, today we will learn about high blood pressure and its causes.
Making healthy lifestyle choices and starting those habits now can help you prevent
“This disease is in your future.”
The importance of the induction group
Allis (2011) says that many teachers spend too little time preparing their lessons
Students for class activities. Often this preparation just consists of telling them
Students to read some stories in the next class session or to watch some demonstrations
Carefully. With such a limited introduction, can any teacher really expect students to be like that?
Interested and excited about learning the material?

Importance of set induction by different psychological experiments

Many psychological experiments have demonstrated the importance of inducing control
 to learn. Research suggests that activities preceding a learning task influence
Perform the task. Research also indicates that the effectiveness of combination
It depends somewhat on the situation to which it is applied. Hence, teachers must find those
The types of groups best suit their purposes and these groups must be modified to suit
Classroom situation specific.
In most cases, the teacher's initial instructional step should be to create a group.
The group focuses students' attention on a familiar person, object, event, situation, or situation
an idea. The selected group serves as a reference point around which students circulate and
The teacher communicates. The teacher uses this reference point as a link between...
Familiar, new or difficult material. Moreover, an effective group encourages the student
Pay attention and participate in the main part of the lesson.
The group is usually created at the beginning of the semester, but this may happen
Speak during the session. Setting the prompt is appropriate whenever the activity and its purpose
The content of the lesson is changed to create a new or modified frame of reference
necessary. The induction set is also used to build continuity from lesson to lesson and across the unit
To the unit. Thus, a new group can be linked to an existing group with a series of groups.
We have all experienced the effect of specific induction on our responses to a situation.
If we are told that someone is a brilliant scientist, we respond differently
We would have done so if we had been told he was a star athlete. What we "learn" during our lives
The conversation with this person will depend in part on what we have been told. Similarly,
Any information the teacher provides to students about the degree and form of difficulty
The test will likely affect the way they study.
Suppose the teacher wants the students to read Chapter 6 in their textbooks as follows
home work. Suppose Chapter 6 is about “Independence of Pakistan”. What notes
Or will the activities produce the most learning the next day? The teacher might say
“Now students, I want you all to read Chapter 6 in the text tomorrow.” Such a weak one
The combination usually produces a weak response. The next day the teacher might find out
Half of the class did not read the assignment, and the other half, despite their claims
To read it, I wasn't able to discuss it in any depth.
The teacher might have said, “Tomorrow, I want you to read Chapter 6 in the text
And come to class prepared to discuss." This set is an improvement. It provides
More information for students about the learning objective; They have to prepare for
discussion. But students need a great deal of information before they can,
Or ready to prepare themselves for an interesting and stimulating discussion. exactly
What will be discussed? What points should they consider as they read? As it should be
Focus while reading? How should they use the material they have learned previously? They should
Study facts or principles? Should they compare? Should they contradict each other? both of them?
no
Q#5
Describe the purpose of teaching tools. Write down
the advantages and disadvantages of multimedia
Answer
Objectives of educational tools
Everyone has a tendency to forget. Proper use of teaching tools helps retention
More concepts always. Students can learn best when they are properly motivated
Through different educational tools.
 Teaching tools develop the right image when students see, hear, taste and smell
Correctly. Teaching tools provide a complete example of conceptual thinking. education
The tools create an interesting environment for students. Teaching tools help increase
Students' vocabulary.
Teaching tools help the teacher to have time and make learning lasting. education
The tools provide a direct experience for students.
(i) Need and importance
Teaching aids play a very important role in the teaching and learning process. Importance
The teaching methods are as follows:
1) Motivation: Teaching aids motivate students so that they can learn better.
2) Clarification: Through educational means, the teacher clarifies the topic
easier.
3) Discouraging cramming: Teaching aids can facilitate the proper memorization process
understanding of students which discourages the act of cramming.
4) Increasing vocabulary: Teaching aids help increase vocabulary
students more effectively.
5) Saving time and money: Educational aids help save time and money
6) The classroom is lively and active: Teaching aids make the classroom lively and active.
7) Avoids dullness: teaching aids motivate students to take an active role
Class activities and avoiding boredom.
8) Direct experience: Teaching aids provide direct experience to students
(ii) Purpose
The educational methods are very purposeful. These are used:
● To complement and enrich teachers' own teaching to make teaching and learning
More concrete
● To serve an educational role in its own right
● To create interest among the group
● Make teaching an effective process
(iii) History
The globe is the oldest known teaching tool. Originated in ancient Greece,
The globe has been used as a teaching tool since 150 BC. Trumpet book
It was another early educational tool. It was used in classrooms starting in the mid-1500s
The book of the century is a piece of paper containing the letters of the alphabet and was fixed on
wood.
Bones, or skin in some cases. The whiteboard was patented in 1923 by Samuel
Read Hall has replaced the Trumpet book in classrooms around the world.
(iv) Types
There is a lot of help available these days. We can classify this aid as follows:
1) Visual aids
2) Voice aid
3) Audio and visual aids
1) Visual aids
Aids that use the sense of vision are called visual aids. For example :-
Actual objects, models, pictures, diagrams, maps, flash cards, flannel pad,
Bulletin board, whiteboard, overhead projector, slides and so on. Among these are lions
Board and chalk are the most common.
2) Audio aids
Aids that include the sense of hearing are called audio aids. to
 Example: - radio, tape recorder, gramophone, etc.
3) Audio-visual means
Aids that include the sense of sight and hearing are called aids
Hearing and visual aids. For example: - Television, movie projector, film strips, etc.
Most teaching tools are visual in nature. Chalkboards, whiteboards, posters,
Calendars, charts, drawings, and overhead displays are all examples of visual elements
Teaching tools. This type of tool is important because many people learn better
Through the use of visual/special thinking. Some teaching tools are based on hearing.
These audio aids include recordings of broadcasts and spoken songs. Audio-visual
Teaching tools include movie projectors, video tapes, DVDs, and Internet movies
Web. Although audio-visual aids were previously considered a medium for students to teach
In and of themselves, they are now considered educational tools rather than a tool
Replace teachers.
(5) Technology-based tools
Since the dawn of the technology era, computers have proven to be the most widely used
Multi-faceted educational tool available. With technology such as digital video providers,
PowerPoint presentations and tutorials, teachers can now do just that
Quickly and accurately enlarge, create and edit any physical visual aid
Informational slides, and can ultimately provide their students with information in a way
A faster and more comprehensive method. Computers provide interactive learning
An experience that engages learners and makes preparing lesson materials important
Less time consuming for teachers.
(vi) Considerations
Some considerations have been suggested in this aspect, although teaching tools are important
For successful teaching, they are not a substitute for good teaching strategies.
Instead of relying on educational means to implement instructions, these tools are used
Supplemental resources for teachers. Many students cannot perform perfectly
potential without the use of teaching tools, but no student can produce their best
Work without a skilled teacher behind them. With a surplus of multimedia resources
Available, it is important to remember that teaching tools are intended for enrichment
Learn the student, not provide it. With these things in mind, you should prepare a
A chart that integrates teaching tools with teaching strategies.
Multimedia
Multimedia is a term frequently heard and discussed among educational technology professionals
Today. Unless clearly defined, the term can alternately mean a judicious combination of different
Media such as print, audio, video or it may mean the development of the computer
Existing hardware and software packages are mass produced however they allow this
Individual use and learning. In essence, multimedia integrates multiple levels of…
Learning into a teaching tool that allows for diversity in curriculum offering.
According to Fenrich, 1997 multimedia is an exciting mix of computers
And software that allows you to integrate video, animation, audio, graphics, and testing
Resources for developing effective presentations on an affordable desktop computer.
Multimedia is characterized by text, images, sound, animation, and video;
Some or all of them are organized into a coherent program. (Phillips, 1997).
During the 1980s and 1990s, the concept of multimedia took on a new meaning
The capabilities of satellites, computers, audio and video have converged to create new media
With huge potential. Combined with advances in hardware and software, these
 The technologies have been able to provide enhanced learning facilities with interest in the subject
matter
The specific needs of individual users. Basic application for interactive multimedia
Teaching is in a learning situation where the learner is given control so that he or she can
He may review the material at his own pace and in line with his own pace
Individual interests, needs and cognitive processes. The primary goal of interactivity
Multimedia materials do not replace the teacher so much as they change the role of the teacher
Completely. As such, the multimedia must be very well designed and sophisticated enough
To imitate the best teacher, by combining in its design the different elements of the school
Cognitive processes and the best quality of technology. With today’s multimedia
Tutorials, once the software is designed and integrated with the appropriate tools
Responses must be flexible and allow for change and modification.
Today’s multimedia is a carefully woven combination of text, graphic art, sound,
Animation and video elements. When it allows an end user, i.e. a file viewer
Multimedia project, to control the “what”, “when” and “how” of the elements present
It is delivered and presented, and becomes interactive multimedia.
Multimedia advantages
Enhance the learning experience –
Multimedia allows the use of different forms of media, such as videos, audio, and images, making
learning more interactive and engaging.
Improve communication –
Multimedia can be used to create presentations, videos, and other materials that can communicate
complex ideas or information effectively.
Increase information retention –
Studies have shown that people tend to remember information better when it is presented in multiple
forms, rather than just text.
Entertainment –
Multimedia can be used to create games, movies, music and other forms of entertainment, providing
endless hours of fun and enjoyment.
Accessibility –
Multimedia makes information accessible to a wider audience, including people with disabilities, as it
can be used to create materials in different languages, or provide closed captioning for videos.
Disadvantages of multimedia
Overstimulation –
Multimedia can be overwhelming for some people, as it overwhelms the senses with too much
information at once. This may make it difficult for them to focus on and retain information.
Distraction –
Multimedia can also be a huge distraction, especially when used in the wrong context. For example,
watching a video during class can draw a student's attention away from the lesson.
Technical Difficulties –
Multimedia is often dependent on technology, which means that technical difficulties can hinder its use.
For example, if a video won't play or a website is down, it may be difficult to access information.
High cost –
Multimedia can be expensive to create and use. For example, video production equipment and
software can be expensive, and using multimedia in classrooms may require expensive technology
upgrades.
Limited Access –
Not everyone has access to the technology or equipment needed to use multimedia. This can make it
difficult for some individuals or groups to access and benefit from the information provided.