EDU 507

29-05-2021 MODEL LESSON PRESENTATION

5-6-2021 USE OF TEACHING AIDS
ROLE OF TEACHING AIDS IN CLASSROOM TEACHING LEARNING
Use of Teaching Aids

 TEACHING AIDS
 Teaching aids are the tools that use in the classroom.
 A teaching aid is tool used by teachers to help learner improve reading and
other skills, illustrate or reinforce a skill, fact, an idea and relieve
anxiety, fears or boredom.
 By following points we understand how teaching aids helps in understanding.
 We remember 20% what we hear
 We remember 30% what we see
 We remember 50% of what we see and hear
 We remember 90% of what we say and do
NEED OF TEACHING AIDS

 Teaching aids are important because they create a visual and interactive
experience for the students
 Teaching aids assist students in learning. These aids consist of video,
audio and hands-on tools to help involve the students and enhance the
learning experience.
 Teaching aids are an integral component in any classroom.
 The many benefits of teaching aids include helping learners improve
reading comprehension skills, illustrating or reinforcing a skill or
concept
Tools

 The tools are designed to involve the students, promote interaction,

and promote faster learning and better comprehension.
 Teaching aids can be as basic as a blackboard or whiteboard.
 Audio and visual equipment, such as DVD players and video projectors,
are commonly used as tools for learning with a very effective output
 Students tend to get more involved when learning if teaching aids are
implemented into the curriculum.
IMPORTANCE OF TEACHING AIDS

1. Motivation They try to motivate the students and engross them in work.
2. Clarification Through teaching aids, the teacher clarify the subject
matter more easily.
3. Discouragement of Cramming Teaching aids can facilitate the proper
understanding to the students which discourage the act of cramming.
IMPORTANCE OF TEACHING AIDS

 Increase the Vocabulary Teaching aids helps to increase the vocabulary

of the students more effectively.
 Classroom Live and active Teaching aids make the classroom live and
active. Avoids dullness. It also saves time, energy and money.
 Direct Experience Teaching aids provide direct experience to the
students.
CHARACTERISTICS OF GOOD TEACHING AIDS

 They should be meaningful or purposeful

 They should be accurate in every aspect
 They should be simple
 They should be cheap
 They should be improvised as for as possible
 They should be large enough to properly seen by the student for whom they
are meant
 They should be up-to-date • They should be easily portable
 They should be according to the mental level of students
 They should motivate the learners
TYPES OF TEACHING AIDS

 Following are the types of teaching aids:

 1. Audio Aids
 2.Videos Aids
 3.Audio-Visual Aids
 Definition • According to Burton, AV Aids are those sensory objects or
images which initiate or stimulate and reinforce learning.
 According to Good’s Dictionary of Education , AV are anything by mean
of which learning process may be encouraged or carried out through the
sense of hearing and sense of sight.
CLASSIFICATION OF AV AIDS:

 AV are classified into:

 1. Projected aids
 2. Non projected aids
 Projected Aids: Projected aids are defined as in which still pictures
are enlarged and display on screen.
ROJECTED AIDS:

 Film strips A film strip is one of the projective audio visual that a
fixed sequence related still on a roll of 35 mm film.
 Opaque Projector A device which displays opaque materials by shining a
bright lamp onto object.
 Over Head Project Machine design to project an image, text, and drawing
onto small screen or whiteboard.
NON PROJECTED AIDS

 Following are non- projected aids Audio Aids Radio Television Recording
Graphic Aids Charts Cartoon Diagram Flash cards Graphs Maps Photograph
Posters Models Pictures Display Boards Black board Flannel boards
Magnetic board Peg board Activity Aids Demonstration Experiment Field
trips
PRINCIPLES OF USING TEACHING AIDS

 Preparation-Awareness, teachers preparation, students participation

 Proper presentation-handling , checking, timely presentation, avoid
distraction •
 Protection and preservation
 Action
 Follow up
 Evaluation
Disadvantages of AV Aids

 Time consuming
 Encourage passive learning
 It is costly and so all can not afford it
 Being prepared to new technologies requires additional effort of the part
of the teacher and student Advantages of AV Aids
 It makes learning and teaching effective
 It can be used for drill and revision
 It captures attention.
 Highlights main point of messages clearly
Role of teaching aids in classroom teaching learning

EDU 507
12-6-2021
"Example, not precept is the best
teaching aid."
"Example, not precept is the best teaching aid."
It is said that teaching is one-fourth preparation and three-fourth theatre.
Teaching aids act like props that add more meaning to the classes.
What are teaching aids?
They are tools used by the teacher to explain concepts to learners.
Kinds

 Here are different kinds of teaching aids such as visual aids, audio aids,
audiovisual aids, and likewise.
 The advancement of Technology has given teachers a wide variety of options to
choose from.
 In this blog, we will be discussing the types of teaching aids and the importance
of teaching aids.
Types of Teaching Aids

 There are different types of teaching aids and they are:

1.Visual Aids

 As the name suggests teaching aids that include visuals are called visual aids .
 Charts, diagrams, graphs, etc are effective visual aids that teachers use to convey
concepts and lessons with more clarity and effectiveness.
 Maths teachers often bring wooden models of pyramids and large protractors to
teach in a better fashion.
 Now that classes have moved online, teachers use intercative slides and
presentations to covey concepts in a better way.
 This is better than textbook images and visuals.
Visual aids

 Not to mention that visual aids appeal to the visual learners and helps them
understand the lessons better.
 Teachers also make use of videos that will be discussing in the coming points.
Audio Aids

 Audio aids help to improve the listening and communication skills.

 As mentioned, there are different types of learners in a classroom and auditory
learners are a part of it.
 Using audio teaching aids will help that segment to a great extent.
 The affect of music on the brain has been proven.
 Hence, some teachers play music in the classroom to destress their students and
increase their interest in the lessons.
Audio-Visual Aids

 Videos and animations are used in the classroom to explain concepts better.
 With the development of technology, students have the opportunity to actually
see how digestion takes place, understand the water cycle, can understand
motion of vehicles, everything can be explained in a much detailed and better
manner.
 Students understand new concepts better when they see it and experience it
firsthand.
Role of teaching aids

• Novelty - Students love new things and innovation in the classroom,

teaching aids help to break the boring routines and add a healthy life
to the classes.
• Retain the information longer-The effective use of teaching aids will
help students to better retain what they have been taught.
Role

• Better understanding- Teaching aids help to convey concepts in a

better manner and this way, the learners would comprehend the
lessons well.
• Better learning experience- teaching aids generally helps to break
down the monotony in the classroom and makes classes more
happening and interesting.
• Increases conceptual thinking- with examples and the environment
that teaching aids create, it is perfect for conceptual thinking and
helps students to expand their horizons.
To sum up

 There is a thin line of difference between teaching aids and instructional

materials.
 It lies in the fact that instructional materials are usually a part of the curriculum.
 Teaching aids, on the other hand, are used as an extra material that helps to make
the learning smooth.
 For instance, if you are using a test tube or conical flask as suggested in the
textbook, it is an instructional material.
 Whereas if the teacher brings these equipments or appartuses while a discussion
about lab equipments, it becomes a teaching aid.
 Teaching Resources

Visual Aids:
Grade 7 Module 1: Public Speaking

Visual aids are first and foremost for the audience. A secondary purpose may be for the
speaker to refer to.

Non Electronic Aids

Chart:

 For audience to follow progression of talk

 Requires large clear bold print
 Pictures/drawings need to be large and clear
 Strong colours
 Also helps with reference for the speaker

Whiteboard:

 Use large clear heading

 Useful for drawings and maps as you progress – these need to be large
 Need to add any writing quickly and clearly
 Avoid spelling errors
 Ensure you turn and talk to the audience and not the board
 Whiteboard needs to be integrated into talk, and not the whole focus.

Flipchart stand:

 Paper is securely held

 Information may be written in sections and revealed only as required.
 Flipping of pages encourages pauses between sections
 Needs practise to ensure smooth flipping of pages
 Flipchart needs to be right height for speaker
 Ensure speaker stands back to face audience as speak.

Pointer:

 Use confidently
 Ensure it is unobtrusive – hold at side or put down when not needed.
 Laser pointer needs practise to ensure it stays static on visual.
 Wise to use only if there are fine details, such as on a map or diagram, that needs additional
attention.

Speech New Zealand: Public Speaking Grade 7: 2016 Page 1

 Teaching Resources

Handouts/Cards/Photos:

 Give out at end of talk

 If given too soon audience is distracted from the speaker
 Exception might be a report or analysis of a speech where the speaker needs to refer audience
to specific sections. If this is case handout needs to be clearly tabulated or marked so
audience can quickly locate specific reference.

Books:

 Ensure pages are marked securely

 Ensure what is shown is large enough for audience to see
 Not too many pages.

Objects:

 If using a table for objects, stand to side of it

 Place object(s) clearly in view – in the order required for reference
 Ensure any objects used are large enough to be clearly seen by all your audience.

Podium/lecturn:

 Ensure this is placed for easy visibility for whole audience

 Ensure this is the right height for speaker
 Avoid holding onto or leaning on the podium
 Notes placed upon it should be large and clear for quick reference if needed.

Electronic Aids:
Microphone – General use:

 Make arrangements with organisers to check how to use microphone at least one hour before
you speak.
 Check on/off switch
 Check level of sound and how to adjust it
 Be aware of feedback from areas in the room/hall
 Understand where to stand and direct your voice.

Standing microphone:

 When on tripod have only one leg central to you

 Avoid holding onto the stand

Speech New Zealand: Public Speaking Grade 7: 2016 Page 2

 Teaching Resources

Hand Held:

 As above
 Be aware whether you talk into the top or the die of the microphone
 Be aware of the distance you need to hold it from your mouth
 If on a cord check the freedom you have to move
 No cord – check any dead spots from stage.

Lapel Microphone:

 All of the above checklists

 Check attachment to jacket, shirt, dress so it is secure
 Avoid jewellery or anything metal that may cause static
 Check you know where the aerial is in the room
 Check for dead spots in the room.

This type of microphone gives the presenter the greatest freedom but you do need to work with
another person who will work a control board.

Audio/voice tape:

 Check tape is working freely

 Know the on/off switch
 Be able to use volume control
 Have tape cued
 Run through before your presentation at the venue
 Check it can be heard in all parts of the room.
 You may need to supply your own tape player, extension lead and adaptors.

DVD:

 As for audio tape

 You may need to supply leads, adaptors, video, screen
 Check lighting – switch, curtains
 You may need to ask someone to turn lights on or off.

Power Point: Data projector:

 Ensure each slide is uncluttered and easily read/seen to support what you are saying
 Practise with the slides so you are confident with changes
 Beforehand check this is correctly positioned for the screen and everything is ready
 Ensure device is warmed up before you start.
 Check lighting – switch, curtains

Speech New Zealand: Public Speaking Grade 7: 2016 Page 3

 Teaching Resources

 Consider how you position yourself so you have

o Control of the slides
o Can see the screen and the audience
 Speak directly to connect with your audience – not to the screen
 Slides are there to support the speaker – not as primary focus
 Prepare a back-up plan in case of malfunction of device. Eg hard copy of slides.

Speech New Zealand: Public Speaking Grade 7: 2016 Page 4

Tools of assessment

1. 1. 1 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY

HINA JALAL TOOLS & TECHNIQUES FOR CLASSROOM ASSESSMENT In the
classroom, teachers are the primary assessors of students. Teachers design
assessment tools with two broad purposes: to collect information that will
inform classroom instruction, and to monitor stu- dents’ progress towards
achieving year-end learning outcomes. Teachers also assist students in devel-
oping self-monitoring and self-assessment skills and strategies. To do this
effectively, teachers must ensure that students are involved in setting
learning goals, developing action plans, and using assess- ment processes to
monitor their achievement of goals. The different tools and techniques used
in class- room assessment are the following; • Observation • Check List •
Portfolio • Anecdotal Records • Rating Scale • Questionnaire • Interview
OBSERVATION Observation is a visual method of gathering information on
activities: of what happens, what your object of study does or how it behaves.
From the earliest history of scientific activity, observation has been the
prevailing methods of inquiry. Observation is the active acquisition of
information from a primary source. In living beings, observation employs the
senses. Observational methods in psychological research entail the
observation and description of a subject's behaviour. According to Gardner
(1975), observation is the selection, provocation, recording and encoding of
that set of behaviours and settings concerning organism “in situ’ which are
consistent with empirical aims.” Characteristics of Observation 1.
Observation is at once a physical as well as mental activity. 2. Observation is
selective and purposeful. 3. Scientific observation is systematic 4.
Observation is specific 5) Scientific observation is objective and quantitative.
6. The record of observation is immediately. 7. Observation is verifiable 8.
Behaviour is observed is natural surroundings 9. It enables understanding
significant events affecting social 10.It determines reality from the
perspective of observed person himself.
2. 2. 2 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL Types of Observation Simple and systematic observation
Observation is found in almost all research studies, at least in the exploratory
stage. Such data collection is often called simple observation. Its practice is
not very standardized. Systematic observation it employs standardized
procedures, training of observers, schedules for recording. Subjective and
Objective Observation One may have to observe one’s own immediate
experience, it is called subjective observation. In any investigations, the
observer is an entity apart from the thing observed, that type of observation
is called objective observation Structured and Un structured observation
Structured observation is organised and planned which employs formal
procedures, has a set of well- defined observation categories, and is subject
to high levels of control and differentiation. Unstructured observations are
loosely organized, and the process is largely left to the observer to define.
Natural and Artificial Observation Natural observation is one in which
observation is made in natural settings while artificial observation is one in
which observation is made in a laboratory condition Participant and Non-
participant observation When the observer participates with the activities of
these under study is called participant observation Merits: - Acquiring wide
information, Easy in exchange of clear observation of neutral and real
behaviour. Limitations: - larger time required, greater resources required lack
of objectivity. When the observer does not actually participate in the
activities of the group to be studied but simply present in the group it is
common as non-participant observation. The observer in this method makes
not effort to his influence or to create a relationship between him and the
group. Advantages of Observation 1. It allows collection of wide range of
information 2. It is a flexible technique in which research design can be
modified at any time 3. It is less complicated and less time consuming. 4. It
approaches reality in its natural structure and studies events as they evolve. 5.
It is relatively inexperience 6. The observer can assess the emotional reaction
of subjects. 7. The observer can record the content which gives meaning to
respondent’s expression 8. The behaviour being observed in natural
 environment will not cause any bias. 9. Superior in data collection on
dependable and convincing 10. Greater accuracy and reliability of data.
3. 3. 3 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL 11. Results are more dependable and convincing Limitations of
Observation 1. Establishing the validity of observation is always difficult 2.
The problem of subjectivity also involved 3. There is the possibility of
distortion of the phenomena through the very act of observing. 4. It is a slow
and laborious process 5. The events may not be easily classifiable 6. The data
may be unmanageable 7. It is going to be a costly affair 8. It cannot offer
quantitative generations. CHECK LIST A checklist is a simple device consisting
of a prepared list of items which are thought by the researcher to be relevant
to the problem being studied. A checklist is a selected list of words, phrases,
or sentences following which an observer records a check () to denote the
presence or absence of whatever being observed. When we want to assess
whether some traits are present or absent in the behaviour of an individual,
we can use check list method. This consists of several statements on various
traits of personality. The statement which applies to the individuals is
checked. Thus, responses to the checklist items are a matter of ‘fact’, not of
‘judgment’. The checklist is an important tool in gathering facts for
educational surveys, that is for checking of library, laboratory, game facilities,
school building, textbooks, instructional surveys, that is for checking of library,
laboratory procedures, etc. checklist are sometimes used in the form of a
questionnaire. Which are completed by the respondent rather than by the
observer. Construction of A Checklist • The items are determined may be
arranged in logical and psychological order. There are various ways of writing
and arranging the items in a checklist. • The items of the checklist should be
phrased in such a way that they are discriminative in quality. It will increase
the validity of the check list. A preliminary try out of the check list may also
prove helpful in making the tool one objective Analysis and Interpretation of
Check List Responses. The tabulation, qualification and interpretation of the
checklist response is done in very much the same way as that of the
questionnaire responses. PORTFOLIOS Student portfolios may be collected
 from the time that students enter a program until they graduate or may be
collected for narrower time frames. Students are responsible for gathering
4. 4. 4 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL the information that the faculty want them to gather. Among the
types of materials contained in a portfolio may be: research papers, essays,
drafts of written material leading to a final product, laboratory research,
videotapes of performances, exhibits of creative work, and examinations. A
particularly valuable component of student portfolios is the reflective essay,
in which the student reflects upon her or his growth in scholarship or creative
efforts and draws conclusions about his or her strengths and weaknesses at
the time the portfolio is compiled. To save valuable space, many portfolios
are now gathered electronically. The primary drawback of the portfolio is
that it takes time for faculty to review. The primary advantage is that it can
be designed to represent a broad view of student academic development,
one that also contains some depth. ANECDOTAL RECORDS Anecdotal Records
are collections of narratives involving first-hand observations of interesting,
illu- minating incidents in children’s literacy development. Anecdotal records
are reports about the teacher informal observations about students. It will
help the teacher to collect details regarding student’s be- haviours at
different situations. It will be a good tool to bring positive behavioural
patterns through daily observation and correction. It involves the following
information; Social interactions and literacy exchange that teacher have
observed Children’s everyday routines, such as what they choose to do in
centre workshops; a writing topic in a journal or on a sheet of paper during
independent writing time; the book they choose during inde- pendent
reading time; and when they spend time with blocks, sand, painting, or other
forms of creative expression Children’s learning styles Recurring patterns in
children’s ways of understanding Changes in children’s behaviours
Milestones in children’s development Steps Involved in Preparation of
Anecdotal Records Teachers basically use the following steps for the
preparation of Anecdotal records; 1. Observing children in instructional
settings: Formal and information is the starting point in the preparation of
 anecdotal records. 2. Maintaining a standards-based focus: Follow some
criteria as standards at the time of observation. 3. Making anecdotal records:
Writing quality anecdotal records is facilitated by keeping in mind the
following considerations: Write observable data, use significant abbreviations,
write records in the past tense.
5. 5. 5 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL 4. Managing anecdotal records: Once the records are coded for
strengths, needs, or information, simply list an abbreviated summary of the
strengths and the needs in the space provided below the records. Separating
the records into strengths and needs allows the teacher to summarize what
patterns are being exhibited by the student. The summary also helps clarify
and generate appropriate instructional recommendations. 5. Analysis of
anecdotal records: Anecdotal records assessment is informed by comparing
the standards to the child’s performance. The standards also inform the
selection of strategies and activities for instructional recommendations.
Periodically, analyse the compiled records for each student. The time
between analyses may vary according to your own academic calendar.
RATING SCALE Rating scale is one of the scaling techniques applied to the
procedures for attempting to determine quantitative measures of subjective
abstract concepts. It gives an idea of the personality of an individ- ual as the
observer judge the behaviour of a person includes a limited number of
aspects of a thing or of traits. Rating means the judgment of one person by
another. “Rating is in essence directed observation”. Writes Ruth Strang. A.S.
Barr and other define, “Rating is a term applied to expression of opinion or
judgment regarding some situation, objects or character. Opinions are usually
expressed on a scale or values. Rating techniques are devises by which such
judgments may be qualified.” Characteristics There are two characteristics of
a rating scale. 1. Description of the characteristics to be related, 2. Some
methods by which the quality, frequency or importance of each item to be
rated may be given. Types of Rating Scale Several rating techniques have
been developed which enable the observers to assign numerical values or
ratings to their judgments of behaviour. According to Guilford (1954, P. 263)
 these techniques have given rise to five board categories of rat- ing scale. 1.
Numerical scale (Itemized rating scale) 2. Graphic scale 3. Standard scale 4.
Rating by cumulative points 5. Forced choice ratings.
6. 6. 6 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL Use and Advantages of Rating Scales 1. Helpful in measuring
specified outcomes or objectives of education 2. Helpful in supplementing
other sources of understanding about the child. 3. Helpful in their simulating
effect upon the individuals who are rated. 4. Helpful in writing reports to
parents 5. Helpful in filling out admission 6. Helpful in finding out student’s
needs 7. Helpful in making recommendations to the employers. 8. Helpful to
the students to rate himself. Limitations 1. Some characteristics are more
different to rate. 2. Subjective element is present. 3. Lack of opportunities to
rate students. 4. Rates tend to be generally generous. QUESTIONNAIRE A
questionnaire is defined as tool of evaluation that consists a set of questions
or other types of prompts that aims to collect information from a respondent.
These typically are a mix of close-ended questions and open-ended questions;
long form questions offer the ability for the respondent to elaborate on their
thoughts. Questionnaires were developed in 1838 by the Statistical Society of
London. 1. Questions in Open Ended Format Questions that allow the target
audience to voice their feelings and notions freely are called open- format
questions or open-ended questions. These questions are not based on pre-
determined responses, giving respondents an opportunity to express what
they feel is right, and often provide real, perception, and at times, startling
proposals. Open-ended questions placed at the end of a questionnaire tend
to draw accurate feedback and suggestions from respondents as well. 2.
Questions in Closed Ended Format Questions which have multiple options as
answers and allow respondents to select a single option from amongst them
are called closed-format or closed-ended questions. This type of
questionnaire is especially useful when conducting preliminary analysis. As a
fixed answer set is provided, these are ideal for calculation of statistical
information and percentages of various types. Closed- ended questions help
 to arrive at opinions about a product or service, and sometimes, about a
company, in a more efficient manner.
7. 7. 7 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL Advantages of Questionnaire It has greater potentialities when it
is properly used otherwise progress in many areas of education would be
greatly handicapped. It is economical way of collecting information to
educators. 3.It permits a nationwide or even international coverage. it can
cover a large group at the same time. It is easy to plan construct and
administer. Once it has been constructed skilfully the investigator may ask
anybody to administer it on his behalf. Confidential information often may be
obtained more readily by means of questionnaire. It places less pressure on
the subject for immediate response. Limitations of Questionnaire 1. The
mailed questionnaires can be used only for educated people also restricts the
number of re- spondents. 2. The return rate of questionnaire is low. 3. The
mailing address may not correct which may omit some eligible respondents.
4. Sometimes different respondents interpret questions differently. 5. The
researcher is not present to explain the meaning of certain concepts the
respondent may leave the question blank. 6. It does not provide an
opportunity for collecting additional information. 7. The respondent can
consult others before filling in the questionnaire this response cannot be
consid- ered as his own views. 8. There is a lack of depth or probing for a
more specific answer. INTERVIEW An interview is formal meetings between
two people (the interviewer and the interviewee) where questions are asked
by the interviewer to obtain information, qualities, attitudes, wishes etc.
According to Gary Dessler, “An interview is a procedure designed to obtain
information from a person’s oral response to oral inquiries.” Types Of
Interviews There are many types of interviews that an organization can
arrange. It depends on the objectives of taking the interview. Some
important types of interviews are stated below: 1. A structured interview
(Formal interview or guided interview): Here in the traditional form of
interview, the questions asked are all in a standard format and the same is
used for all the candidates. This is to assess the ability of all the candidates
 impartially. 2. Unstructured interview (Informal interview or conversational
interview):
8. 8. 8 TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY
HINA JALAL This is the opposite of structured interview. Here the interviewer
has a definite idea in mind about the questions to be asked, but it doesn’t
follow a certain format. The interviewer may deviate, and a conversation
type interview follows. 3. Standardized or open-ended interview: Here the
same open-ended questions are asked to all interviewees; this approach
facilitates faster interviews faster interviews that can be more easily analysed
and compared. 4. Closed or fixed-response interview: It is an interview where
all interviewers ask the same questions and asked to choose answers from
among the same set of alternatives. This format is useful for those not
practiced in interviewing. 5. Group interview: This involves multiple
candidates and they are given a topic for discussion. They are assessed on
their conversational ability and how satisfactorily they can have their own
views and make others believe in them. Here, the best among the lot gets
selected. 6. Panel interview (Committee Interview): The interviewers here are
a group from among the company people who are in senior position and
usually the panel interview is when the candidate is supposed to make a
presentation. But many-a-times it could be for the job interview as well. 7.
Depth interview (In-depth interview): When you need to ascertain everything
about the interviewee right from the life history, academic qualifications,
work experiences, hobbies, and interests; you conduct the depth interview.
Here the interviewer has a clear idea about the questions he will be asking
but once the question is asked, he allows the conversation to flow and is
more of a listener. This interview takes time and more of a friendly approach
of the interviewer towards the interviewee. 8. Individual or One-to-one
interview (Personal interview): It is the most common among the interview
types, it involves the interviewer asking questions maybe both technical and
general to the interviewee to investigate how fit the candidate is for the job.