Assignment 1

Q1.Specify the personal and professional characteristics of good teachers?

Ans.Assess with a critical eye what they see in the news, online, and on social media.Make their voices
heard while listening to the voices of others.Navigate complex situations and adapt to change.Frame
problems and challenges in a way that leads to action.Feel greater power and self-efficacy at
school.Become more confident and ready to participate in civic life.

Course Details

Participants will walk away with practical action steps for how to implement the Question Formulation
Technique (QFT) in their classrooms — and get the most out of it.

Educators who are totally new to the QFT will gain an introduction to the technique from the people
who created it. They will generate ideas and a specific plan for using it in their own classroom. Those
already experienced in using the QFT will explore how to take its endless possibilities to the next level.

Past participants have said they greatly appreciate how the course supports immediate practical
application while at the same inspiring a small shift in teaching practice that can lead to meaningful
outcomes. The program includes classroom examples from a wide range of educators, leading to
discussions and new ideas about how to use the QFT in multiple settings — including virtual, hybrid, and
in-person learning environments.The course will provide an in-depth exploration of key concepts related
to the QFT including:

Why does questioning bring such a sense of power and agency to students?

Why should educators deliberately teach all students how to ask their own questions?

What is the core structure and flow of the QFT?

Why does this structure work across all classrooms and for all students?

How does the QFT change some traditional expectations around the roles teachers and students play
in learning?

What are “best practices” in designing, adapting, and facilitating the QFT?

All materials are provided at the start of the program and can be completed at times that best fit a
participant’s schedule. Participants should plan to devote a total of 10 to 12 hours of work. Participants
who complete all individual assessments and contribute to group discussions prior to the end of the
program period will receive a certificate indicating completion of 15 clock hours of instruction.

Some qualities of a good teacher include skills in communication, listening, collaboration, adaptability,
empathy and patience. Other characteristics of effective teaching include an engaging classroom
presence, value in real-world learning, exchange of best practices and a lifelong love of learning.

Good Teachers Are Engaging.

Being able to engage students with humor, creative lessons and a strong classroom presence is an
important part of what makes someone a good teacher, Tanguay said.
“If you were to envision that teacher that you would want in your life, even now, you’re going to want
someone who is very engaging in front of the classroom,” he said. “A good teacher will perform for their
students to keep them going… It’s not about sitting back and just lecturing, it’s about engaging in the
work.”

What an engaging teacher looks like will vary depending on grade level and subject matter, Tanguay
said. In kindergarten, an engaging teacher might be one who gets down on the floor to do activities with
their students on their level. In high school, an engaging teacher may be one who thinks outside the box,
adds humor to their lessons and finds creative ways to bring learning into the real world.

Good Teachers Are Strong Communicators. …

Good Teachers Listen Well. …

Good Teachers Focus on Collaboration. …

Good Teachers Are Adaptable. …

Good Teachers Are Engaging. …

Good Teachers Show Empathy. …

Good Teachers Have Patience. …

Good Teachers Value Real-World Learning.

Q2.Define effective teaching. Discuss the factors contributing towards effective teaching?

Ans.Engaging in instructionally focused interactions with teachers. Forms of engagement with Teachers
that center on instructional practice, such as teacher evaluation, instructional Coaching, and the
establishment of a data-driven, school-wide instructional program to Facilitate such interactions.

◼ Building a productive school climate. Practices that encourage a school environment marked

By trust, efficacy, teamwork, engagement with data, organizational learning, and continuous
Improvement.

◼ Facilitating productive collaboration and professional learning communities. Strategies that

Promote teachers working together authentically with systems of support to improve their

Practice and enhance student learning.

◼ Managing personnel and resources strategically. Processes around strategic staffing andAllocation of
other resource.

From an equity perspective, we find that principals can have important impacts on key populations,
Including low-income students and students and teachers of color. These impacts can occur through
Direct channels (e.g., by how they manage student disciplinary actions) or through indirect channels
(e.g., By working with teachers to implement culturally responsive teaching practices, by hiring greater
Numbers of teachers of color who are influential for students of color). Principals of color may be
highleverage actors in this regard, as they appear especially likely to have positive impacts on both
students Of color and teachers of color. We draw upon the growing, largely qualitative literature on
leadership for Equity to illuminate the approaches and strategies equity-focused principals use to affect
schools Serving historically marginalized student populations.

An additional finding is that principal turnover tends to negatively affect not just student Achievement
but other outcomes, such as teacher retention and school climate.

Implications for Policymakers, Practitioners, and Researchers.

We conclude with implications of our findings. Foremost, our results on the importance of principals’
Effects suggest the need for renewed attention to strategies for cultivating, selecting, preparing, and
Supporting a high-quality principal workforce. The payoffs to successful strategies appear very large for
Student learning and for other important outcomes, such as student attendance and teacher turnover.

Preservice preparation programs, pipeline initiatives, and in-service learning opportunities can have
More positive impacts by focusing on high-leverage practice areas, such as instructionally focused
Interactions with teachers (e.g., feedback, coaching), building strong relationships and collaborative
Cultures, and strategic personnel management (e.g., hiring, placing, and retaining effective teachers).

The evidence also argues for continued reorientation of the work of school principals toward
Educational equity and for school districts to prioritize the needs of increasingly diverse student
Backgrounds, both in hiring and retaining effective leaders for high-need schools and in ensuring that
Leaders from diverse backgrounds have equitable access to principal roles. On this last point, the
Benefits of principal racial and ethnic diversity suggest the need for new policies and initiatives aimed at
Increasing the number of principals of color.

Lastly, we highlight broad concerns about the state of research on school principals. Although this
Research asks many important questions, our evidence review suggests that studies of school principals
Too often are marked by methodological and reporting limitations that undermine their conclusions.
This review argues for major investment in data collection and capacity building around high-quality
Research practices and methods if the field is to provide clear, systematic direction for leadership policy
And practice.

Q3.Highlight the steps of planning “development of instruction”?

Ans.Instructional development is a flexible program for students who are less interested in teaching in a
classroom and more interested in being involved with the development of learning experiences,
instructional programs, and community outreach activities that benefit children and their families.
Students in this program will learn to:

Think critically about the ways in which education intersects with social, cultural, political, and economic
matters;

Plan developmentally appropriate learning experiences for children of varying ages;

Organize community outreach activities to educate children and/or families in the goals an mission of an
organization or program;

Develop and maintain positive relationships with constituents working toward a goal of providing
educational or life experiences for children and families
Program Highlights

This major includes 36 credits from the School of Education that assist students in applying learned
knowledge of human development, learning theories, and discipline-specific content to develop
instruction for children and/or families in community-engaged internships. Courses prepare students
for work with children age birth through adolescence with a focus on the learning needs of children and
families with diverse backgrounds and abilities.

In practice instructional development involves conscious effort to proceed “systematically.”

Systematically as used here implies two things. First, a logical progression from Careful enunciating of
objectives, to development of a plan for achieving these, to an Evaluation of success, to reconsideration
of the objectives, to an application of the results Of the evaluation to improving the process. Second, a
conscious effort to ask all the Relevant questions, i.e., to see the whole system into which the program
being developed Fits. The need to consider the whole system in which a program operates arises from
the Possibility that important feedbacks may occur producing effects which are either unexpectedly
amplified or produce influences the very reverse of those intended. The emphasis on asking all the
questions, i.e., developing a holistic or systems-conscious approach, And watching carefully for side
effects, is a vital part of the concept of systematic development. The whole process is admittedly easier
to describe than it is to follow. However, although there are formidable difficulties, the system can be
made rigorously logical. Most Current procedures in our universities fail signally to give the attention to
internal logic And consistency implied in the systematic approach to design of teaching materials and
Programs. Given the ostensible, indeed often ostentatious, devotion of the university to “critical
thinking,” this deficiency represents an inconsistency which should give us real Concern. evaluation, or
program design. A few sources of information about these centres are listed at the end of this paper.

Q4.Describe difference between instrinsic and extrinsic motivation.

b) Define the term inquiry approach and enlist the methods that come under the umbrella of this
approach.

Ans.Describe difference between instrinsic and extrinsic motivation?

Intrinsic motivation comes from within, while extrinsic motivation arises from external factors. When
you are intrinsically motivated, you engage in an activity because you enjoy it and get personal
satisfaction from doing it. When you are extrinsically motivated, you do something in order to gain an
external reward.

Consider the way each type considers both motivation and goals:

Intrinsic Motivation: You are motivated to do the activity because it is internally rewarding. You choose
to do it because it’s fun, enjoyable, and satisfying.

Your goal comes from within, and the outcomes of your goal satisfy your basic psychological needs for
autonomy, competence and relatedness.

Extrinsic Motivation: You are motivated to do the activity in order to gain an external reward in return.
Your goal is focused on an outcome, and does not satisfy your basic psychological needs. Rather, it
involves external gains, such as money, fame, power, and avoiding consequences. You have likely
experienced both types of motivation throughout your entire life, and often, the goal of your
motivations can remain the same regardless of whether the outcome is something internal or external.
These extrinsic and intrinsic motivation examples illustrate this idea.

The most basic distinction is between intrinsic motivation, which refers to doing something because it is
inherently interest- ing or enjoyable, and extrinsic motivation, which refers to doing something because
it leads to a separable outcome.

However, the two are not mutually exclusive — for instance, someone working on completing a project
may be extrinsically motivated to finish to meet a teammate’s deadline, but intrinsically motivated
because they enjoy the project and want to produce high quality work.

B.Define the term inquiry approach and enlist the methods that come under the umbrella of this
approach.

“Inquiry-based learning is an umbrella term, encompassing a range of teaching approaches which

involve stimulating learning with a question or issue and thereby engaging learners in constructing new
knowledge and understandings.” Teachers who use these approaches act as facilitators of learning.
Students start becoming more self-directed learners. A hodgepodge of approaches gets put under this
umbrella, including case-based learning; problem-based learning; and discovery-oriented learning,
which involves undertaking original research.

In an effort to help categorize teaching methods in this area, the authors of this article propose several
ways of organizing these various approaches, including one that differentiates between three modes of
inquiry: structured inquiry, where teachers provide the issue or problem and some direction on how it
should be addressed; guided inquiry, where teachers stimulate the inquiry with questions but students
decide how to explore the questions; and open inquiry, where students formulate the questions,
identify what needs to be known, collect and analyze the data, offer findings, communicate the results,
and evaluate the research.

A second scheme categorizes inquiry-based approaches by how they are framed and whether they are
discovery oriented or information oriented. “In discovery framing, students understand and experience
research through personal questioning, exploration and discovery in relation to new questions or lines
of investigation. In an information framing, students experience research through already existing
answers, with the purpose of acquiring a previously established body of knowledge.”

Q5.What is an activity? Discuss the importance of activity method. Name the different types of
Activities you would use in English?

An activity is typically one stage of a project management plan. Each activity consists of one or more
actions that, upon completion, will lead to the next project stage. Taken together as a series, the
activities will result in the final deliverable. Each activity has a defined start and end, as well as a
deadline or time period within which it must be completed.When you are planning a project, one of the
key steps is to define the activities required to bring that project to fruition. This generally involves
creating an activity list, which is exactly what it sounds like — a list of all the actions required for the
project. For example, let’s say you are planning a large event. Some activities that might be involved
include:

Mailing invitations
Booking the venue

Hiring a caterer

Each activity will likely consist of several sub-tasks; sending out the invitations, for example, will require
gathering and confirming attendees’ addresses, printing the invitations and envelopes, and then mailing
the completed invitations. Booking a venue will require site visits, RFPs, price negotiation, signing a
contract, and so on.

Once the activities have been defined, it’s up to the project manager and other stakeholders to
sequence them — in other words, to place them in the appropriate order, and then track and manage
them. Activities are typically tracked with either a network diagram, representing all the activities for a
project in a sequential, workflow format or a Gantt chart, which represents tasks via horizontal bars that
demonstrate their length and duration.

Activity based teaching and learning method is a technique adopted by teachers to emphasize their
method of teaching through activity in which the students participate willingly and get efficient learning
experiences. It is a child-centered approach. It is a method in which the child is actively involved in
participating mentally and physically. Learning by doing is the main focus in this method. Learning by
doing is important in successful learning since it is well proved that more the senses are stimulated,
more a person learns and longer he/she retains.

Activity based learning method .The information processing theory in psychology views learners as
active investigators of their environment. This theory is grounded in the premise that people innately
strive to make sense of the world around them.

Evidence & Data

What evidence is there that a particular active learning strategy will enhance my teaching and learning
or improve learning?How will this active learning strategy help your students meet the learning
objectives?What observational or concrete data do you have about your classroom that can inform you
about why you need to change it and how?What does the research literature suggest about my
particular subject matter and best approaches to teaching it?

Pedagogical Challenges

What is the challenge with your current classroom? What concepts or topics do students struggle with
the most based on observation, in-class student responses, quiz/test scores and/or other assignments?
Do students need more personalized attention applying certain skills and knowledge in-class where your
expertise could guide or coach their development?

Strategies

Based on the feedback and data you have collected about your class and students, where do active
learning strategies makes sense in your course? Are there examples of the active learning strategies that
you have seen that would be valuable to your students?