TEACHING DEVICES

DEVICES  OF  TEACHING

DEVICES     OF   TEACHING
Artificial Devices		Fixing   Devices
Natural  Devices	Artificial Devices
Excursion Field trip	1.     Narration 2.     Exposition 3.     Description 4.     Explanation 5.     Questioning 6.     Answering 7.     Illustration 8.     Home work 9.     Written work 10.                        Evaluation	1.     Drill 2.     Review 3.     Asking  Questions 4.     Discussing  Outstanding  Problems

Description: It seeks to portray in words a person, object, thing or even, the purpose being to present to children a definite mental picture of the same. While using this device in teaching The teacher should bear in mind,   that he has a clear, authentic and strong visual image of the object to be described; and the description should  be  in simple and suitable language and brief and vivid enough to serve it purpose.

Explanation and Exposition: These  are  not two different devices; they are inseparable, one being supplement of the other. Accordingly, both  seek to set out the new information in a clear and comprehensive form;   and give new matter to children; and explain  to them. Their purpose is to bring out a relation between phenomenons and things and set them in an order and organized system of thought.

Narration and story-telling : Narration is a device of teaching that  to supplements the device of questioning by means of story-telling. Narration or story-telling also demands  the teacher  to know  the whole and he does not have to stop or refer to a book or any other such material.

Questioning :

Characteristics of Good Questions

1.     Clarity: The question must be clear and  free from any kind of ambiguity or vagueness; It should be framed in such a way that every student in the class should  easily understands what is wanted in  the  question  even though he does not know the answer of the question.

2.     Simplicity: The content and language of the questions  should be as simple as possible. Pupil’s language should be used in formulating questions. Unusual and difficult terms should be avoided. Questions should be framed according to the mental  age, abilities and interests of the pupils.

3.     Specificity: Teachers questions should be specific. They should be definite and not vague. It should require specific rather than general answers.

4.     Challenging:  A good question should stimulate the pupils to think

5.     Relevancy:  In the word of  to Cole, questions should be relevant to the them and should be continuous. A teacher has to ask a series of questions  in a lesson,  and  these questions should be connected with each other in such a way that one question grows out of the other preceeding that.

6.     Single idea:  A good question involves a single idea. Double barreled questions are confusing and difficult to keep in mind.

7.     Avoid ‘Yes’ or ‘No’ response:  The Questions should avoid ‘yes’ or ‘no’ types of response because they introduce a larger element of guessing into the class-room situation. Either response sets the guesser a 50-50 chance of being correct even if the student knows nothing about the matter under consideration.

8.     Not elliptical:  The Questions should not be elliptical

9.     Not leading: Question should not be leading

10.                         No echo Question: It is not desirable to ask echo questions which are based on the facts just taught. Echo questions are useless as they do not encourage thinking or reasoning ability of the pupils.

11.                        Avoid textbook phraseology : A good question should avoids wording of the textbook. The textbook in phrasing questions encourages memorision  of textbook phrases word for word  and  this parrot like repetition of language should be avoided.

12.                        Definite purpose: Questions should reflect a definite purpose. A question has no value until it has a definite purpose to fulfill.

 Questions serve a number of essential purposes. For example they

1.     It gives immediate feedback on students’ understanding, which can then be used by the teacher to modify his  teaching.

2.     It  helps  pupils to develop their thinking from the lower order concrete and factual recall type to the higher order analytical and evaluative type  which promote deeper understanding. Higher order questions help pupils to explore ideas and make connections, and helps pupils to  see the "big picture" of the learning. This in turn leads to greater motivation and improve in  learning .

3.     Questions prompt the pupils to inspect their existing knowledge and experience to create new understandings.

4.     Helps  pupils  to  Focus  on the key issues and enable teachers and pupils to see progress over time.

5.     Moving them towards greater independence.

Types of Questions

1. Factual Questions – These  are  reasonably simple, straight forward and  answers based on obvious facts or awareness. These are at the lowest level of cognitive (thinking) or affective (feeling) processes and answers are frequently either right or wrong.

 2. Convergent Questions– The  answers to these types of questions are usually within a very finite range of acceptable accuracy. These questions may be at  different levels of cognition , comprehension, application, analysis. These types of questions are useful  in exercising mid-level cognitive thinking skills, it is quite easy to expand students’ cognitive processes even higher by adding another layer to these type of  questions  where by the   teachers asked  students to justify their answers in light of the evidence offered or the inferences made  by  the  pupils .

3. Divergent Questions – These types questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness  to  answers  may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. These types of questions often require students to analyse, evaluate, or synthesize a knowledge base and then project  or  predict different outcomes. To answering these types of questions may be aided by higher levels of affective thinking  such as valuing, organization, or characterization. Responses to these types of questions are  generally fall into a wide array of acceptability. Often correctness is determined subjectively based on the possibility or probability of the proposed answer. The intention  of these types of questions is to stimulate imaginative, creative, or inventive thought, or investigate “cause and effect” relationships.

4. Evaluative Questions :   These types of questions usually require sophisticated levels of cognitive and/or affective  judgment. To answer these types of questions, students may be combine  multiple cognitive and/or affective processes or levels, frequently in comparative frameworks.

5. Combinations : –These are questions formed  by  combination of the above types  of  questions