B.ED 1.

5 years
ASSIGNMENT No. 1
Course: Critical Thinking and Reflective Practices (8611)
(Units 1–4)

Q. 1: What are essential aspects of critical thinking? Describe in detail.

Critical thinking is not a new concept. It goes back to at least the known etymology of Socrates’
vision of teaching and learning; which goes back not less than 2500 years ago. In those times the
method of question-answers and questioning the existing beliefs was a unique mode of critical
thinking. Socrates recognized the fact that one cannot rely upon those in "authority" to have
complete knowledge and insight. He established that people may have power and high position
but still can be intensely confused and irrational. He enhanced the importance of asking profound
questions that probe deeply into thoughts before we establish a belief. His method of questioning
is now known as "Socratic Questioning" and is the best known strategy of critical thinking teaching
so far. In his manner of questioning, Socrates marked the need of deep thinking for clarity and
rationality.
Socrates’ practices were followed by the critical thinking of Plato, Aristotle, and the Greek thinkers,
all of whom emphasized that reality is often very different from what it appears to be and that
only specially trained minds are prepared to perceive it the way it appears on the surface (delusive
appearances) to the way it is beneath the surface (the deeper realities of life). From this ancient
Greek tradition emerged the need, for anyone who desires to comprehend the deeper realities,
must think systematically, and draw proposition broadly and deeply because only this is the way
to go beyond and beneath surface level observation.
Aspects of critical thinking:
Although the list of aspects cannot be exhaustive or all inclusive yet the most prominent features
may include but not limited to the following:
a) In order to help their students to develop critical-thinking skills and to take critical action,
teachers need to:
 have a sound knowledge base from which to support students as they delve more
deeply into content
 remain open to challenge by students, not representing themselves as the sole source
of knowledge
 encourage students to look at the big picture by engaging them in critical-thinking
processes that have relevance beyond the classroom
 be prepared to listen to voices that originate in the classroom and to use students'
personal experiences as starting points for gathering information
 encourage students to question and challenge existing beliefs, structures, and
practices
 avoid offering 'how to do it' approaches
 encourage students to be sensitive to the feelings of others
 provide opportunities for inquiry by giving students time for planning, processing, and
debriefing
 structure lessons so that students can work safely and co-operatively and develop
creative forms of shared responsibility
  encourage students to take critical action. When students learn to use democratic
processes inside the classroom, they can transfer these to situations outside the
classroom
For students, learning to think critically and to take critical action will include:
 learning to take responsibility for analyzing and evaluating information
 giving each other feedback about their analyses, evaluations, and actions
 questioning and challenging each other's assumptions in a non-threatening manner
 learning to identify any inequalities and power relationships within contexts in health
education, physical education, and home economics, focusing on how these positions are
sometimes reinforced through organizational structures and through certain forms of
language
 reflecting on people's assumptions, beliefs, and behaviours, taking into account a range of
factors
 generating alternative solutions and accepting them or critiquing them in a sensitive manner
 developing the confidence to work with others in taking critical action

It is expected that by adopting this elaboration of critical thinking and applying their learning in
education contexts, students can:
o think about and evaluate their own thinking and behavior on issues related to health
education, physical education, and home economics
o make reasonable and defensible decisions about issues related to individual and community
well-being
o challenge and take action (individually and collectively) to address social, cultural, economic,
and political inequalities
o understand the role and significance of the movement culture and its influence on our daily
lives and the lives of people in our community
Hence as an outcome the learners will:
 Become broad and adventurous thinkers
 generate innovative solutions
 use their reasoning skills to analyze and evaluate
 plan and think strategically The list above is based on Smyth (2000, page 507).

TEACHER AS A CRITICAL THINKER

One of the major goals of education is to enable the learners to understand ideas that are
important, useful, and powerful. Another goal is to develop the appetite to think analytically and
critically about what they are being presented with in the form of books and teaching. Third goal is
to help them to use what they know to enhance their own lives and also to contribute to their
society, culture and civilization as well as to the global community. Hence critical thinking is not an
isolated goal unrelated to other important goals in education. Rather, it is a seminal goal which,
done well, simultaneously facilitates a rainbow of other ends. It is best conceived, therefore, as
the hub around which all other educational ends cluster. For example, as students learn to think
more critically, they become more proficient at historical, scientific, and mathematical thinking.
They develop skills, abilities, and values critical to success in everyday life. All of this assumes, of
course, that those who teach have a solid grounding in critical thinking and in the teaching
strategies essential to it.
These three goals work as a drive for education to promote critical thinking which is based on
certain assumptions.
  Brains are physiological while minds are developed.
 Curriculum is a mind-grooming instrument.
 Education should strive upon preparing learners for self-direction.
 Graduates should be prepared for thinking their way through the challenging life
 Careful analysis, clear thinking, and reasoned deliberation are fundamental to democratic
life.
On the basis of these considerations the capacity for critical assessment and analysis emerges as
fundamental for enjoying a good quality of life. But to develop a deep understanding of the
foundations of critical thinking involves a long-term approach to learning and applying those
foundations. James Stigler, co-author of the book, The Teaching Gap: Best Ideas from the World’s
Teachers for Improving Education in the Classroom, comments on the importance of long term
professional development of educational planners, managers, teachers, and learners.

Development in thinking requires a gradual process requiring plateaus of learning and just plain
hard work. It is not possible to become an excellent thinker simply because one wills it. Changing
one’s habits of thought is a long-range project, happening over years, not weeks or months. The
essential traits of a critical thinker require an extended period of development.
How, then, can we develop as critical thinkers? How can we help ourselves and our students to
practice better thinking in everyday life?
First, we must understand that there are stages required for development as a critical thinker:
Stage One: The Unreflective Thinker (we are unaware of significant problems in our thinking)
Stage Two: The Challenged Thinker (we become aware of problems in our thinking) Stage Three:
The Beginning Thinker (we try to improve but without regular practice) Stage Four: The Practicing
Thinker (we recognize the necessity of regular practice) Stage Five: The Advanced Thinker (we
advance in accordance with our practice) Stage Six: The Master Thinker (skilled & insightful
thinking become second nature to us)
We develop through these stages if we:
1.Accept the fact that there are serious problems in our thinking (accepting the challenge to
our thinking) and
2.Begin regular practice.
In this article, we will explain 9 strategies that any motivated person can use to develop as a
thinker. As we explain the strategy, we will describe it as if we were talking directly to such a
person. Further details to our descriptions may need to be added for those who know little about
critical thinking.
1.Use “Wasted” Time.
2. A Problem A Day.
3. Internalize Intellectual Standards.
4. Keep An Intellectual Journal.
5. Reshape Your Character.
6. Deal with Your Ego.
7. Redefine the Way You See Things.
8. Get in touch with your emotions.
9. Analyze group influences on your life.
Q. 2: Describe in detail the phenomenon of social exclusion and marginalization.
How is it less threatening than poverty?

Social exclusion, and marginalization, is the phenomenon of social disadvantage to the

periphery of society. This term was first used in France and is now used widely around the world.
It is commonly used in sociology, education, psychology, politics and economics where the
exclusion becomes a major challenge. Social exclusion is the process where individuals or group of
people are systematically denied the full access to different rights, opportunities and resources
that are supposed to be available to all members of society. These rights are usually fundamental
to social integration within that particular group such as housing, employment, healthcare,
education, civic engagement, and democratic participation. The social exclusion is faced by people
or groups of people usually referred to as ‘disadvantaged groups’. The ‘disadvantaged’ is a generic
term for individuals or groups of people who:
 Face special problems such as physical or mental disability
 Lack money or economic support
 Are politically deemed to be without sufficient power or other means of influence
In common usage ‘the disadvantaged’ is a generic term for those "from lower-income
backgrounds" or “from minority groups”. The "economically disadvantaged" is a term used by
government institutions usually while allocating free services such as school meals to the students
who are members of households that meet the income eligibility guidelines for free or reduced-
price services.
Isolation resulting from social exclusion can be connected to a person's social class, race, skin
color, ethnicity, living standards, or religion. Anyone who appears to be different in any way from
perceived norms of a community may thereby become subject to offensive or subtle forms of
social exclusion. The outcome of social exclusion is that affected individuals or communities are
prevented from participating fully in the economic, social, and political life of the society in which
they live. Social exclusion appears at individual or group level in four correlated dimensions i.e.
lack of access to social rights, material poverty, limited social participation and lack of normative
integration. Hence it becomes the combined result of personal risk factors i.e. age, gender, race;
macro social change such as development of demographic, economic and labor market; state
legislation and the actual behavior of organizations and citizens. The concept of social exclusion
appears to be a complex and multidimensional phenomena.

Origins of the concept of social exclusion

The concept of social exclusion became increasingly prominent in Western Europe in the latter
part of the twentieth century and mainly in 1990s. While the concept’s historical roots can be
traced back to Aristotle, the modern notion of exclusion emerged in France in the 1970s, linked to
a perceived breakdown in social cohesion following civil unrest in the late 1960s in the context of
growing unemployment and socio-economic inequalities. From France, its use spread through the
European Union’s institutions, unpacking the poverty discourse. It was adopted particularly by the
UK’s New Labour government elected in the late 1990s when the International Labour
Organization also took a lead in driving the concept out to less developed countries. Its emergence
has also been linked at some points to the rise of neo-liberal ideology and individualism from the
1970s.
Part of the rise in concerns of the social exclusion can be attributed to its political appeal. It has
been argued that it is perceived as less threatening than poverty and depending upon its extent it
becomes acceptable in some political positions. e.g. revised immigration and migrants rights in
European and United States. In addition, its popularity may in part be attributable to a belief that
the concept of social exclusion offers an original perspective on the social world. The concept
being multi-dimensional holds the potential to provide new insights into the nature, causes and
consequences of poverty, deprivation, inequalities, marginalization and discrimination. The
discourse of social exclusion gives new direction to policy planning, specifically in terms of
educational outreach. Yet, the limitations of applying a concept developed in the developed
nations with well-developed welfare systems, to countries and nations where weak governance,
least welfare mechanisms, and a majority of the population living in extreme poverty, is a big
challenge. More generally, the danger that ‘exclusion’ may be used as a screen to hide extreme
poverty and as a blaming label to make the poor responsible for their condition has also been
recognized.
Meanings of social exclusion
Silver (1994), Levitas (1998; 2005) and Beall (2002) made important contributions to understand
the ideological and political roots of different definitions and elaborated the implications for policy
and practices that are required to address ‘social exclusion’. While many definitions of ‘social
exclusion’ incorporate apparently contradictory connotations, the “labelling approach” helped to
make a clear distinction between ‘the excluded’ from the rest of society, and to operationalize and
measure ‘social exclusion’.
Factors influencing social exclusion
Two sets of factors become a source of increase or decrease of social exclusion- Structural Factors
and Cultural Factors
1)Structural Factors
 Economic-technological factors: Which economic background do you come from
and where it stands in the society? One major set of factors is functioning of the
labor market, flexibility of the labor market, decline of urban labor markets
resulting in fewer jobs in cities and increasing local concentrations of benefit
recipients, international competition, globalization (employment shift to low-wage
or low-tax countries, strategic operations of multi-nationals) as well as new
technologies and their deployment.
 Socio-demographic factors: Which part of the country or world do you come
from and how is it viewed in the society? Another set is derived from increase of
duration of dependency due to increased life expectancy; increasing labor supply
with stable; extended school participation and shortened employment duration
over the life span; decreasing birth rate, increasing individualization (single
households); and development of an ethnical multiform, multicultural society and
increase of number of immigrants with unfavorable work prospects
2) Cultural Factors Do you fit in with the cultural norms? There is a major role of generally
accepted opinions, cultural values and norms and expectations of gender roles; attitudes
with regard to ethnic minorities and towards vulnerable groups in general; development
of a ‘deprivation culture’ in isolated and excluded groups or communities with a high risk
of passing exclusion on from one generation to the other as well as general perception of
poverty and inequality.
Education and social exclusion/inclusion
Education is neither the sole cause of nor can be the sole solution for social exclusion.
Nevertheless, there are good reasons to perceive educational achievement or rather, the access to
and utilization of education, training and learning opportunities as a key factor in the process of
becoming excluded. Lack of equality in access to good education can contribute to or at least
increase the chance on becoming excluded, since it highly determines the further educational
 career and with that the working career. At the same time, the access to 'high quality' education is
not distributed evenly among different social groups. Families with a lower socio-economic status
or children from low-skilled parents with either no work or relatively unstable, low-skilled and
low-paid work appear to have less chance to complete upper secondary education or to enter
tertiary education. Likewise, children from immigrant families appear to have fewer chances to
complete upper secondary education.

Q.3: What is “connectivism”? Critically analyze that how can cooperative

classroom activities result in student’s striving for mutual uplift.
Connectivism provides opportunities to a student to make choices about their learning.
Connectivism promotes group collaborations and discussions between other students or teachers,
allowing for different viewpoints and perspectives to aid in problem-solving, decision making and
making sense of information.

Concept of Cooperative Learning Several definitions of cooperative learning have been given by
various theorists. The one most widely used in higher education is probably that of David and
Roger Johnson of the University of Minnesota. According to the which, cooperative learning is a
process that involves students working in teams to accomplish a common goal, under conditions
that include the following elements:
 Positive interdependence. Team members are obliged to rely on one another to achieve the
goal. If any team members fail to do their part, everyone suffers consequences.
 Individual accountability. All students in a group are held accountable for doing their share
of the work and for mastery of all of the material to be learned.
 Face-to-face promotive interaction. Although some of the group work may be parceled out
and done individually, some must be done interactively, with group members providing one
another with feedback, challenging reasoning and conclusions, and perhaps most
importantly, teaching and encouraging one another.
 Appropriate use of collaborative skills. Students are encouraged and helped to develop and
practice trust-building, communication, and conflict management skills.
 Group processing. Team members set group tasks, periodically assess what they are doing
well as a team, and identify changes they will make to function more effectively in the
future. Cooperative learning is dependent on the sort of conversation, which takes place in
the group between students. Talking about a question helps create meaning and
understanding; humans make meaning about things through talk. Studies have shown that
by having to explain answers to problems to fellow student that the act of having to clarify
and communicate actually enhances the students’ own understanding.
In these conversations it is the process of discussion that is important not whether the answers are right
or wrong. Applications of social learning to the classroom first began in the early 1970s. Since that time,
what we now know as ‘Cooperative Learning’ has been one of the most researched kinds of instructional
methodology used in the classroom.
Much of this research has concluded that cooperative learning strategies in the classroom have been
highly successful, both in terms of learning achievement as well as the development morals and values.
The prospect of cooperative learning is obvious to many researchers. Its academic and social advantages
are globally recognized. George (2000) defines cooperative learning as the process of obtaining
knowledge in a socially rich environment by one or two small groups of students. Cooperative learning
environment refers to a situation which learners with one common goal in their mind strive to achieve
common learning outcomes. A small dedicated group of students learn together and take advantages of
each other’s proficiency to achieve a common goal. In a cooperative learning environment, learners are
encouraged to be in the center of learning and learn together. Research has shown that cooperative
learning techniques:
 Promote student learning and academic achievement
 increase student retention
 enhance student satisfaction with their learning experience
 help students develop communication skills
 develop students' social skills 56
 promote student self-esteem
 help to promote critical thinking Social benefits of cooperative learning are more clearly
demonstrated in the research literature.
Cooperative learning has shown to positively affect students' self esteem and attitudes towards school
and classmates. It has been suggested that an improvement in students' positive behavior will in turn
increase motivation for academic achievement. Classrooms are very social places but often when
teachers think about learning the focus is on individual learning and the social aspects are often viewed
as a distraction. If the teachers are able to make positive use of this social aspect and the social
arrangement of the classroom then more learning would take place. Cooperative Learning improves
students' communication skills and enhances their ability to be successful in the world of work and to
live in diverse society.
The purpose of cooperative learning
There are basically four main reasons why Cooperative Learning is to be recommended.
1) Active learning Co-operative Learning helps to actively engage more children in learning
than do teacher centered or lecture-oriented methodologies. By using more cooperative
methodologies in h students work together in groups, all students are actively engaged on
a learning task. Students become whic more active participants in their own learning as
well in fellows’ learning, as opposed to passive recipients of knowledge.
2) Children learn to help and support Co-operative Learning encourages students to support
their classmates in a group rather than to compete against each other. In this way,
students can combine their skills and talents and help others. Co-operative Learning
provides the opportunity for higherachieving students to help students who are slower
learners. The help of these students also increases the amount of explanation that occurs
in the classroom overall.
3) Interaction brings multiple dimensions Working in groups students can bring
multidimensional thoughts and discussions over a single subject. Such rich discussion and
generation of knowledge is rarely possible when each learner works in isolation.
Cooperative learning enables them to ask questions from each other and bring out what a
teacher might not be able to even by asking random questions from a few members of
class.
4) Improved critical thinking In a cooperative classroom where multiple and even opposite
view points are received openly, the learners learn to discuss and raise questions. They do
not simply learn or memorize the concepts rather they work together to understand,
explore and reach a consensus or at least bring all thoughts on one page. This asks for
deeper and critical analysis of the subject.
Major Outcomes of Cooperative Learning
Learning
Increased academic learning
increased critical thinking ability
 more time spent on learning tasks (less day dreaming)
 increased student retention
increased student motivation to learn
enhanced student satisfaction with their learning experience
Social Development
 reduces disruptive behaviour
 develops peer relationships
 promote student self-esteem
 students use appropriate social skills
 improved attitude towards school Communication
 students learn to share information
 helps students to consider other people's point of view
 helps students develop skills in oral communication

Models of Cooperative Learning

Many teachers perceive that efforts to set up cooperative learning groups have a variety of
problems that range from student resistance to inappropriate assignments. It is useful to learn
how different classroom researchers helped to try a model that could provide organization and
guidance. The models listed below are only a few of many. These can be adapted in many ways or
a new model can be developed depending on the requirements of the classroom.
a) The Jigsaw Model: In this model the student becomes a member of both a learning group and
a research team. After determining the learning group’s goal, the members join research
teams to learn about a particular piece of the learning puzzle. Each puzzle piece must be
solved to form a complete picture. Research can take many forms. The teacher may want to
prepare “expert sheets” that outline readings and questions to obtain the information needed.
Or the students can use their own strategies to glean information through library research,
interviewing experts, or experimentation. Upon completion of the expert teams’ work, the
members return to their original learning groups and share the results. Class discussion, a
question-and-answer session, or a graphic or dramatic production will allow the groups to
share their findings with the class at large.
b) Group Investigation is more student directed in its approach. After the teacher presents an
introduction to the unit, the students discuss what they have learned and outline possible
topics for further examination. From this list of student-generated topics, each learning group
chooses one and determines subtopics for each group member or team. Each student or group
of students is responsible for researching his or her individual piece and preparing a brief
report to bring back to the group. The group then designs a presentation and shares its
findings with the entire class. Allow time for discussion at the end of the presentation. A class
evaluation for each presentation can be an effective way of providing feedback to the groups.
c) Numbered Heads Together is a way of reviewing information that has been previously
presented through direct instruction or text. Numerous simple models enhance questioning,
discussion, and class presentations by structuring the activity in a cooperative format. This
model works well with unambiguous questions that allow students to come to consensus.
Divide the students into groups of 4 and have them number off from 1 to 4. After the teacher
 asks the question, the groups huddle to determine the answer. The teacher calls a number and
the students with that number respond. The teacher then has the others agree or disagree
with thumbs up or thumbs down.
d) Think-Pair-Share: To encourage responses from all students. Students pair with a partner to
share their responses to a question. Students are then invited to share their responses with
the whole class. There are a variety of ways to share, including Stand Up and Share-everyone
stands up and as each student responds he or she sits down. Anyone with a similar response
also sits down. Continue until everyone is seated. Or do a “quick whip” through the class in
which students respond quickly one right after another.
Role of the teacher in cooperative learning
A cooperative learning classroom brings additional responsibilities to the teachers and the role of
teacher is enriched even more. The role of teacher includes but is not limited to
 Specify academic objectives
 Specify collaborative skills
 Decide on group size
 Assign students to groups
 Arrange the room
 Plan materials
 Assign roles to students (reader, recorder, calculator, checker, reporter, materials handler
etc.)
 Explain the task (explain procedures, give examples, asks questions to check task is
understood by all)
 Test and question individual children (to promote individual accountability)
 Promote inter group co-operation (have groups check with each other and help each other)
 Monitor students' behaviour (while students are working, circulate to see whether they
understand the assignment and the material, give immediate feedback)
 Praise good use of group skills
 Provide assistance on understanding a task
 Provide assistance on how the group can work together more effectively
 Reflect regularly to improve cooperative learning and teaching strategies

Q. 4: Discuss in detail the advantages of using classroom assessment techniques.

In critical thinking paradigm Classroom Assessment Techniques are generally simple, non-graded,
anonymous, in-class activities designed to give you and your students useful feedback on the teaching-
learning process as it is happening. Generally, assessment of student learning refers to a process that is
intended to provide the educator with information about a student's progress toward meeting course
objectives. Formative assessment of student learning occurs during the learning process. Summative
assessment occurs at the end of the learning process. Classroom assessment is a formative strategy that
one can use to determine if students are mastering the content and/or if modifications should be made
to teaching strategies. It is completed in class (or online), is usually not graded, and is often anonymous
and confidential. Only the learner and instructor share this information. It is to be reported formally to
school administration and parent just when required or felt necessary by the teacher. This is more used
for reflective purposes.
According to Angelo & Cross (1993), the key is to select assessment methods that are learner-centered,
teacher directed, mutually beneficial to teachers and students, context specific, and ongoing. Classroom
assessment should be a regular activity in both face-to-face and online courses, as it offers students the
opportunity to reflect on and engage in course content. It also allows instructors to determine quickly if
instruction has been effective. Classroom Assessment Techniques are promising tools to assess students’
learning throughout a course. Frequent opportunities for providing feedback give students insight into
their own learning and current level of understanding.
Classroom Assessment Techniques respond directly to concerns about deeper and critical thinking,
better learning and more effective teaching. Classroom Assessment Techniques involves student and
teachers in the continuous monitoring of students' learning. It provides teachers with feedback about
their effectiveness as teachers, and it gives students a measure of their progress as learners. Most
important, because Classroom Assessments are created, administered, and analyzed by teachers
themselves on questions of teaching and learning that are important to them, the likelihood that
instructors will apply the results of the assessment to their own teaching is greatly enhances. Classroom
Assessment is an approach designed to help teachers find out what students are learning in the
classroom and how well they are learning it. This approach has the following characteristics:
 Learner-Centered Classroom Assessment Techniques focuses the primary attention of teachers
and students on observing and improving learning, rather than on observing and improving
teaching. Classroom Assessment can provide information to guide teachers and students in
making adjustments to improve learning.
 Teacher-Directed Classroom Assessment Techniques respects the autonomy, academic
freedom, and professional judgement of teachers. The individual teacher decides what to
assess, how to assess, and how to respond to the information gained through the assessment.
Also, the teacher is not obliged to share the result of Classroom Assessment with anyone
outside the classroom.
 Mutually Beneficial Because it is focused on learning, Classroom Assessment Techniques
requires the active participation of students. By cooperating in assessment, students reinforce
their grasp of the course content and strengthen their own skills at self-assessment. Their
motivation is increased when they realize that faculty are interested and invested in their
success as learners.
 Formative Classroom Assessment Techniques are used to improve the quality of student
learning, not to provide evidence for evaluating or grading students.
 Context-Specific CAT’s have to respond to the particular needs and characteristics of the
teachers, students, and disciplines to which they are applied. What works well in one class will
not necessary work in another class.
 Ongoing Classroom Assessment is an ongoing process, best thought of as the creating and
maintenance of a classroom "feedback loop." By using a number of simple Classroom
Assessment Techniques that are quick and easy to use, teachers get feedback from students on
their learning. Teachers then complete the loop by providing students with feedback on the
results of the assessment and suggestions for improving learning.
 Rooted in Good Teaching Practice CAT is an attempt to build on existing good practice by
making feedback on students' learning more systematic, more flexible, and more effective.
Teachers already ask questions, react to students' questions, monitor body language and facial
expressions, read homework and tests, and so on. Classroom Assessment provides a way to
integrate assessment systematically and seamlessly into the traditional classroom teaching and
learning process
 Classroom Assessment Techniques are based on seven assumptions:
1) The quality of student learning is directly, although not exclusively, related to the quality of
teaching. Therefore, one of the most promising ways to improve learning is to improve
teaching.
2) To improve their effectiveness, teachers need first to make their goals and objectives
explicit and then to get specific, comprehensible feedback on the extent to which they are
achieving those goals and objectives.
3) To improve their learning, students need to receive appropriate and focused feedback early
and often; they also need to learn how to assess their own learning.
4) The type of assessment most likely to improve teaching and learning is that conducted by
faculty to answer questions they themselves have formulated in response to issues or
problems in their own teaching.
5) Systematic inquiry and intellectual challenge are powerful sources of motivation, growth,
and renewal for teachers, and CAT can provide such challenge.
6) CAT does not require specialized training; it can be carried out by dedicated teachers from
all disciplines.
7) By collaborating with colleagues and actively involving students in CAT teachers (and
students) enhance learning and personal satisfaction.
Examples of CATs include the following.
o The Background Knowledge Probe is a short, simple questionnaire given to students at
the start of a course, or before the introduction of a new unit, lesson or topic. It is
designed to uncover students’ pre-conceptions.
o The Minute Paper tests how students are gaining knowledge, or not. The instructor
ends class by asking students to write a brief response to the following questions:
“What was the most important thing you learned during this class?” and “What
important question remains unanswered?”
o The Muddiest Point is one of the simplest CATs to help assess where students are
having difficulties. The technique consists of asking students to jot down a quick
response to one question
o CAT is useful in courses requiring problem-solving. After students figure out what type
of problem they are dealing with, they often must decide what principle(s) to apply in
order to solve the problem. This CAT provides students with a few problems and asks
them to state the principle that best applies to each problem.
o Defining Features Matrix: Prepare a handout with a matrix of three columns and
several rows. At the top of the first two columns, list two distinct concepts that have
potentially confusing similarities e.g. hurricanes vs. tornados, the third column, list the
important characteristics of both concepts in no particular order. Give your students
the handout and have them use the matrix to identify which characteristics belong to
each of the two concepts. Collect their responses and you’ll quickly find out which
characteristics are giving your students the most trouble.
Advantages of Using Classroom Assessment Techniques CAT are formative in nature. Unlike final
exams or major term papers, CATs provide faculty with feedback on student learning while the
teaching/learning relationship is still intact, so that faculty can intervene during the semester (as
opposed to the next semester) to help students learn more completely.
They are speedy. They often consume just a few minutes of classroom time to administer, and can be
read easily and quickly by faculty. They are flexible. They can be tailored to the unique and specific
concerns of the instructor. They can be anonymous for students (although they need not be). The aim
 of classroom assessment is not necessarily to grade individual student work or to provide individual
students with feedback on their performance; rather, the aim is to provide the instructor with
feedback on student learning. Anonymity may prove useful in freeing students to express not only
what they do understand but also what they do not understand.
Classroom Assessment helps teachers to focus on student learning. By determining what students
have learned and what is unclear, instructors can focus the class more effectively to meet the learning
needs of that group. This may mean reviewing some areas, or spending less time in other areas. Unlike
student evaluation surveys [summative evaluation] which are typically given at the end of the
semester, Classroom Assessment provides an on-going formative evaluation. The instructor can find
out what can be changed immediately to help students to learn.

Q. 5: How can a teacher’s diary be helpful for the reflection of a teacher?

According to Richards and Lockhart (1996, p.7), there are two purposes for keeping a teaching
journal. The first is to record ideas and events so as to reflect on them later. This supports the
author's memory and can inspire new ideas for use in future lessons. The second purpose is that
“the process of writing itself helps trigger insights about teaching. Writing in this sense serves as a
discovery process”
Definitely keeping a diary is a great help or a teacher so she can keep a record of her lesson plans
and can keep track of class syllabus more effectively, other than that a diary can be very helpful for
a teacher in daily life for keeping a record of students daily progress and note their dedication in
daily classroom, how they evolved, or how a student has starting to improve in evaluations. it could
be a complete journal containing achievements of a teacher so every teacher should keep a dairy
with them.

Reflective teaching is a means of professional development which begins in our classroom. It starts
when we start asking ourselves the questions like, why it is important, how it can be taught better,
what the children perceive through the applied method, how can I do it in a better way etc.
Some of the methods of reflection that can be used by our teachers are:
A. Teachers' Diary: If they are writing the diary in advance they might ask questions like:
1. How am I going to teach the lesson?
2. What objectives am I going to attain at the end of the lesson?
3. what is more important aspect that should be given more and quality time?
4. What concepts am I going to clear during the lesson? Thinking Time
5. What are the other benefits of open mindedness, wholeheartedness and responsibility in
facing consequences for the teachers?
B. Invite a Colleague: Teacher may invite a colleague for the feedback on the teaching. A
colleague may be asked to observe the impact of the teaching method and technique on the
students, the responses of the student, how the shift time was utilized? etc.
C. Recording Lessons: If you are shy or you do not feel comfortable with the presence of the
teacher/ colleague, you can record the lesson and can see it over and over again for your
own improvement and better teaching - better reflection on your students.
A. Schön (1930-1997)
A philosopher who was concerned with the development of reflective practices from all
aspect of an individual's personal , professional and social life was a pianist and clarinetist –
playing in both jazz and chamber groups. (M.K.Smith, 2005).
According to Schon "Professional knowledge and expertise is developed through reflective
practices". Schon was basically interested in knowing as to when and how the professionals
 use reflection for professional development. Schon's work was based on the proximal
development of theory and practice of reflection.

Schon was a trainer of the trainers. So his most of the work was for the educators who educate/
train the educators. The basis of his work is "Espoused Theory". This is basically the mind
behaviour model of an individual. What an individual thinks. What he does is known as
"Theory in Use". If we ask a teacher as to how she deals with the failure students?. She will
say that we do the counseling and give special attention to that particular child. In practice she
calls the parents and suggest them for the extra coaching of the child. The first one is the
"Espoused Theory" and the later on is "Theory in Use". Similarly some theories do make sense
in the textbooks but when applied they are not effective and as useful as claimed by the
theorist. Schon work is based for the newly professionals to let them know as to how the
experts use "Theory in Use" in real life practices. In this regard his work is on reflection in-
action and reflection on-action. Professionals reflect while they are engaged in an experience
(reflection-in-action) and after an experience (reflection-on-action). In this practice of
reflection, the young Light Discussion Do you think music had helped him in the development
of the learning theory and practices? Stop here! What is shift time? It is moving from one
activity to another. Share some examples. professionals who are inexperienced, develop the
"Theory in Use" that underlie competence, knowledge, decision making skills and above all
initiative practices.

Dewey described “aspects” of reflection. Kolb described “phases.” Schön divided reflection into
two parts: reflection “in” and “on” action. All include experience followed by reflection and the
generation of hypotheses or experimental conclusions that are applied to further experience. For
each, learning from experience requires shuttling back and forth from observations, to examination
and reflection on those observations, and then acting on those conclusions. The more people reflect
on action, the better they get at reflecting and the more they can learn about themselves…