ASSIGNMENT NO.

COURSE TITLE: GENERAL METHODS OF TEACHINGS

COURSE CODE: 8602

PROGRAM: B.Ed. (1.5year)

SEMESTER: Autum,2021

SUBMITTED TO: Ma’am Samera Nasim

SUBMITTED BY: Mehvish Malik

ROLL NUMBER: CB639932

Department of Early Childhood Education And

Elementary Teacher Education
 Assignment no. 1
Q.1 Give answers to the following short questions.
(I) Define teaching in more effective terms.
Ans: Teaching is the process of attending to people's needs, experience and feelings and making
specific interventions to help them learn particular things.
The concept of ''Effective Teaching'' is considered as a range of factors that collectively work together
and result in effective learning.
Effective teachers strive to motivate and engage all their students in learning rather than simply
accepting that some students cannot be engaged and are destined to do poorly. They believe every
student is capable of achieving success school and they do all they can to find ways of making each
student successful.
Following are the qualities of effective teaching: -
i. Professional Knowledge
ii. Instructional Planning
iii. Instructional Delivery
iv. Assessment
v. Learning Environment
vi. Professionalism

(II) What is conductive learning environment?

Ans: Conductive learning environment is a process that entails staging the physical space, getting the
students to cooperate, creating a communal environment, and finally maintaining a positive classroom
climate and culture. It is a platform devoid of both physical intimidation and emotional frustration,
which allows for a free exchange of ideas.
By definition conductive learning environment is a platform devoid of both physical intimidation and
emotional frustration, which allows for free exchange of ideas
A conductive learning environment would enable teachers to better manage, motivate and engage
their charges. This type of learning will bring about a fun, interesting and meaningful learning
process, whereby students anticipate attending the lessons while teachers anticipate deliberating the
lessons passionately.
Characteristics highly effective conductive learning environment.

 Students ask more question than the teachers.

 Questions are valued over answers.
 Ideas come from divergent sources and variety of learning models are used.
 Classroom learning empties into a connected community and Learning habits are consistently
modelled.
 Variety of learning models are used and learning its personal personalised by a variety of
criteria.

(III) Write down the five merits of lesson planning.

Ans: Lesson plan is the title given to the statements of achievements to be realized and specific
meaning by which these are to be attained as a result of activities engaged during the period.
(L.S.Bossing)
Merits of lesson planning are as following: -
i. It helps the teacher in evaluating his teaching.
ii. It develops self confidence in the teacher.
iii. The teaching matter is organized in a frame.
iv. It inspires the teacher to improve the further lessons.
v. It helps in creating the interest of students towards the lesson.
vi. It stimulates the students to think in an organized way.

(IV) Differentiate between inductive and deductive reasoning?

Inductive reasoning: - is the act of making generalized conclusion based off specific scenario.

 It is the reasoning that refers to using specific example to draw a general conclusion.
 It derives general principle from specific observation.
 Any time you use a pattern to predict what will come next, you are using inductive reasoning.
 A conclusion used based on inductive reasoning is called conjecture.
Examples: -
i. All organisms are made of cells –based on years of findings from biologists.
ii. Determining when you should leave for work based on traffic pattern.
iii. Deciding on incentive plans based on an employee survey.

Deductive reasoning: - is the act of backing up a generalized statement with specific

scenario.
 Deductive reasoning refers to using general principles or experience to infer more
detailed predications.
 Such type of reasoning flows from general to specific.
 It uses facts, rules, definitions or properties to achieve a conclusion.
 One of the most common and useful forms of deductive reasoning is syllogism.

Examples:
 i. The classic example of deductive reasoning is as follow

All men are mortal. (major premise)

Socrates is a man. (minor premise)

Therefore, Socrates is an example of syllogism.

i. If all organisms are made up of cells, & humans are organisms than humans are made up of
cells.
ii. Developing a marketing plan that will be effective for a specific audience.

V)Enlist the limitations of activity method.

The limitations of activity method are as following: -

i. Total education not possible: - All education cannot be imparted through activities. The child
cannot learn everything himself. The child has to be acquainted with our culture heritage.
ii. Requires very competent teacher: - Competent teachers are required to select & plan
suitable activities for the student because an average teacher may not be able to organized
judicious activity programs.
iii. Time factor: - Interests of pupils may not be fulfilled because of time factor.
iv. Cannot be made to work in schools: - Because pupil teacher ratio is too large.
v. Lop divided development: - Over activity may led to lop-sided development of pupils.
vi. Pupil differences: - Some activities may not suit different pupils because of individual
differences.
vii. Lack of facilities: - Physical, financial & instructional facilities become obstacle for
application of activity method.
viii. Overburden teachers: - Teachers are over burden therefore they feel difficulty to plan relevant
and appropriate activities all the time.

Q.2 What is lesson planning? Describe the classical models of lesson planning.
Introduction: -
Goods define lesson plan as: “Outline of important points of a lesson arranged in the order in which
they are to be presented to students by the teachers”.
For are a successful and effective teaching planning is the first and the most important step.
A lesson plan reflects what a teacher wants to achieve in each class and how it will be achieved?
Lesson plan includes teaching goals, objectives, teaching methods and assessment forms. A good
lesson plan contains the description and application of the instructional methods being used in
particular class to meet the needs of learners.

Definition: - A lesson plan is a teacher's guide for facilitating a lesson. It typically includes
the goal (what students need to learn), how the goal will be achieved (the method of delivery
and procedure) and a way to measure how well the goal was reached (usually via homework
or testing). This plan is a teacher’s objective for what students should accomplish and how
they will learn the material.
o A lesson plan is an extremely useful tool that serves as a combination guide, resource,
and historical document reflecting our teaching philosophy and our goals for our
student most essential for them to understand?
 o What will students already know?
o Each learner has different knowledge. The teacher must try to assess what is. The students
already understand are able to do.
o What material will be needed?
o These are the equipment to accomplish the goals. The teacher decided if he or she needs
equipment, overheads.
o Well, planning in advance will allow the teachers to be prepared.

Process of lesson planning: -

A successful lesson plan addresses and integrates these three key points:
o Objectives for student learning.
o Teaching\learning activities
o Strategies to check student understanding.
The Classical models of lesson planning
The Following Classic lesson planning models are most popular in lesson planning.

i. Gagne's frame work for instructional development.

ii. Hunter's seven steps of lesson planning.
iii. The 5 E’s lesson planning model.
i. Gagne’s model of instructional design: -

This is an instructional design model created by Robert Gagne in 1965. The steps are not iron clad
rules but broad consideration to be taken into account when designing instruction.
Gagne’s model of instructional design is based on the information processing model of the mental
event that occur when adult is presented with various stimuli and focuses on the learning outcomes
and how to arrange specific instructional events to achieve those outcomes.
9 events of instruction.
Gain attention

 Present a new problem or scenario to Pique interest and grab the learner's attention.
 Captured the attention of those learning animated tutorial.
 Stimuli that ensure reception of coming instruction.
Describe the objective.

 Inform the learner about what they will be able to accomplish and how they will use the
knowledge gained.
 Internal process of. Expectancy.
 List of learning objectives.
 Level of expectation for learning.
 What will the lender be able to perform after the instruction?
 Motivate the learner to complete the lesson
Stimulate recall or prior knowledge.

 Remind learners of related information and knowledge they already have to help them build
on previous knowledge and skills.
 Recall of existing relevant knowledge. Read travel to work in short term memory.
  Previous experience previous concepts.
 Correlate new information with prior knowledge.
Present the material.

 Present the material through text, words, images, sounds and stimulations. Present in small
chunks to avoid information overload.
 Display the content.
 Pattern recognition, selective perception.
 New content chunked, explained, then demonstrated.
 Multimedia audio video graphics.
Provide learners guidance

 Provide guidance strategies like example case studies, analogies and memo Nicks to help
Lerner store information long term.
 Guidance on the new content.
 Chunking rehearsal encoding.
 Assist learner in order to encode information for long term storage.
 Guidance strategies, case studies examples, mnemonics.
Elicit performance (practice).

 Allow learner to practice the new skill or behaviour. This provides an opportunity for
learners to confirm their understanding.
 Practice new skills or behaviour.
 Confirm correct understanding.
 Demonstrating learning.
 Retrieval responding.
Provide feedback.

 Specific immediate feedback of learner's performance.

 Reinforcement error correction.
Assess performance.

 Post-test final assessment.

 No additional coaching feedbacks.
 Mastery of material.
Enhance retention and transfer.

 Determine whether or not the skills were learned.

 Apply the skills that were learned.
 Retention, retrieval, generalization.
ii. Madeline Hunters 7 Step Lesson plan.
Hunter Introduce a 7-step model of lesson planning. These steps are associated with the direct
instruction method and behaviour change practices. He divided the 7 steps into 4 categories as
follows.
Getting students set to learn.
Step 1: Review-Typically, at the beginning of the lesson review, previous material that is relevant to
this lesson.
Step 2. Anticipatory Set- getting students to focus their attention on material to be presented. Getting
them interested or prepared for what they are about to learn.
Step 3. Objectives state the objective for the lesson.
Instruction.
Step 4. Input and modelling- Presenting new information to students. Modelling where appropriate,
as one form of instruction. Checking for
Checking for understanding.
Step 5. Checking understanding. Determine whether or not students are making sense of material as
material is being presented.
Step 6. Guided practice. Immediately after instruction, students are given the opportunity to apply or
practice what they have just learned and receive immediate feedback.
Independent practice.
Step 7. After students appear to understand the new material, they are given the opportunity to further
apply or practice using the new information. This may occur in class or as a homework, but there
should be and short period of time between instruction and practice and between practice and
feedback.
iii 5-E model.
The 5 model is based on the ideas of constructive learning. It shifts the learning environment from
Teacher-centered to learner centered.

Component Description Activity ideas

Engage  Capture student's  Short game.
interest.  Picture book.
 Encourages students  Video clip.
and critical thinking  Real word problem.
about the concept scale  Connection to previous
after the engagement. concept.
 Uncovers previous
knowledge.
Explore  Utilizes a hands-on\  Cooperative learning
Mind-on activity to task.
encourage  Hands on task using
investigation and manipulatives.
inquiry.  Investigation.
 Teacher facilitates
discussion as student
work together while
watching and listening
to the student's
interaction.
Explain  Student explanation  Vocabulary organizer
and justification of  Notes (Student
explore activities created)
Discovery Zor  Explanatory videos.
 solution.
 Formal introduction of
important terms and
vocabulary text.
 Use of varied question
and technique to help
students connect their
exploration to the
concept under
examination.
Elaborate  Designed to help  Problem solving task.
student extend their  Investigation
understanding of the  Real-world task
concept in new  Independent practice
situation.  Game
 Required student to  Station designed to
use important terms practice the skill
and vocabulary.
 Applies knowledge to
everyday lives.
Evaluate  Student demonstrate  Journal task.
that they have  Traditional worksheet.
achieved the lesson  Quiz.
objective.  Exit ticket.
 Discuss related  Critical thinking task.
questions.
 Assess student
progress through
observation.

Q.3Define and clarify the concept of motivation. Describe difference between intrinsic
and extrinsic motivation.
Introduction:

Motivation is essential to operation of organization and classroom activity. The behaviour is

caused by the certain causes which relate to persons need in consequential date result from
acts.
Motives are expression of a person’s needs. Incentive on the other hand, external to the
person.
Motivation is derived from a Latin word “mover” which means “to move”. Motivation is a
crucial element to the learning process. Some students are highly motivated to learn and this
interest continue throughout their years at school. some other student, particularly
adolescents, see what happened at the school as having no functional relevance to their lives.
They become increasingly bored, particularly with academic task, and are generally
Uninterested in anything that happened in the classroom. Teacher should recognize that there
is a tremendous variation in the level of energy, and interest student bring to the classroom
activities. Therefore, it is important for a teacher to be truly effective to help their students
feel motivated to learn and to achieve.
Definitions of motivation: -
According to B.F. Skinner, motivation in school learning involves arousing, persisting, sustaining
and directing desirable behaviour.
According to Woodworth, motivation is the state of individual which dispose him to certain
behaviour for seeking goal.
According to Maslow (1960) Motivation is constant, never ending, fluctuating and complex. It is an
almost universal characteristic of particularly every organismic state of affairs.
Charterstics of motivation:

 Personal and internal feeling.

 Art of stimulating someone.
 Produces goal.
 Motivation can either be positive and negative.
 It is system oriented.
 It is a sort of bargaining.
Types of motivation:

i. Intrinsic Motivation
ii. Extrinsic Motivation

Intrinsic Motivation:
Intrinsic motivation refers to the stimulation that drives adopting or changing behaviour for personal
satisfaction are fulfilment. Such motivation drives an individual to perform an activity for internal
reasons that are personally satisfying, as opposed to be motivated extrinsically That is, by the prospect
of obtaining some external rewards, such as money.
The motivation arises from internal factors such as child in natural feeling of curiosity, exigent,
confidence and satisfaction when performing a task. People who are involved in a task because of
intrinsic motivation appear to be engaged and even consumed, since they are motivated by the activity
itself and not some goal that is achieved at the end or as a result of the activity. Intrinsic motivation is
ultimate goal in education every level.
Such type of motivation refers to motivation that is driven by an interest or enjoyment in the task
itself and exist within the individual rather than relying on any external pressure.
Examples of intrinsic motivation.

i. When someone decides to eat ice cream, typically their motivation is to enjoy the player of.
Eating the ice cream. They're not doing it for external reward.
ii. Children play game for no other reward then the fun they get from the game itself or students
who are intrinsically motivated, may study hard for test because he or she enjoys the content
of the course.
iii. Learning a new nail and which because you like experiencing new things, not because your
job requires it.
Extrinsic motivation.
Extrinsic motivation refers to behaviour that is driven by external rewards, such as money, fame,
grades, and praise. This type of motivation arises from outside the individual as opposed to instances
motivation which originate inside of the individual.
Extrinsic motivation is reward driver behaviour. It's a type of operant conditioning. Conditioning is a
form of behaviour modification that uses reward punishment to increase or decrease the likelihood
that specific behaviour will recur.
Extrinsic motivation does not always have a tangible reward. It can also be done through abstract
rewards, like praise and fame.
Examples of extrinsic motivation.

i. When someone write poems to sell them.

ii. A child may do chores not because he enjoys them but because doing so earns an allowance
and students who are extrinsically motivated may study hard for a test in order to obtain good
results.
iii. Being paid to a job is an example of extrinsic motivation. You may enjoy spending your day
doing something other than work, but you’re motivated to go to work because you are
motivated to pay your bills. In this example you’re extrinsically motivated by the ability to
afford your daily expenses.

Difference between Intrinsic motivation and Extrinsic motivation

Intrinsic motivation (Inspired) Extrinsic motivation (Motivated)

 Comes from within a person.  Comes from outside forces.
 Feel a sense of responsibility.  Tries to achieve a higher position, pay,
or status.
 Feel a need to achieve something for its  Feel it will ensure their position or
own sake. status.
 Doing it for the right reason.  More “likes” on social.
 Deeper purpose and fulfilment  Surface level
 Enjoys working on assignment.  Dislike working on assignment.
Q.4 Define the term inquiry approach. What is meant by inductive reasoning?
Inquiry approach: inquiry is a recursive, ever revolving process driven by the learner’s ideas,
questions and purposes, for learning begins with personal connection. Inquiry is defined as a seeking
for truth information knowledge.
The inquiry approach is more focused on using a learning content as a means to develop information
processing and problem-solving skills, the system is more students centered with the teacher. As a
facilitator of learning, there is more emphasize on” how we come to know” and less on “What we
known". Students are the more invoice. Moved in the construction of knowledge through active
involvement, the more interested and engage students are by the subject or project, the easier it will be
for them to construct in depth knowledge for it. Learning becomes almost unproblematic. When
something fascinates students reflect their interest and goal.
Definition of inquiry-based learning is that it starts from a place of questioning. Students may
spontaneously ask Questions or be promoted to ask questions about the particular topic.They might
research to find answers, engage in activities that will help them pursue answers or work
collaboratively in pursuit of answers. Regardless, all the learning stems from these questions by
engaging inquiry-based learning students come to understand that they can take responsibility for their
learning.
Examples of inquiry approach.
Inquiry based learning helps students become more creative and independent. Inquiry based learning
provides more opportunities for students to develop problem copying, solving and researching skills.

 A lot of thought and word goes into designing inquiry-based learning. Investigation for
instance. A teacher might ensure students can access strong research material to answer their
questions as well as the activities like dramatizations, presentation and role play that help
them unearth new material.
 Many examples of inquiry-based learning come in the context of an inquiry-based learning
Science department where students are likely to start be listing a series of question about the
topic at hand. They continue by engaging in inquiry-based learning activities, like
experiments and close observation that help them answer questions.
 Inquiry based learning in mathematics can also be quite motivating for students as they come
to understand that even the most abstract seeming mathematical ideas can be applied to solve
authentic question they might have. For example, students might start by asking question
about the most efficient way to figure out how much candy they need for how one in pursuit
of answering search question, student will have to think algebraically numerically and
probably collaboratively as well.
Inquiry classrooms:
Inquiry classroom is quite different from a traditional classroom. These differences become
increasingly obvious as a teacher and student become more comfortable and experienced with inquiry
learning. it can often be difficult to locate the teacher in an inquiry classroom because she is rarely
found in traditional spot behind the teacher's desk. Students also move around the classroom as they
interact with others and locate the appropriate material and resources for their work.
Inquiry classrooms are open system for students are encouraged to search and make use of resources
beyond classrooms and the school. Teacher who uses inquiry can use technology to connect students
properly with local and world communities, which are rich source of learning and learning materials.
They replace lesson plans with facilitated lesson plans that account for slight deviations while still
keeping an important learning outcome in focus, they meet on target question with, "How do you
suggest we investigate that question?’

 Inquiry is an experiential learning.

 Inquiry involves immersing children in a topic to explore, wonder, investigate and research.
 Inquiry is an approach that roots in the Socrates logical thinking. Inquiry based learning is a
form of active learning that starts by posing questions, problems or scenarios. It contrasts with
tradition education, which generally relies on the teacher presenting facts and their own
knowledge about the subject.
 Inquiry based learning is an approach to learning that emphasizes the student's role in the
learning process. Rather than the teaching telling students what they need to know, are
encouraged to explore the material, ask questions, share ideas.
 Inquiry based learning uses different approaches to learning, including small group discussion
and guided learning. Instead of memorizing facts and material, students learn by doing. This
allows them to build knowledge through exploration, experience and discussion.
Phases of inquiry-based learning.
 i. Interaction; Driving to engaging, relevant and creditable media forms to identify a “need” or
opportunity for inquiry.
ii. Clarification: Summarizing and categorizing data and understand with the teacher or expert's
support.
iii. Questioning: Asking relevant questions to drive continued, self-directed inquiry.
iv. Design: Designing an accessible relevant and curiosity driven action or product to justify
inquiry.
Charterstics of Inquiry based learning

 Connection: Engage student's world

 Foundation: Establishes and develops background knowledge.
 Exploration: Students deepen their knowledge to frame a deep question that directs their
inquiry.
 Examination: Critical thinking, examining diverse and conflicting information to build
knowledge.
 Creation: Meaningful representations of knowledge and understanding.
Benefits of inquiry approach:

i. Enhances learning experiences for children.

ii. Teaches skills needed for all areas of learning.
iii. Fosters curiosity in students.
iv. Deepens student's understanding of topics.
v. Allows students to take ownership of their learning.
vi. Increases engagement with the material.
vii. Creates a love of learning.

Inductive reasoning
Inductive reasoning or inductive logic, is a type of reasoning that involves drawing a general
conclusion from a set of specific observations Inductive reasoning uses specific ideas to reach a
broad. conclusion. To develop your inductive reasoning, work on your attention to detail, your ability
to recognize patterns and make projections, your memory, and your emotional intelligence.
Inductive reasoning is an approach to logical thinking that involves making generalizations based on
specific details. Inductive reasoning is an important critical thinking skill that may employers look for
in their employees. Inductive reasoning is an example of an analytical soft skill. Unlike hard skills
which are job-specific and generally require technical training. Soft skills relate to how interact with
people, social situations and ideas.
Inductive reasoning is a method logical thinking, in which you use an observation combined with
experiential information you already know to be true to reach a conclusion. When you can look at the
specific set of data and form general conclusion based on existing knowledge from past experiences
you are using inductive reasoning
Examples of Inductive reasoning:

i. A teacher notifies that his students learn more when hands-on activity with incorporated into
lessons, he decided to include a hands-on component in his future lessons regularly.
ii. An architect discerns a pattern of cost over ranges for plumbing materials in jobs and opts
tour, increase, estimate for plumbing cost in subsequent proposals.
iii. A Stockbroker observes that intuit stock increased in value four years in a row during tax
season and recommends client buy it in March.
 iv. A Recruiter conduct a study of recent hires who have achieved success and stayed on with
the organization. She finds that they graduated from 3 local colleges, so she decided to focus
recruiting effort on those schools.
v. If you review the population information of a city for the past 15 years, you may observe that
the population has increased at the consistent rate. If you want to predict what the population
will be in 5 years, you can use the evidence or information you have to make an estimate.

Reasoning skills are one of the important soft skills employers seek in potential candidates in addition
to inductive reasoning. They are the two other types of reasoning. Abductive and deductive, that are
the important to understand and apply both and outside of the workplace.
Important aspects of inductive teaching methods.

i. Provides new knowledge as students are supposed to involved in the process of knowledge
construction.
ii. It is the method of finding paid student discovered the facts by their own involvement.
iii. Students acquires first-hand knowledge and information by real observation.
iv. It is a teaching process. Teachers use this process by starting from the known facts and using
them. In different inquiry techniques to discover the hidden ones.
v. In inductive method all the steps are interlinked therefore, students cannot move forward
without mastery of the previous one.
vi. This type of method is full of activity, many activities lead toward the development of new
knowledge.
vii. Gives some confidence and initiative to the students after being exposed to inductive method.
viii. It trains the mind; therefore, the students have more positive attitude towards taking initiative
in their studies.
ix. It is an upward process of thoughts and leads to the principles, the students understand the
philosophy behind that principal.
How inductive reasoning works?
With inductive reasoning, you make observations to reach a conclusion. This skill is useful in making
predictions and creating generalization. Your conclusion may not always be true, but It should be
reasonable based on evidence.
Inductive reasoning process

i. Observation.
ii. Theory.
iii. Induction.

Example.

i. I get tired if I don't drink coffee.

ii. Coffee is addictive.
iii. I am addicted to coffee.
Requirements for inductive reasoning.
Inductive reasoning requires several skills to develop or improve your inductive reasoning. Focus on
the following skills:

 paying attention to detail: No one can draw conclusion based on details without first
noticing those details. Paying attention is crucial to inductive reasoning. If you are trying to
develop better inductive reasoning, start by noticing more about the things around you.
 Recognising Patterns: Those who have strong inductive reasoning quickly notice patterns.
They can see how certain objects are event lining up in a certain way can result in common
outcome.
 Making projections: Closely related to recognising patterns is being able to predict what the
future will hold based on the information you have. Leaders can typically predict that certain
decisions will lead to more group cooperation and great success. Financial projects are one of
the examples of making projections.
 Committing information to memory: Inductive reasoning is often directly connected to
your ability to recall past events and details leading up to those events to bolster your memory
take notes so you can reference your observation later on.
 Using emotional intelligence: Emotional intelligence is the ability to perceive the emotions
that are behind people's action. People with high level of EI are more understanding of others,
better able to get to the heart of issues between 2 or more people.

Q.5 What is problem solving approach? Specify the role of teacher in problems solving
learning.
Introduction:
Problem solving is the act of defining a problem, determining the cause of problem, identify
prioritising and selecting alternative for a solution and implementing a solution.
Problem based learning is a Broad approach where students are kept in difficult situation where they
are put to some simple unstructured problem then they are required to find out the solution of that
difficult problem by working together in groups. (normally of 5 each) The role of the moderator is
minimised as a guide facilitator only.
Problem solving is that process and ongoing activity in which we take what we know to discover what
we don't know. It involves overcoming up obstacles by generating hypothesis testing those predictions
and arriving at satisfactory solutions.
Definition
Problem solving is a cognitive process directed at achieving a goal where no solution method is
obvious to the problem solver.
According to Gates, a problem exists for an individual when he has a definite goal, he cannot reach by
the behaviour pattern which he already has available.
According to Skinner, a problem solver, solving is the process of overcoming difficulties that appears
to interference. In a problem solving the entire subject matter is organised. In such a manner that it
can be dealt with through the problems identified during the study.

 Problem solving involves 3 basic functions.

i. Seeking information.
ii. Generating new knowledge.
iii. Making decisions.
Problem solving is and should be a very real part of curriculum
it presupposes that students can take on some of the
responsibility for their own learning and can take personal
action to solve problems, resolve conflicts, discuss alternative
focus on thinking as a vital element of the curriculum. It
provides students with opportunities to use the newly acquired
knowledge in meaningful real-life activities and assist them in
working at higher level of thinking.
The Problem-solving process.
In order to effectively manage and run a successful organization, leadership must guide their
employees and develop problem solving techniques. Finding a suitable solution for issues can be
accomplished by 4 basic problem-solving process and methodology outline below.

Step characteristics
1. Define the problem.  Differentiate facts from opinions.
 Specify underlying cases.
 Consult each faction involved for
information.
 Determine in which process the
problem lies.
 Avoid trying to solve the problem
without data?
2. Generate alternative solutions.  Postponed evaluating alternatives
initially.
 Include all involved interviews in the
generating of alternatives.
 Specify alternatives consistent with
organizational goals.
 Specify short-term and long-term
alternatives.
 Seek alternative that me solve the
problem.
3. Evaluate and select an alternative.  Evaluate alternative relative to a target
standard.
 Evaluate all the alternatives without
buys.
 Evaluate both proven and possible
outcomes.
 State the selected alternative explicitly.
4. Implement and follow up on the  Plan and implement a pilot test of
solution chosen alternative.
 Gather feedback from all affected
parties.
 Establish ongoing measures and solving
monitoring.
 Evaluate long time results based on
final solution.
Problem solving strategies
Here's the list of problem strategies listed below

 Look for a pattern.

  Make a model.
 Solve a simpler problem.
 Work backward
 Identify a sub goal.
 Create a problem.
 Create an organised list.
 Draw a picture or diagram.
 Account for all possibilities.
Role of teachers in problem solving learning.
In problem-based learning scenario, the teacher's traditional role changes the changes and some
teachers may need some time to adjust. No longer is the teacher and the text source of all the
knowledge in the classroom. The role of teacher in PBL Classroom is a coach or a guide. The idea is
to teach students to learn how to earn by having to solve problem student practice learning rather than
merely memorising. Amazingly enough, the students are not only introduced to facts while solving
the problem, but they remember them because the facts are no longer collection of random
information, rather they are meaningful and are meaningful and relevant to solving actual problem.
Students learn to apply new information to solve problem.
Teachers play an important role in developing students. Problem solving disposition.

 They must choose problems that engage students.

 They need to create an environment that encourages student to explore, take risk, share
failures and successes and question one another.
In such supportive environment students, Develop the confident they need to explore problems and
the ability to make a judgment in their problem-solving strategies.
Effective problems solver can read the problem carefully, defines the type of answer that is required,
Identify the keywords, assess background knowledge regarding a similar situation, eliminate
extraneous initials information, uses a graphic organization, Setups the problem correctly, use mental
math and estimation, Check the answer for reasonableness.
Teacher’s role in problem solving.
The success of any PBL program depends on teacher's role and its effectiveness. It requires changes
in the way teachers plan instruction. Direct learning, transmit knowledge. Observe instruction and
assess student's achievement. The teacher facilitates the development of the projects and act as an
expert consultant. They ensure that projects create get need for seeking disciplinary knowledge and
skill. The disciplines are taught as a response to need, create by ill-structured program.

 The Student to define the problem clearly.

 Got them to make many suggestions by encouraging them.
 To analyse this situation in parts.
 To Recall previously non similar cases and general rules that apply.
 To guess courageously and formulate guesses clearly.
 Get them to evaluate its suggestion carefully by encouraging them.
 To maintain a state of double or suspended conclusion.
 To criticise the suggestion by appeal to non-facts minister and experiment.
 Get them to organise the material by producing.
 To build an outline on the board.
 To use diagrams and graphs.
 To formulate concise statement of the net outcome of discussion.