AIOU SOLVED ASSIGNMENT 2 CODE 8601 B.ED

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AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016

Aiou solved assignment 2 for your course code 8601 for the semester autumn 2016. This is Second solved assignment for this course code 8601 general method of teaching. This is first semester of B.Ed under new scheme.

AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016 QUESTION # 1 FOR B.ED

Q. 1 EXPLORE THE ADVANTAGES OF ACTIVITY METHOD WITH THE CONTRAST OF TRADITIONAL METHOD. (20)
ANSWER:- It requires active problem solving by students in finding patterns in the information through their own investigation and analysis. With continued practice in these processes, students learn not the content of the lesson but also develop many other skills.
• It enhances creative aspect of experience.
• It gives reality for learning.
• Uses all available resources.
• Provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills and values.
• Builds the student’s self-confidence and develops understanding through work in his/her group.
• Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading.
• Develops happy relationship between students and students, teachers and students.
• An activity is said to be the language of the child. A child who lacks in verbal expression can make up through use of ideas in the activity.
• Subjects of all kind can be taught through activity.
• Social relation provides opportunity to mix with others.
KINDS OF ACTIVITIES: – The activities used in this strategy can be generalized under three main categories:-
• Exploratory – gathering knowledge, concept and skill.
• Constructive – getting experience through creative works.
• Expressional – presentations.
The Activities you could focus on:-
EXPERIENCING:-
• watching, observing, comparing, describing, questioning, discussing, investigating, reporting, collecting, selecting, testing, trying, listening, reading, drawing, calculating, imitating, modeling, playing, acting, taking on roles, talking, writing about what one can see, hear, feel, taste, experimenting and imagining.
MEMORIZING:-
• Sequencing ordering, finding regularities and patterns, connect with given knowledge, use different modes of perception, depict.

UNDERSTANDING:-
• Structuring, ordering, classifying, constructing, solving, planning, predicting, transferring, and applying knowledge, formulating ones individual understanding, interpreting, summarizing, evaluating, judging, explaining and teaching.

ORGANIZING ACTIVITIES FOR B.ED SOLVED ASSIGNMENT 2 CODE 8601 FOR AUTUMN 2016

ORGANIZING ACTIVITIES:-
• The process of organizing activities must be based on curricular aims bringing together the needs, ideas, interests and characteristics of the children with the knowledge, skill, experience, and personality of the teacher within a given environment. The extent to which the teacher works with students individually or in groups affect the relation the teacher has with each child.

1. Each child has its own speed to grasp things, activity based learning allows kid to learn fundamentals at their own speed.
2. Horizon of learning is pretty wise, it facilitates learning in groups, and mutual learning. Also it has a place for self-learning.
3. It allows teacher’s to devote time to individual student needs.
4. Since its activity based and kid is involved in the process – their participation allows them to pick fundamentals fast.
5. There is no concept of unit test etc, Evaluation is inbuilt in the system which makes it quite child friendly.
6. On completing the activity, child has a feeling of sense of accomplishment which boosts child’s confidence.
7. Games are needless to say create more buzz among children.
8. Creative and communicative skills are bound to groom in this way of learning.
9. There is feeling of interaction between teacher and the child, it helps in reducing the barrier between the two.
10. The most important feature of activity based instruction is learning by doing. So this method of instruction can fulfil the natural urge of a growing child on one hand also can help them learn their lesson.
11. The method also promotes better understanding of a lesson among students as they learn the lesson by practicing the task themselves.
12. It inspires the students to apply their creative ideas, knowledge and minds in solving problems as well as promoting competitive spirit among them.
13. It also helps learner psychologically as they can express their emotions through active participation in something useful.
14. The method also helps in developing their personalities, social traits and inter-personal management skills.

SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016 QUESTIONE # 2

Q. 2 EXPLAIN THE STRUCTURE OF CLASSROOM DISCUSSION. DISCUSS CHARACTERISTICS AND DIFFERENT TYPES OF CLASSROOM DISCUSSION. (20)
Answer:
Don’t let anyone fool you. Don’t let anyone tell you differently. To create an “inviting, safe, inclusive, and supportive” environment for students, desks matter. I know this fact firsthand, because one day at school could have gone very badly if it weren’t for the desk arrangement in my classroom.
In fact, one singular moment for me and an eighth grader named Tim could have gone horribly wrong if I had chosen a different way to set up my desks. The head counselor had warned me about Tim the day before he arrived. It was already the middle of the first week of school when she told me, “Now, Dru, Tim is a strong-willed student and he may be a little tough, but I’ve gotten good reports from the reform school.” She slid a plain, one-inch manila folder my way, and it was filled with white, yellow, pink and blue papers of various sizes. I put my hand over the folder with some trepidation, wanting to look inside this archive—this embattled history—to read about Tim and prepare myself for his arrival. But as the cold fluorescent lights buzzed above us and mingled with a growing chorus of student voices, I looked at the contents in the folder and knew there was more to Tim. I knew Tim was going to be the kid who walked in my eighth grade English Language Arts classroom door. Sure, I was a little fearful. I was a relatively new teacher, and I didn’t want to let anybody down.

IMPORTANT TOPIC OF AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016

WHAT INFORMATION DO MY STUDENTS NEED TO KNOW EVERY DAY?

Students need daily details in the same place (across the team/grade level): date, agenda, assignment, reminders, procedures, 3-5 positively-stated norms (not rules); and specific classroom roles. This is not only necessary for students, but also for teachers.

WHAT INSPIRATION DO MY STUDENTS NEED EVERY DAY?
They need to read and see a quote of the day/week/month; college and career symbols (i.e., diploma, pennant, shirt); famous historical and everyday heroes (i.e., students!) in each content area; individual and team awards; famous and everyday art; and blank boards and walls for students to fill up.

WHAT EDUCATION ARTIFACTS AND ACTIONS DO THEY NEED EVERY DAY?
They need a daily warm-up activity; active Word Walls; purposeful posters/boards; and literacy resources (writing/reading materials; books, magazines, newspaper articles).

HOW DO I NEED TO STRUCTURE DESKS AND FOR WHAT ACTIVITIES?
For teacher-focused activities, straight rows facing front; chevron pattern angled to face front are most appropriate and needed when giving/projecting direct information from the front of the classroom. For student-focused activities, whole/semi-circles, triads and quad groups, and rotation stations are necessary when working on collaboration, teamwork, relationship-building, and projects.

CHARACTERISTICS AND TYPES OF CLASSROOMS UNDER AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016

CHARACTERISTICS AND DIFFERENT TYPES OF CLASSROOM DISCUSSION STUDENT-ECCENTRIC:- In these classrooms, students play an active role in their learning and teachers serve as mere guides. They are more facilitators of learning than lecturers. They help students think critically and learn by doing and act as a resource while their students discover and master new concepts. Student-centric classroom environments put students’ interests first and are focused on each student’s needs, abilities and learning styles.


COMPUTING DEVICES:- Computers are readily available in modern classrooms, since they are essential tools for 21st` century students and replace the utilities of pen and paper. They not only give students the means to conduct online research and master the technology skills they need, but they also give teachers the opportunity to enhance their lessons. The ability to deftly operate a computer is a critical 21st century skill. Computing devices greatly assist in teaching and learning and make them more engaging and effective.
ACTIVE LEARNING:- In modern classrooms, students are actively engaged in what they learn. Students participate in more active learning by working in groups or on computers and complete projects and other interesting activities that help them discover new skills. Students can learn actively by talking and listening, writing, reading and reflecting. When students are encouraged to take an active interest in learning, they are more likely to retain the knowledge they’ve accumulated.

ADAPTIVE LEARNING:- Any classroom will always have students of different types of learning abilities in it which often makes it difficult for teachers to make sure that all of them understand the concepts. The modern approach of adaptive learning gives students the freedom to learn at their own pace and in the way they are most comfortable with. There are various kinds of software available for adaptive learning that teachers can use to enhance the learning of their students.
INVITATIONAL ENVIRONMENT:- The classrooms should not be cramped or overcrowded. Modern classrooms should have the basic material required for teaching such as, interactive whiteboards and LCD projectors. The BYOD (Bring-Your-Own-Device) approach can be adopted, so that students can bring their laptops or tablets to the classroom for better personalized learning. Teaching with technological material is more effective, stimulates student engagement, eases the work of teachers and makes it easy for students to focus on learning.
STUDENTS UNDERSTAND AND FOLLOW THE RULES AND PROCEDURES:- The learning environment is carefully planned and well-organized. Class rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track. Students are constantly encouraged to remind them of their goals and responsibilities. They follow class routines and understand what they are expected to achieve each day and how they are to go about it.
MUTUAL RESPECT:- Teachers and students should always have respect for each other. As now the role of teachers is no longer to be the sage on the stage, students should not forget their value as they will always receive guidance from them. Also, teachers should encourage students to speak with confidence and value their opinions. In a well-disciplined environment, students should also co-operate with and respect their classmates.
STUDENTS TAKE RESPONSIBILITY OF THEIR LEARNING:- As students are encouraged to actively participate in their own learning, they become responsible for their learning. Self-directed students not only encourage each other, but also work with their teacher to achieve academic and behavioral goals that they themselves have helped establish. Teachers should employ a variety of strategies to promote responsible decision-making and create self-reliant students.
PERFORMANCE-BASED ASSESSMENTS:- Regular performance-based assessments are carried out by teachers through various methods which are not restricted to tests. These can be by conducting quizzes and polls. Teachers can utilize projects as well as other products and performances as assessments to determine student achievements and needs. Assessments are tailored to the abilities and needs of the students.
COLLABORATIVE LEARNING:- Learning through collaboration is one of the most effective forms of learning. Teaching and learning in isolation are very restrictive and hinder progress. Learning in groups enhances the scope of learning and develops critical thinking. Collaborative learning activities include collaborative writing, group projects, joint problem solving, debates and more. Collaborative learning redefines traditional student-teacher relationship in the classroom.

CODE 8601 AIOU SOLVED ASSIGNMENT 2 AUTUMN 2016 QUESTION # 3

Q. 3 DESCRIBE THE NATURE OF COOPERATIVE LEARNING AND EXPLAIN THE COOPERATIVE LEARNING PRINCIPLES. (20)
Answer:-
Cooperative Learning Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. Each goal structure has its place (Johnson & Johnson, 1989, 1999). In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. The teacher decides which goal structure to implement within each lesson. The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.
Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. It may be contrasted with competitive (students work against each other to achieve an academic goal such as a grade of “A” that only one or a few students can attain) and individualistic (students work by themselves to accomplish learning goals unrelated to those of the other students) learning. In cooperative and individualistic learning, you evaluate student efforts on a criteria-referenced basis while in competitive learning you grade students on a norm-referenced basis. While there are limitations on when and where you may use competitive and individualistic learning appropriately, you may structure any learning task in any subject area with any curriculum cooperatively.

COOPERATIVE LEARNING PRINCIPLES IN AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016

COOPERATIVE LEARNING PRINCIPLES:-
Positive Interdependence Students perceive that they need each other in order to complete the group’s task (“sink or swim together”). Teachers may structure positive interdependence by establishing mutual goals (learn and make sure all other group members learn), joint rewards (if all group members achieve above the criteria, each will receive bonus points), shared resources (one paper for each group or each member receives part of the required information), and assigned roles (summarizer, encourager of participation, elaborator).

FACE-TO-FACE PRO MOTIVE INTERACTION:-
Students promote each other’s learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students sit knee-to-knee and talk through each aspect of the assignment.
INDIVIDUAL ACCOUNTABILITY:-
Each student’s performance is frequently assessed and the results are given to the group and the individual. Teachers may structure individual accountability by giving an individual test to each student or randomly selecting one group member to give the answer.

INTERPERSONAL AND SMALL GROUP SKILLS:-
Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely as academic skills. Collaborative skills include leadership, decision-making, trust-building, communication, and conflict-management skills.

GROUP PROCESSING:-
Groups need specific time to discuss how well they are achieving their goals and maintaining effective working relationships among members. Teachers structure group processing by assigning such tasks as (a) list at least three member actions that helped the group be successful and (b) list one action that could be added to make the group even more successful tomorrow. Teachers also monitor the groups and give feedback on how well the groups are working together to the groups and the class as a whole.

AIOU SOLVED ASSIGNMENT 2 CODE 8601 AUTUMN 2016 QUESTION # 4 & 5 PRESS HERE

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