Differentiate between role-play and simulation. Discuss the use of each for making teaching learning process effective at elementary level | Elementary Education | aiou solved assignment | Course Code 8623

   

Q 5. Differentiate between role-play and simulation. Discuss the use of each for making teaching learning process effective at elementary level.

 

Course: Elementary Education 
Course Code 8623
Topics
Role Plays and Simulation

• Difference between role plays and simulations
• How to make learning process efficient at elementary level

AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bacherlors in Education /Masters in Education / PHD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8623| Course: Elementary Education

Answer:

There is a difference between simulations (where students act out real-life situations, for example the student checks in at “the airport”, but students do play themselves) and role plays where students take on different characters. In a role play, for example, one student may be asked to take on the role of “an angry landowner” in a role play which is concerned with discussing the possible construction of a new road. Another may be asked to play the role of the “road company representative”. Role plays will thus require more “imagination” on the part of the student to be able to get “into” the role.

 

Some students will find being asked to play a different person in a role play quite liberating. Some students who are normally quite shy can open up considerably in a role play lesson. The teacher, though, must attempt to maintain the “pretend” part of the simulations and role plays: i.e. the students ARE in an airport and not the classroom. Teachers can aid this process by use of realiase and other props. Students who don’t enter into the ‘fantasy world’ can ruin it for everyone else.

 

Teacher intrusion must be kept to an absolute minimum during role plays and simulations….preferably, zero. We use role plays to allow students to test out learnt language in as realistic a situation as possible. They are, in a sense, a halfway house between a sterile classroom practice activity and the often frightening reality of the real world for students. Students can thus feel free to experiment with their language in a safe environment. Teacher intrusion is possible if the participating students, for example, are not understanding at all what they should be doing.

 

Otherwise, teacher input should be left for the post-activity feedback session. Feedback on what students have just done is vital. The role-play or simulation could be videotaped or recorded for example, which would allow a more detailed and thus useful analysis of their performances. Students need to see this as an important part of self evaluation. If students can learn to appreciate the weaknesses of their performance, they will only benefit. A student who says “he asked me about the ticket prices and I tripped up over the numbers again – I need to focus on that” is one who is well aware of where future performance needs to improve.

 

The priority in the mind of the teacher, though, should remain communicative efficacy. Long feedback sessions of the mistaken use of the present perfect during the role play can be left for another time.

 

The more natural setting of a well set-up role play can also be used to introduce the unpredictability which makes communicating in the real world so daunting for many foreign language learners. This can be done either with the teacher playing “rogue” characters or handing out a couple of unusual role cards to other students. Teachers should seek to mix things up if you feel the simulations and role-plays are becoming too predictable for the class. As we said before, the safe environment offered by role plays means a few suprises can quite safely be thrown at students to see how they cope.

 

The Role of the Teacher

The teacher must first of all be convinced of what she is doing. She must have the conviction that drama can be an effective tool in language teaching. She must have clear objectives as to her role and the use of dramatic activities in achieving her goals. She is the one who sets the mood of the class. She must change her attitude towards her role in the classroom. In the drama classroom she needs to be less domineering and gradually withdraw. Her main function should be that of an initiator controlling but not directing the situation. Her rapport with the students is important. The students should feel at ease and relaxed in the classroom. Certain warming activities can help to achieve this. This will be discussed later.

 

Although the teacher is to slowly withdraw from the main scene, she still needs to be in control of all that is going on in class. She can still do this without appearing domineering if she has clear objectives and has prepared herself thoroughly. She must give clear instructions to the students to carry out their various tasks. She must also have close control of time so that her plans can be carried out accordingly. Thus do not be over ambitious in the aims of the lessons.

 

For lower level or weaker classes, there is a need for language preparation before the class. Lists of words, phrases, functions and sentence types, which are relevant to the activities to be carried out, have to be prepared before hand. These have to be presented to the students before the activities so that they can use them as aids/tools in their tasks.

 

Role of the Learner

 

In recent years there has been a move towards the “whole-person approach. The learner thus becomes the centre of focus and at the centre of the language learning process. This is influenced by the “effective humanistic approach” to language teaching. With this in mind, language learning must therefore appeal to the language learner intellectually and emotionally. Stevick (1980), states that language learning must appeal to the creative, intuitive aspect of personality as well as the conscious and the rational part.

 

Drama activities provide opportunities for active student participation. The activities involve the student’s whole personality and not merely his mental process. Effective learning takes place as the student involves himself in the tasks and is motivated to use the target language. As he uses the language, he becomes more aware of his ability to use the language and this will hopefully increase his motivation to learn.

 

In drama activities, the student is encouraged to discuss, evaluate and describe the activities. He has to explain, interpret and make decisions. The student thus has little time to be idle or daydream for he is an active participant in the lesson. Students may take some time to get used to this active role and the teacher may have to slowly but firmly initiate this change in the role and even attitudes.

 

  

Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.

Q.2 Explain information process model with reference to cognitive development in elementary school.

Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.

Q.4 Explain the concept of physical fitness . Also state the purpose of physical and health education suggest ways to integrate health education into other.

Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.

Q 4. Explain the interrelationship of language skills. How does the classroom environment affect them?

Part 2

Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.

Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.

Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.

Q. 4  a) Suggest measures to reduce cultural bias in the test? 

b) Elaborate the importance of entrance tests in the universities?

Q.5 Give the characteristics of normal curve, also discuss its uses in educational assessment?

Interrelationship of Language Skills | Language Skills and Classroom Environment |Elementary Education | aiou solved assignment | Course Code 8623

  

Q 4. Explain the interrelationship of language skills. How does the classroom environment affect them?

 

Course: Elementary Education 
Course Code 8623
Topics
Interrelationship of language skills

• language skills and classroom environment

AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bacherlors in Education /Masters in Education / PHD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8623| Course: Elementary Education

Answer:

The significance of listening skill in effective communication has been recognized for a century. Rankin (1926) conducted a study and found that listening skill was the most dominant skill for the mode of human communication. However, there were no more similar studies until the 1940s.

The base of listening inquiry was primarily laid academically in the late 1940s and the founders (James Brown, Ralph Nichols and Carl Weaver) of the listening skill were considered as the “fathers of listening” (Vocile, 1987).

Listening skill was taken into the second and foreign language research field in the mid 20th Century and many researchers put listening as the focus of their studies. After half a century, a professional committee International Listening Association (ILA) was established in 1979 to develop listening skill (Feyten, 1991). Knowing how to entail listening instruction and assessment in the school syllabi was the main target of the pedagogy.

Steven (1987) pointed out that many studies provide a focus on either understanding listening comprehension or listening critically – agree or disagree with oral input.

Similarly, Floyed (1985) defines listening as a process entailing hearing, attending to, understanding, evaluating and responding to spoken messages. He further believes that listeners should be active participants in the communication process.

The nature/purpose of listening skills varies as the context of communication differs. Wolvin and Coakley (1988) propose five different kinds of listening.

 

1. First, discriminative listening helps listeners draw a distinction between facts and opinions.
2. Second, comprehensive listening facilitates understanding oral input.
3. Third, critical listening allows listeners to analyse the incoming message before accepting and rejecting it.
4. Fourth, therapeutic listening serves as a sounding board and lacks any critiques, e.g., advising.
5. Finally, appreciative listening contributes listeners to enjoy and receive emotional impressions.

 

All the varieties of listening help to demonstrate that listening is an active process rather than a passive product. The authors define the process of listening as making sense of oral input by attending to the message. Thus, this study adopts the second definition of listening – understand the oral input mentioned by Wolvin and Coakley as a tool to evaluate the research assumption.

The current study seeks to delve into the correlation between listening and other skills in the International English Language Testing System. 

 

Language development involves four fundamental and interactive abilities: listening, speaking, reading and writing. The attempt has widely been made to teach four macro skills in second and foreign language for more than 60 years.

Berninger and Winn (2006) emphasize that external and internal environments interact with functional systems to an extent, which the nature-nurture interaction at birth evolves over the course of time. The question is how much and how long the basic skill of listening gains attention in second and foreign language learning while listening is recognized to play a significant role in primary and secondary language acquisition (Ellis, 1994;

 

Faerch & Kasper, 1986). In the 1970s, the Communicative Language Teaching (CLT) method was introduced to develop language learning proficiency. Some prominent researchers (Asher, 1977;

 

Krashen, 1992) highlighted the significance of listening in the pedagogy. Krashen (1992) has argued that language acquisition highly depends on the decoding process of making sense of incoming messages.

Language acquisition never occurs without access to the comprehensible language input (Rost, 1994) because in addition to visual learning, more than three quarters (80 %) of human learning occurs through listening direction (Hunsaker, 1990).

Returning to language acquisition, Nunan (2003) suggested that listening is the gasoline that fuels the acquisition process. Thus, the main reason experts emphasize the significance of listening in language acquisition is the frequency of listening in language development. 

However, much of the relevant research incorporated into listening as an inevitable medium to drive primary and secondary language acquisition. What is more, none of them focuses on the relationship between listening skill and other language skills – speaking, reading and writing in English as a Foreign Language (EFL).

The current research study aims to fill this gap by providing empirical data obtained in a large-scale investigation of 1800 participants taking the international known language proficiency test – IELTS administered in the capital of Iran, Tehran.

 

  

Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.

Q.2 Explain information process model with reference to cognitive development in elementary school.

Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.

Q.4 Explain the concept of physical fitness . Also state the purpose of physical and health education suggest ways to integrate health education into other.

Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.

Q 4. Explain the interrelationship of language skills. How does the classroom environment affect them?

Part 2

Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.

Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.

Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.

Q. 4  a) Suggest measures to reduce cultural bias in the test? 

b) Elaborate the importance of entrance tests in the universities?

Q.5 Give the characteristics of normal curve, also discuss its uses in educational assessment?

Piaget’s theory: The Cognitive and Intellectual development of a Child at different Levels | Elementary Education | aiou solved assignment | Course Code 8623

Describe in the light of Piaget’s theory the cognitive and intellectual development of a child at different levels.

 

Course: Elementary Education 
Course Code 8623
Topics
Piaget's Theory

• Piaget's Theory of Cognitive and Intellectual Development
• Level of Piaget's Theory of Cognitive and Intellectual development

AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bacherlors in Education /Masters in Education / PHD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8623| Course: Elementary Education

Answer:

Jean Piaget’s theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. Piaget’s stages are:

 

1.     Sensory motor stage: birth to 2 years

2.     Preoperational stage: ages 2 to 7

3.     Concrete operational stage: ages 7 to 11

4.     Formal operational stage: ages 12 and up

 

Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information.

 

How Piaget Developed the Theory

Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his first scientific paper when he was just 11 years old. His early exposure to the intellectual development of children came when he worked as an assistant to Alfred Binet and Theodore Simon as they worked to standardize their famous IQ test.

 

Much of Piaget’s interest in the cognitive development of children was inspired by his observations of his own nephew and daughter. These observations reinforced his budding hypothesis that children’s minds were not merely smaller versions of adult minds. Up until this point in history, children were largely treated simply as smaller versions of adults. Piaget was one of the first to identify that the way that children think is different from the way adults think.

 

Instead, he proposed, intelligence is something that grows and develops through a series of stages. Older children do not just think more quickly than younger children, he suggested. Instead, there are both qualitative and quantitative differences between the thinking of young children versus older children. Based on his observations, he concluded that children were not less intelligent than adults, they simply think differently. Albert Einstein called Piaget’s discovery “so simple only a genius could have thought of it.”

 

Piaget’s stage theory describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations.

The Stages

Through his observations of his children, Piaget developed a stage theory of intellectual development that included four distinct stages:

 

 

The Sensorimotor Stage

Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

·         The infant knows the world through their movements and sensations.

·         Children learn about the world through basic actions such as sucking, grasping, looking, and listening.

·         Infants learn that things continue to exist even though they cannot be seen (object permanence)

·         They are separate beings from the people and objects around them. They realize that their actions can cause things to happen in the world around them.

·         During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects.

·         A child’s entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses.

·         It is during the sensorimotor stage that children go through a period of dramatic growth and learning.

 

As kids interact with their environment, they are continually making new discoveries about how the world works. The cognitive development that occurs during this period takes place over a relatively short period of time and involves a great deal of growth.

 

Children not only learn how to perform physical actions such as crawling and walking; they also learn a great deal about language from the people with whom they interact. Piaget also broke this stage down into a number of different sub stages. It is during the final part of the sensorimotor stage that early representational thought emerges.

 

Piaget believed that developing object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development. By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects.

 

 

The Preoperational Stage

Ages: 2 to 7 Years

Major Characteristics and Developmental Changes:

·           Children begin to think symbolically and learn to use words and pictures to represent objects.

·           Children at this stage tend to be egocentric and struggle to see things from the perspective of others.

·           While they are getting better with language and thinking, they still tend to think about things in very concrete terms.

·           The foundations of language development may have been laid during the previous stage, but it is the emergence of language that is one of the major hallmarks of the preoperational stage of development.

·           Children become much more skilled at pretend play during this stage of development, yet continue to think very concretely about the world around them.

 

At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the idea of constancy.

 

For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape. Since the flat shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same size.

The Concrete Operational Stage

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes

·        During this stage, children begin to think logically about concrete events.

·        They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example, their thinking becomes more logical and organized, but still very concrete.

·        Children begin using inductive logic, or reasoning from specific information to a general principle

 

While children are still very concrete and literal in their thinking at this point in development, they become much more adept at using logic. The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation. While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts.

 

During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.

 

The Formal Operational Stage

Ages: 12 and Up

Major Characteristics and Developmental Changes:

·        At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems

·        Abstract thought emerges

·        Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning

·        Begin to use deductive logic, or reasoning from a general principle to specific information

 

 

The final stage of Piaget’s theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.

 

The ability to think about abstract ideas and situations is the key hallmark of the formal operational stage of cognitive development.

 

The ability to systematically plan for the future and reason about hypothetical situations are also critical abilities that emerge during this stage.  It is important to note that Piaget did not view children’s intellectual development as a quantitative process; that is, kids do not just add more information and knowledge to their existing knowledge as they get older.

 

Instead, Piaget suggested that there is a qualitative change in how children think as they gradually process through these four stages. A child at age 7 doesn’t just have more information about the world than he did at age 2; there is a fundamental change in how he thinks about the world.

Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.

Q.2 Explain information process model with reference to cognitive development in elementary school.

Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.

Q.4 Explain the concept of physical fitness .Also state the purpose of physical and health education suggest ways to integrate health education into other.

Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.

Part 2

Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.

Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.

Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.

Q. 4  a) Suggest measures to reduce cultural bias in the test? 

b) Elaborate the importance of entrance tests in the universities?

Q. 5  Give the characteristics of normal curve, also discuss its uses in educational assessment?