AIOU Solved Assignment 1 and 2 Code 8601 Autumn and Spring

AIOU B. Ed General Methods of Teaching (8601) | Solved Assignment 1. 
Q.3
Why is outlining of goals/objectives necessary before planning a lesson? 

A lesson plan is a detailed plan of the objectives and activities for a particular class. It is an important part of the teaching and learning process. A lesson plan reflects what a teacher wants to achieve in each class and how it will be achieved? Planning a lesson helps a teacher to control class time and its effective use. A teacher’s effectiveness is usually judged by the ability to design and implement instruction that promotes learning. 

Teaching goals, objectives, teaching methods and assessment forms all come together in a lesson plan, which ideally facilitates student learning. A good lesson plan contains the description and application of the instructional methods being used in a particular class to meet the needs of different learners. At the end of the lesson, the teacher evaluates how effective the plan was and makes any additions or revisions for future use. The lesson plans vary in degree of detail. Some teachers write only a few notes of the plan, while others carefully write the details of each step of the plan. The teachers discover the system that works best with them.

Setting clear lesson goals

Setting goals is how you guide yourself down your intended path. Having objectives in mind provides a way to align your actions in service of those big-picture targets.

Sure, you can keep things moving day-to-day without a long-term strategy.  But without larger goals, you’ll find yourself standing in the same spot months down the line.

This is why lesson goals in the classroom are so important. They are your veritable north star for teaching, guiding every session with your students.

Your lesson goals should clearly define the ‘why’ behind your teaching so that everyone understands the reasons for learning a given subject.

Without these goals in place, you risk a lack of focus in the classroom and you won’t have a way to measure successes and failures for your lesson plans.

Importance of defining goals before lectures

A lesson plan is a road map of the instructions. It shows what will be taught and how it will be done effectively during class time. Teachers require a lesson plan to describe their course of instruction for one class. The lesson plan is necessary to guide the instruction. A lesson plan is required to describe the preferences of the subject being covered, activities being held in the class, and to ensure the progress of the students about the lesson being taught to them. A well-developed lesson plan reflects the interests and needs of students. It contains the objectives of the lesson formulated in behavioral terms (indicate the change in behavior). The best and appropriate practices of teaching methodology and techniques to achieve the objectives are included in the lesson plan. The content to be covered in a class is indicated in a lesson plan. The evaluation procedures are also included in the lesson plan. Lesson planning is beneficial for the teacher in many ways; such as: 

• It helps in achieving goals and objectives, and the same can be said on the part of the students. 

• It helps to get rid of problems or avoid them. 

• It gives a reality check of everyday performance. 

• It improves the habits and attitudes of the students. 

• It improves teaching skills. 

• It makes teaching ordinary and easy. 

• It makes the teacher organized during teaching. 

• Lesson planning determines when to include the interesting facts to attract the students’ attention. 

• It enables the teacher to impart the things the students can do to the best of their abilities.

How To Set Effective Lesson Goals?

1. Ask Yourself Pointed Questions

Your lesson goals should outline what your students will ideally be able to accomplish once the lesson is completed. In order to understand what these goals might look like, ask yourself some key questions, like:

• What will students accomplish during this lesson?

• What does success look like to me?

• IE: To what specific level will the students perform a given task in order for the lesson to be considered accomplished?

• How will the students show that they understood and learned the goals of your lesson?

Beginning with these questions will set the stage for some of your goals and can inform your metrics (more on that later).

2. Frame Your Goals With A Growth Mindset

A growth mindset focuses on effort as the core factor behind learning. When your classroom takes this approach, they believe their abilities can change as a result of effort, perseverance, and practice.

All of your lesson goals need to be formulated with a growth mindset framework. This means:

• Stating the goal in a positive way. Ex:

• “We will learn to ….”

• “We will be able to …”

• “We will succeed in …”

• Ensuring it’s challenging but also achievable.

• Including growth in a capacity or skill set.

• Adhering to overall learning values.

• Taking barriers or potential challenges into account.

Following the above criteria forces you to create a goal that is centered around a growth mindset.

3. Set Metrics

Lesson goals help you measure whether or not you are achieving your learning objectives through set metrics. Metrics should be set up in a way that makes it easy to identify whether or not goals are being met.

If your core lesson goal is for the entire class to learn the members of each food group, your metrics would be based on how many foods and groups your class can identify. You can then set milestones within certain timeframes.

For example, I expect the classroom to be able to identify the five food groups independently by week two.

4. Communicate These Goals With Your Students

Once you have decided what your goal is going to be, it’s time to communicate it to your classroom. It’s important for everyone to understand what you’re working towards, that way your students can aim for the finish line together.

Depending on your class dynamic, it might be a good exercise to turn this into a lesson in itself. Gather your class and ask them thought-provoking questions about the goals you’ve set, such as:

• How do you see us reaching this goal?

• Where can you see problems coming up?

• How can we work through those issues together?

• What will it look like when you achieve this goal?

Having a class discussion about these things can lead to increased engagement with your objective. When students are asked their opinions on a goal, they tend to feel more connected to it.

5. Reflect On The Process

You should look back on every lesson goal and ask yourself what worked, what didn’t, and how you plan to change moving forward.

It’s common to either set lesson goals that are too ambitious or not ambitious enough. Use your reflection time to decide if you need to dial-up or dial down. This can also be a good time to elicit more class participation. Ask your students how they felt about the goal and use their feedback to shape your future goal-setting.

Process of lesson planning 

First of all, a teacher needs to identify the learning objectives for the class, then design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: 

• Objectives for student learning 

• Teaching/learning activities 

• Strategies to check student understanding Objectives specified for student learning help in determining the kinds of teaching and learning activities to be used in class. These activities will define the achievements of learning objectives. 

Detailed planning of a lesson is emphasized through the following stages: 

• Pre-Planning Stage 

• The Post-Planning Stage

Pre-Planning Stage 

Before teaching the teacher has to think about the lesson plan for a particular class. The Center of Excellence in Teaching (1999) recommends that the answers to the following questions may help the teachers to proceed with effective planning: - What are my objectives for this class? Objectives are the statements of what the teacher wants students to learn. The objectives are most likely to be the same, or close to, the goals outlined during course planning. These are specific for a particular class. - What are the objectives for this class? Objectives are the specific goal statements written in behavioral terms. They state exactly what the students should be able to do, in a class/ on a paper/ in an exam, etc. Objectives also specify the conditions under which the students should learn the material. - Why is this material important? The teacher thinks about the importance of the skills or knowledge being taught to the students. - What content will be covered in the particular class? Statement of the rationale (logical reasoning) will help the teachers to decide What content needs to be conveyed? Or What will students need to know to meet the goals and objectives laid down in the course? Or What content is most essential for them to understand?

The Post-Planning Stage

The teacher’s lesson planning process should take into consideration the need to assess whether students have learned? How effective was the lesson? This assessment is not a complicated or difficult task. It is very simple and informal. For instance, using part of the class to let students work on problems you have given them, or discuss issues and apply concepts, can give you a good sense of what and how much they have learned. The one-minute writing about the lesson or homework problems can be similarly helpful. 

AIOU Solved Assignment 1 and 2 Code 8601 Autumn and Spring 2021

  AIOU B. Ed General Methods of Teaching (8601) | Solved Assignment 1. 

Q.2 

(i) Describe the teacher's personality traits to create and maintain a classroom/ learning environment.

(ii) Enlist the role of a primary teacher

(i) Describe the teacher's personality traits to create and maintain a classroom/ learning environment. 

Personality traits are a combination of characteristics that are innate to people as individuals as well as characteristics that develop from specific life experiences. The personality traits that make up a person go a long way in determining how successful he is.

A teacher’s personality traits are important as Callahan, (1966) says that the teacher whose personality helps create and maintain a classroom or learning environment in which students feel comfortable and in which they are motivated to learn is said to have a desirable teaching personality.

Research says that teachers are cognitively oriented toward pupils while pupils are affectively oriented toward teachers. A teacher’s personality is, therefore, directly and indirectly, related to learning and teaching in the affective domain as well as to that in cognitive and psychomotor domains, (LEW, 1977).

Teachers have rights and responsibilities to develop a climate in the classroom that supports effective learning. Aristotle quoted in Stephen Covey, "The Seven Habits of Highly Effective People", says we are what we repeatedly do.

The climate in their classroom is based on the teachers’ personality and style of teaching, the tone of their voice, and the little things they continually say and do on a daily basis. In the classroom, the learners’ behavior could be determined by the way their teachers behave with them.

There are certain personality traits that are needed to create and maintain a classroom or learning environment. Teachers who hold the majority of the following characteristics are almost always successful regardless of how success is defined. 

Fairness 

Fairness is one of the characteristics of the students’ favorite teachers. All humans possess an inbuilt sense of fair play. Whenever a person violates, the other person in this situation is prone to react negatively. Any impression of favoritism, or lack of fairness, leaves scars on the life of persons that lasts forever. The students report in great detail the unfair actions of their teachers when they had a negative experience of competition between classmates, even after many years have passed.

 Preparedness 

Competence and knowledge of the content area being taught is something that our college students have always mentioned about their favorite teachers. In research, the students pointed out that in classrooms where teachers were well prepared, behavior problems were less prevalent. The well-prepared teacher is more likely to be able to take time during lessons to notice and attend to behavioral matters and is less likely to miss the beginnings of potentially disruptive activity. If, on the other hand, teachers have not spent sufficient time in planning and preparation, they tend to be so focused on what they are doing that they miss the early signs of misbehavior. This ultimately results in frequent disruption, waste of valuable instructional time, and student’s frustration. 

Positive Attitude 

Another characteristic that students like most are the positive attitude and approach of their teachers they use in the classroom. Scholars suggest that effective teachers are those who use meaningful verbal praise to get and keep students actively participating in the learning process. Effective teachers are generally positive-minded individuals who believe in the success of their students as well as their own ability to help students achieve. If the teachers have a positive attitude they “catch students doing things right” rather than “catching them doing something wrong.” The students often recall praise and recognition that was given by their teachers at schools, and they point to the confidence and direction that often resulted in their lives. 

Personal Touch 

Teachers who are connected personally with their students; call them by name, smile often, ask about students’ feelings and opinions, and accept students for who they are. As well as the teachers who tell stories of their own lives, events which relate to the subject matter currently being taught, motivate student’s interest, and endorse bonding with the students. Teachers who show interest in their students have interested students. 

Sense of Humor

 If a teacher has the ability to break the ice in difficult situations with the use of humor, this is an extremely valuable asset for teaching. According to McDermott & Rothenberg (2000), students enjoy teachers with a sense of humor and remember those teachers who made learning fun. Good teachers enjoy a laugh with the class occasionally. 

Creativity Students 

always like the unusual things that their teachers do in creative ways. Construction of models or things from wastage like plastic bottles provides a field into which children could go and work by themselves quietly on academic activities like puzzles and word-finds. Fun activities arranged by teachers in the classroom encourage the students towards learning. Teachers can use unique ways of motivating their class. Teachers can set a reward for the class on reaching a particular academic goal. For example, a teacher can give extra marks of work done by the students in a creative way. 

Willingness to Admit Mistakes 

Like everybody, teachers may make mistakes. Sometimes students may know when their teachers make mistakes. Unfortunately, some teachers try to let the mistakes go unnoticed or cover them quickly. Teachers who recognize their mistakes in a very humble and pleasant way and apologize to them. This act of teaching provides an excellent model for the students, and they may be remembered as good teachers. 

Forgiving

Effective teachers reflect a willingness to forgive students for misbehavior. For example, if a student repeatedly asks irrelevant questions and detracts others from the lesson. The teacher can simply say the question is irrelevant and direct the student for further study. 

9) Respect The teacher’s desire to be respected by their students. The teachers who give respect to their students are always respected by them. Effective teachers can train their students to be respectful in many ways such as they can keep individual grades on papers confidentially, or can speak to students privately after misbehavior, not in front of others. Good teachers show sensitivity for feelings and consistently avoid situations that unnecessarily make students uncomfortable. 

High expectations 

Teachers with positive attitudes also possess high expectations for success. Teachers’ expectation levels affect the ways in which teachers teach and interact with students. Generally, students either rise to their teachers’ expectations or do not perform well when expectations are low or non-existent. The best teachers have the highest standards. They consistently challenge their students to do their best. 

Compassion 

Hopefully, school is a place where children can learn and be nurtured in an emotionally safe environment. Sometimes in youngsters’ classrooms, there may be a significant amount of cruelty and hurt feelings. In these situations, a caring teacher tries to reduce the impact of hurt feelings on learning 

Sense of Belonging 

Teachers developed a sense of family in their classrooms. A variety of strategies, such as the random act of kindness awards, class picture albums, and cooperative class goals build a sense of unity and belongings and maintain an emotionally safe classroom. Good teachers also took strong measures to prevent mean and hurtful behavior like teasing and bullying. Effective teachers know well that when children feel emotionally and physically safe, they learn far better.

Adaptability

This is the ability to handle a sudden change without making it a distraction.

Teachers who have this trait are quickly able to make adjustments that minimize distractions when things do not go according to plan.

Conscientiousness

Conscientiousness involves the capacity to complete a task meticulously with efficiency and of the highest quality.

Conscientious teachers are extremely organized and efficient, and they provide their students with quality lessons or activities daily.

Creativeness

This is the ability to use original thinking to solve a problem.

Teachers who have this trait are able to use their creativity to build a classroom that is inviting to students, create lessons that are engaging, and incorporate strategies to individualize lessons for every student.

Determination

A person with determination can fight through adversity without giving up to accomplish a goal.

Teachers with determination figure out a way to get their job done. They do not make excuses. They find ways to reach even the most difficult students through trial and error without giving up.

Empathy

Empathy allows a person to relate to another individual even though she may not share similar life experiences or problems.

Teachers who have this trait can look beyond the walls of their classrooms to assess and meet their students’ needs. They recognize that some students live a difficult life outside of school and try to figure out solutions for helping them.

Genuineness

People who are genuine demonstrate sincerity through actions and words without hypocrisy.

Teachers with this trait are viewed as highly professional. Students and parents buy into what they are selling, and they are often highly regarded by their peers.

Graciousness

Graciousness is the ability to be kind, courteous, and thankful when dealing with any situation.

Teachers who have this trait are well respected. They are invested in their school beyond the four walls of their classroom. They volunteer for assignments, help other teachers when needed, and even find ways to assist needy families in the community.

Gregariousness

The ability to socialize with and relate to other people is known as gregariousness.

Teachers who have this trait can build strong, trusting relationships with their students and families. They take the time to make real connections that often extend beyond the walls of the school. They can figure out a way to relate to and carry on a conversation with just about any personality type.

Grit

Grit is the ability to be strong in spirit, courageous, and brave.

Teachers with grit will do anything to be the best teacher they can be. They will not let anything get in the way of educating their students. They will make difficult decisions and serve as an advocate for students when necessary.

Independence

This is the ability to work through problems or situations on your own without requiring assistance from others.

Teachers who have this trait can take good ideas from other people and make them great. They can come up with solutions to potential problems on their own and make general classroom decisions without consultation.

Intuitiveness

The ability to understand something without reason simply through instinct is intuitiveness.

Teachers who have this trait can tell when students are struggling to grasp a concept. They can quickly assess and adapt the lesson so that more students understand it. They are also able to sense when a student is going through personal adversity.

Kindness

Kindness is the capacity to help others without the expectation of getting anything in return.

Teachers who have this trait are very popular. Many students will come into class looking forward to having a teacher with a reputation for being kind.

Obedience

Obedience is the willingness to comply with a request without questioning why it needs to be done.

Teachers who have this trait can build a trusting and cooperative relationship with their principals.

Passionate

People who are passionate get others to buy into something due to their intense feelings or fervent beliefs.

Passionate teachers are easy for students to listen to. Passion sells any topic, and a lack of passion can lead to failure. Teachers who are passionate about their content are more likely to produce students who become passionate as they learn.

Patience

The ability to sit idly and wait on something until the timing is perfect is patience.

Teachers who have this trait understand that the school year is a marathon and not a race. They understand that each day presents its challenges and that their job is to figure out how to get every student from point A to point B as the year progresses.

Reflectiveness

Those who are reflective can look back at a point in the past and draw lessons from it based on the experience.

Teachers who have this trait are continuously growing, learning, and improving. They reflect on their practice every day making continuous changes and improvements. They are always looking for something better than what they have.

Resourcefulness

Resourcefulness is the ability to make the most of what you have available to solve a problem or make it through a situation.

Teachers who have this trait can maximize the resources they have at their schools. They are able to make the most out of the technology and curricula that they have at their disposal. They make do with what they have.

Respectfulness

The ability to allow others to do and be their best through positive and supportive interactions is respectfulness.

Teachers who have this trait understand that they must have positive and supportive interactions with every student. They maintain the dignity of their students at all times and create an atmosphere of trust and respect in their classroom.

Responsibleness

This is the ability to be accountable for your actions and to carry out tasks that have been assigned in a timely manner.

Teachers who have this trait are trustworthy and valuable assets to the administration. They are regarded as professional and often asked to help out in areas where there is a need. They are highly reliable and dependable.

AIOU Solved Assignment 1 and 2 Code 8601 Autumn and Spring

AIOU B. Ed General Methods of Teaching (8601) | Solved Assignment 1. 
Q.1 
(i) Define teaching and elaborate old and new aspects of teaching.
(ii) Highlight the principles of effective teaching.
Answer
(i) Define teaching and elaborate old and new aspects of teaching.
Concept of teaching
When a person imparts information or skills to another, it is common to describe the action as teaching. Imparting may mean sharing experiences or communicating information, for instance, lectures. Teaching is regarded as both an art or science. As an art, it lays stress on the imaginative and artistic abilities of the teacher in creating a worthwhile situation in the classroom to enable students to learn. As a science, it sheds light on the logical, mechanical, or procedural steps to be followed to attain an effective achievement of goals. 
Teaching is an activity aimed at bringing about meaningful learning through a method that is morally and pedagogically acceptable. It involves a teacher, a learner, content in form of knowledge, facts , information, and skill to impart a deliberate intention on the part of the learners to learn, and finally, a method that respects the learners’ cognitive integrity and freedom of choice. It is one of the most important instruments of education and its special function is to impart understanding and skill among the students. The main function of teaching is to make learning effective. The learning process would get completed as a result of teaching. So, teaching and learning are very closely related. 
Teaching is a process in which one individual teaches or instructs another individual. Teaching is considered as the act of imparting instructions to the learners in the classroom situation. It is watching systematically. Dewey:- considers it as a manipulation of the situation, where the learner will acquire skills and insight with his own initiation. In this process, the teachers take their students from a level of unknown to a level of understanding the new concepts. So a teacher contributes to the learning environment by increasing the interest of the students.
 
Alton-Lee has listed ten characteristics of quality teaching. His ten-point model covers the following areas: 
1. A focus on student achievement. 
2. Pedagogical practices that create caring, inclusive and cohesive learning communities. 
3. Effective links between school and the cultural context of the school. 
4. Quality teaching is responsive to student learning processes. 
5. Learning opportunities are effective and sufficient. 
6. Multiple tasks and contexts support learning cycles. 
7. Curriculum goals are effectively aligned. 
8. Pedagogy scaffolds feedback on students' task engagement. 
9. Pedagogy promotes learning orientations, student self-regulation, metacognitive strategies, and thoughtful student discourse. 
10. Teachers and students engage constructively in goal-oriented assessment 
 
Definitions of Teaching
 
Different educationists hold different ideas regarding the concept of teaching. 
“Teaching is intimate contact between a more mature personality and a less mature one which is designed to further the education of the latter”. Morrison (1934).  Dewey (1934) expressed this concept of teaching by an equation. “Teaching is learning as selling is to buying”. In the words of John Brubacher (1939), “Teaching is arrangement and manipulation of a situation in which there are gaps or obstructions which an individual will seek to overcome and from which he will learn in the course of doing so”. B.O. Smith defined teaching as “Teaching is a system of actions intended to induce learning”. According to Gage (1963), “Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person”. Smith in 1963 further extended the definition of teaching and said Teaching is a system of actions involving an agent, an end in view, and a situation including two sets of factors those over which the agent has no control (class size, characteristics of pupils, physical facilities, etc.) and those which he can modify (such as techniques and strategies of teaching. 
 
Old and New Aspects of Teaching: 
Long ago a Russian psychologist, L. S. Vygotsky’s (1956) ideas affected the world's understanding of teaching, learning, and cognitive development. Many researchers of different nations have now elaborated, corrected, and developed the concept of teaching differently. Much of this work was focused on the "natural teaching" of home and community. It is now accepted that before the children enter school, they could be "taught" cognitive and linguistic skills. Teaching of these skills is done in everyday interactions of domestic life by setting goal directed activities of daily life. The new concept of teaching consists of more capable family and friends assisting children to do things which the children cannot do alone.
According to Vygotsky’s theory, the developmental level of a child is identified by the ability of the child to do work alone. On the other hand the child’s ability to do work with The assistance of anyone was called by Vygotsky the "zone of proximal development”.
Teaching may be defined in the proximal zone. In Vygotskian terms, teaching is good only when it "awakens and rouses to life those functions which are in a stage of maturing, which lie in the zone of proximal development" (Vygotsky, 1956, p. 278; quoted in Wertsch & Stone, 1985). Therefore a general definition of teaching was derived from this as: Teaching consists of assisting performance through a child’s zone of proximal development (ZPD). But teaching must be redefined as assisted performance; teaching occurs when performance is achieved with assisting the students.
The new concept of teaching consists of more capable family and friends assisting children to do things that the children cannot do alone. According to Vygotsky’s theory, the developmental level of a child is identified by the ability of the child to do work alone. On the other hand, the child’s ability to do work with the assistance of anyone was called by Vygotsky the "zone of proximal development”.

Comparison between old and new aspects of teaching:
In the past teachers emphasized rote learning and immediate responses. there were no opportunities for give-and-take between a teacher and learning students. The student role was passive. Very few teachers make efforts to adapt instruction to individual differences. The other modern way/means for effective teaching is "scripts" (scripted teaching). It involves the traditional student-teacher interaction setup. It uses predesigned teacher talk and predicts student responses. It offers more than the recitation script for learning. The 
(ii) Highlight the principles of effective teaching.
THE CONCEPT OF EFFECTIVE TEACHING
It is universally recognized that the teacher is the key person in an education system and the whole system of education revolves around him/her. So effective teaching plays an important role in the development of an individual and community. The concept of effective teaching has emerged out as one of
the component that contributes a large amount in improving learning.
Interaction in the classroom is often dominated by the teacher. The quality of their teaching is an important factor in promoting effective learning in schools.
Effective teaching involves talking to the learners about their learning and listening to them. 
According to Ilukena, A.(1998) teachers are the persons who can bring a difference in educational practices. St. Augustine quoted in Fisher, (1992) says, “I learned not from those who taught me but from those who talked with me.”
Being important persons of the teaching and learning process, effective teachers must be highly competent in planning and organizing instruction as well as in managing in the classroom environment, if they want their students to be academically successful and genuinely excited about the work that they do. 
Principles of Effective Teaching 
Richard T. Walls (1999) makes links between the "process" of teaching and the "student learning" (the product) in "Four Aces of Effective Teaching". 
The Four Aces of Effective Teaching are
Ace 1 Outcomes 
let students know where they are going and why 
drive hard toward clear goals 
Ace 2 Clarity 
make the contact as clear and simple as possible 
build on what students already know
Ace 3 Engagement 
Don’t lecture for more than 30 minutes before running an activity that involves all students 
People learn what they DO, so have students DO everything that you want them to learn 
Ace 4 Enthusiasm 
If you hate to teach it, your students will hate to learn it 
The only key to motivation is success
Explanation of The Four Aces of Effective Teaching 
According to Walls (1999), student learning is better, faster, and/or more long-lasting when teachers play the following four principles: 
1: Outcomes 
The outcomes enable students to focus their attention on clear learning goals. These outcomes inform students of where they are going and how they will get there. Outcomes also provide the teacher a framework for designing and delivering the course content. Outcomes enable teachers to assess student learning as a measure of their own instructional effectiveness. 
2: Engagement 
This principle suggests that students learn by doing. Teachers must create an educational environment that offers students the opportunity to practice every concept that they are learning. Effective teachers use those instructional strategies that engage students throughout the lesson. 
3: Enthusiasm 
The principle of the high level of enthusiasm reflects the teacher's professional competence and confidence, the teacher’s subject matter knowledge, and instructional experience. Teachers establish a positive learning environment and show their enthusiasm for the subject matter. They use student’s names, reinforce student participation during class, and keep moving among the students. With the knowledge of the stated principles, the perspectives teachers must have to apply different approaches to make their teaching more effective. 
4: Clarity 
Effective teachers provide explanations and give details of the course concepts and content. If students DO NOT LEARN, it means the methods of delivery may lack the required degree of clarity. So the teacher should make the message clear from alternate perspectives to alternate senses. The effective instructional practice of the teacher should afford students the opportunity to make connections between the new material and the concepts that they have already learned.

Brief Answers to the Big Question By Stephen Hawking

Brief Answers to the Big Question is the last book written by theoretical physicist Stephen Hawking.

He  (8 January 1942 – 14 March 2018) was an English theoretical physicist, cosmologist, and author who was director of research at the Center for Theoretical Cosmology at the University of Cambridge at the time of his death.

You can Download his last book "Brief Answers to the Big Questions" in PDF for free from link below

.Download Brief Answers To Big Questions

 

 

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