Question
CIM 210: GENERA L METHODS OF TEACHING Answer Question One (Compulsory) and any other Three. Each question should start on a separate page on the answer booklet QUESTION 1 (25MKS) a) "Teaching is a process guided by a series of progressive and interdependent steps". Provide three (3) reasons that justify this statement (9marks) b) Explain how a teacher can integrate each of the following category of learner in a normal classroom 1. The slow learner (3marks) ii. The trouble maker (3marks) c) Describe how the ideas of Benjamin Bloom (1956) can guide educators when constructing instructional objectives of the cognitive domain (5marks) d) Justify situations that are appropriate for the use of the deductive approach during a teaching learning process (4marks) QUESTION 2 (15 MARKS) a) Relate how any four (4) characteristic:of a system apply to the School (8mks) b) Explain why the systems approach theory is important to managers of the education system (7marks) QUESTION 3 (15 MARKS) a) Either Explain how the teacher can implement the ideals of the Constructivism theory during classroom instruction (8marks) Or Explain how the ASEI/PDSI theory apply in a teaching /learning process (8mks) b) Describe how a teacher can implement a successful Question-Answer session at the following stages of lesson development i. Posing questions to the learner (3marks) ii. Handling learner responses (4marks)
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Sophia
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Answer
**QUESTION 1 (25MKS)****a) "Teaching is a process guided by a series of progressive and interdependent steps". Provide three (3) reasons that justify this statement (9 marks)**1. **Logical Sequence:** Teaching follows a logical sequence where each step builds upon the previous one. For example, you cannot effectively evaluate student learning (assessment) before providing instruction and opportunities for practice. This interconnectedness ensures that learning is structured and cumulative.2. **Goal-Oriented Progression:** Teaching progresses towards specific learning objectives. Each step in the process, from planning and instruction to assessment and feedback, is designed to move students closer to achieving these pre-determined goals. This progressive nature ensures that teaching is purposeful and directed.3. **Continuous Feedback and Adjustment:** Teaching involves constant feedback and adjustment. Assessment results inform subsequent instruction, allowing teachers to adapt their methods and address student needs. This interdependence between different stages ensures that teaching is responsive and adaptable, maximizing student learning outcomes.**b) Explain how a teacher can integrate each of the following categories of learner in a normal classroom:****i. The slow learner (3 marks)**The teacher can provide **differentiated instruction** for slow learners, including: breaking down tasks into smaller, manageable steps; providing extra time and support; using varied instructional materials (visual aids, hands-on activities); and offering individualized feedback and encouragement.**ii. The trouble maker (3 marks)**The teacher can integrate trouble makers by establishing clear classroom rules and expectations, consistently enforcing consequences for disruptive behavior, building a positive relationship with the student to understand the root cause of the behavior, and involving them in classroom activities that channel their energy positively.**c) Describe how the ideas of Benjamin Bloom (1956) can guide educators when constructing instructional objectives of the cognitive domain (5 marks)**Bloom's Taxonomy provides a hierarchical framework of cognitive skills, from basic recall (knowledge) to higher-order thinking (evaluation). Educators can use this framework to:* **Define clear learning objectives:** Bloom's Taxonomy helps educators specify exactly what students should know and be able to do at each cognitive level.* **Develop appropriate assessments:** The taxonomy guides the creation of assessments that align with the desired learning outcomes, ensuring that assessments measure the intended cognitive skills.* **Design effective instruction:** Bloom's Taxonomy informs instructional strategies by suggesting activities and methods that promote different levels of cognitive engagement.**d) Justify situations that are appropriate for the use of the deductive approach during a teaching-learning process (4 marks)**The deductive approach, which moves from general principles to specific examples, is appropriate when:* **Teaching rules and principles:** For example, teaching grammar rules or mathematical formulas.* **Introducing new concepts based on established knowledge:** Connecting new information to prior learning.* **Developing logical reasoning skills:** Deductive reasoning helps students apply general principles to specific situations.* **Time efficiency is important:** When a quick overview of a concept is needed.**QUESTION 2 (15 MARKS)****a) Relate how any four (4) characteristics of a system apply to the School (8 marks)**1. **Interdependence:** Different parts of the school (teachers, students, administrators, parents) are interconnected and rely on each other to function effectively.2. **Input:** Schools receive inputs such as students, resources, and curriculum guidelines.3. **Process:** These inputs are processed through teaching, learning, and administrative activities.4. **Output:** Schools produce outputs such as educated students, community contributions, and future citizens.**b) Explain why the systems approach theory is important to managers of the education system (7 marks)**The systems approach helps educational managers:* **Understand the complexity of the education system:** Recognizing the interconnectedness of various elements.* **Improve decision-making:** By considering the impact of decisions on different parts of the system.* **Enhance resource allocation:** Distributing resources effectively to achieve desired outcomes.* **Promote collaboration:** Encouraging communication and cooperation among stakeholders.* **Evaluate system effectiveness:** Monitoring inputs, processes, and outputs to identify areas for improvement.**QUESTION 3 (15 MARKS)****a) Explain how the teacher can implement the ideals of the Constructivism theory during classroom instruction (8 marks)**A teacher can implement constructivist principles by:* **Encouraging active learning:** Engaging students in hands-on activities, projects, and problem-solving tasks.* **Facilitating collaboration:** Promoting peer interaction and group work.* **Connecting learning to real-world contexts:** Making learning relevant and meaningful.* **Using student prior knowledge as a starting point:** Building upon what students already know.* **Providing opportunities for reflection and metacognition:** Encouraging students to think about their own learning processes.**b) Describe how a teacher can implement a successful Question-Answer session at the following stages of lesson development:****i. Posing questions to the learner (3 marks)*** **Ask clear and concise questions:** Avoiding ambiguity and jargon.* **Use a variety of question types:** Including open-ended, closed-ended, and probing questions.* **Distribute questions evenly:** Ensuring all students have an opportunity to participate.**ii. Handling learner responses (4 marks)*** **Provide positive reinforcement:** Encouraging student participation and effort.* **Offer constructive feedback:** Guiding students towards correct answers without discouraging them.* **Handle incorrect answers sensitively:** Avoiding embarrassment or ridicule.* **Encourage further discussion and elaboration:** Deepening student understanding.