Name

Jawaria muqaddus
Father’s name
Muhammad amjad
Roll no
0000055001
Semester
Autumn 2021
Course Code
8601
Assignment 2

ASSIGNMENT NO. 2

Q1. What is a scientific method? Specify the role of teacher.

1 Definition of Scientific Method:

According to Keys (2010) definitions of the scientific method can be found in both social and natural
science textbooks and, while some variations exist, all have certain characteristics. Some definitions list the
steps or processes involved, while others provide an overview of the process.

Weekender and Monroe, as cited in Keys (2010), define the scientific method – a logical,
systematic way of collecting data, formulating and testing hypotheses and theories.
McMurray & Fay, (2008) defined it in their chemistry book as “the scientific method – scientific
questions must be asked, and experiments must be conducted to find answers”.
In the context of biology, “the classic view of the scientific method is that observations lead to
assumptions that make experimentally inferred predictions” (Raven, Lucas, Mason, Singer &
Johnson, 2008)
 From a psychological point of view, “the scientific method refers to a set of beliefs, attitudes, and methods
that guide researchers to form questions, generate evidence, and draw conclusions for research”
(Hockenbury,2000). Whereas in the context of sociology, the “scientific method” is an approach to data.
A collection that relies on two assumptions:

(1) knowledge about the world is obtained through observation, and

(2) the truth of knowledge is confirmed by confirmation—that is, from similar observations made by others.
“(Frante,2008)

From the above definitions of scientific method we can conclude that: The method adopted by the scientists
to know the facts and scientific truths is called scientific method. The scientific method includes the
following essential steps. The details of these steps are as follows:

1. Understanding the Problem

2. Explain the problem
3. Analyze the problem
4. Data / Information Collecting
5. Analyze Information
6. Establishing Assumptions
7. Confirmation of Assumption
8. Finding Solutions
9. Applying solutions to life situations.

Understanding the Problem:

The desire to find the truth for any scientific phenomenon is the first step that helps to solve the problem in
a scientific way. Every natural phenomenon attracts the attention of the students and they think about the
root cause and its effects on nature. The students are overwhelmed with wonder. Using the scientific
method, the teacher’s first duty is to introduce a concept in the form of a problem and encourage students
to find solutions.

Explain the problem:

Once the problem is clearly realized, it should be stated clearly so that the problem can be addressed. This
is the next stage of the scientific process. It is only after clearly articulating the problem that it is possible
to plan the methods and strategies to solve the problem. Students can find and write clear definitions using
relevant words with the help of the teacher themselves. Suitable definitions can be selected from these.

Analyze the problem:

It is the third step in the scientific process of classifying and solving the problem and its components. To
understand the real aspects of the problem, the learner should analyze the problem in parts to know the
details of each part.
Data / Information Collecting:

Designing Methods Using Availability Resources and techniques to solve this problem and to collect data
accordingly is an important step in the scientific process. Problem-related data can be collected in the
following ways.

1. Overseeing Data Collection

2. Collecting Data through Experiments
3. Collecting Data by Surveying the Literature
4. Talk to the Experts
5. Analyze Information
The analysis of the collected information creates a scientific attitude in the learners. Collecting information
can reveal the uniqueness and diversity of the problem and its dimensions. Estimates can be made only on
the basis of information analysis. In this way, irrelevant data and information can be lost. The teacher should
help the learner in analyzing the information. It can help learners to develop ranking and comparison skills.

Establishing Assumptions:

Hypothesis formulation is an important step in the scientific process. Temporal solutions are derived from
sorting the data according to their similarities and differences and analyzing different data based on
grouping. In this way, many temporary solutions to the given problem can be obtained. These are called
estimates. Not all hypotheses can solve a problem. One of them would be the proper solution to the problem.
Students may be encouraged to make assumptions based on data collected through observation or
experiments.

Confirmation of Assumption:

Assessment of the hypothesis or confirmation of the hypothesis is necessary to find the appropriate one
which is more likely to be correct. Based on the assumptions, further data collected through repeated
experiments is analyzed and the most appropriate assumption needs to be selected. Temporary solutions
may be lost due to lack of accuracy and empirical evidence.

Finding Solutions:

An assumption has to be tested in different environments and an accurate assumption is selected from the
results of tests and experiments. Selected and validated assumptions are repeatedly tested. According to its
continuation, it becomes the final solution to the problem and can be declared as a consequence.

Applying Solutions to Life Situations:

The findings should be made public. Whenever the conditions are the same, normal results can be used.
The learner can use the same or similar methods to solve the problem.

Role of the teacher:

The scientific method can be used to learn objects, understand activities, and acquire skills in decision
making and problem solving. The solution or result obtained through this method can be applied in the
living environment. To apply the solution to the solution to life, the teacher should:

▪ Arrange the necessary environment for understanding the problem.

▪ Guide the learner to collect data or information.
▪ Help in sorting and sorting the data or information in the required order.
▪ Set assumptions and test them.
▪ Help prepare a report on a test hypothesis.
▪ Describe the life situation and enable the student to use the solution to find the result.

Characteristics of a Good Teacher:

1. He should be open minded.

2. *Interest in the pursuit of true knowledge and truth
3. Objective in nature (analyze all events without bias or bias)
4. Not superstitious (free from superstition).
5. Solve problems based on evidence and in a scientific manner.
6. Opinions and results will be based on appropriate evidence only.
7. Identify the steps to develop scientific attitude in the students.

Properties of the Scientific Method:

1. Learners always try to solve their own problems.

2. The learning process is autonomous.
3. Experiencing also leads to a highly exhilarating learning experience.
4. Learning by doing increases motivation and confidence in learning.
5. The learner solves the problems in a scientific manner and also finds new correct solutions.
6. The learner acquires good skills and training in a scientific way.
7. Learners can develop their skills in collecting and analyzing data.

Limitations of Scientific Method:

• Time consuming
• Learners need to work hard for a long time.
• No facility will be available for some issues.
• If the teacher is not qualified in this method, then the whole process of teaching and learning will
be ruined.

Q2. What is a guided discussion method? Explain the structure of guard

discussion method.
Discussion is the expression and exchange of ideas, either oral or written, to achieve certain goals and
objectives. Classroom discussion is an important learning strategy because it involves participatory
citizenship, critical thinking, and the development of the classroom community. Classroom discussion
allows learners to observe, review and share knowledge on a specific topic. It also gives students a sense
of seeing from multiple angles, forming new ideas, ideas, and improving their communication and
expression skills.

“an activity in which people talk together to share information about a topic or problem or to find
possible evidence or solutions. Make the most of it in learning centers at the student center as a means
of engaging students in “active” Used as “the construction of collaborative learning and the exchange
of perspectives”.

By dialogue, we mean interactions between students and teachers who deviate from the normal structure of
classroom communication and students are not obliged to wait for the teacher’s evaluation before
responding to another student’s own answer. And where their teachers, instead of scrutinizing the student’s
response, are involved and become more communicative. An important part of classroom discussion is
dialogue, exchange of ideas and expression, and transmission of knowledge between students and teachers.
Interaction can take place in a variety of ways, from organized and planned activity to unplanned
opportunities for the exchange of ideas and opinions.

Peter explains the method of discussion:

“Communication is a great way to develop thinking skills and to learn in a higher order. Communication is
important when exploring opinions, beliefs, and points of view and encouraging learners to appreciate other
perspectives. It enhances the concept of classroom discussion in the above definition and highlights the fact
that it promotes better thinking abilities. In addition, classroom discussion serves many learning purposes
as it is not only a special classroom conversation but also a very special group dynamic. This involves
teachers and students talking back and forth at a high emotional and pedagogical level on the subject being
taught.

Larsen & Keeper explains:

“Conversation is considered a useful learning technique for developing high-level thinking skills that enable
students to interpret, analyze and manipulate information. Students express their thoughts and ideas. Only
the facts and the memorized Rather than repeating or repeating details, learners are not passive recipients
of information transmitted from the teacher during discussion. Rather, learners are active participants.
Research, in conjunction with open-ended questions, helps students reach their defendable answers.
required to organize the available information.

1. Classroom Discussion Structure:

Marilla and Swinicki explain the structure of classroom discussion. The discussion class should be a small
crowd trying to complete the assignment. In this way, the class can perform its tasks more efficiently if
each student in the group is aware of the different activities and responsibilities that he or she can do to
facilitate discussion. Everyone has their own unique style of acting in class discussions. Some students
prefer leadership, some work to keep the student group focused on the discussion, and some work to keep
the group from taking themselves too seriously. Students typically do a few different things in a discussion
group:

i. Work Tasks:
These verbs are related to the completion of a given discussion topic. Students usually behave in the
following way:

1. Informers and Commentators: Provides facts, opinions, ideas, suggestions and related information
to aid in group discussion.
2. Seeker of information and opinion: asks Or facts, opinions, ideas, suggestions and related
information to help with group discussions.
3. Starter: Suggests goals and actions to initiate action within the group.
4. Trainer: Develops plans for the future and focuses on the work to be done.
5. Summary: Gathers relevant ideas or suggestions and restates and summarizes the main point under
discussion.
6. Coordinator: Shows the relationship between different ideas by pulling them together and co-
ordinates the activities of different subgroups and members.
7. Evaluator: Identifies the source of difficulties in getting the group to function effectively and
obstacles to progress in meeting the group’s goals.
8. Energy Generator: Inspires high quality work from the group.
9. Reality Tester: Evaluates the feasibility and feasibility of ideas, reviews alternative solutions, and
applies them to real-world situations to see how they will work.
10. Critic: Compares group decisions and achievements with group standards and goals.

ii. Social Work:

These functions are related to the process of interpersonal and internal communication, interaction and
socialization. This is done in the following ways.

1. Encouraging participation: encourages everyone to participate, recognizes participation,

demonstrates acceptance and openness to the views of others, is friendly and responsive to group
members.
2. Coordinator and Conciliator: Encourages members to constructively analyze differences of
opinion, find common ground in disputes and resolve differences.
3. Stress reliever: Reduces stress and increases the enjoyment of group members by joking around,
suggesting breaks, and fun ways to group work.
4. Communication Wizard: Demonstrates good communication skills and ensures that each member
understands what the other members are saying.
5. Emotional Climate Assessors: Ask members how they feel about the way the group works and how
they feel about each other, and share their feelings about both.
6. Process Observer: Observes the process by which the group is working and uses observations to
help evaluate the group’s effectiveness.
7. Standards delineator: Indicates the group’s standards and goals so that members can be informed
about the direction of work and progress towards the goal, and open approval of the group’s
principles and procedures.
8. Active Listener: Listens and acts as an interested listener to other members, accepts the views of
others, and supports the group when disagreements arise.
9. Trust builder: Acknowledges and supports the openness of other group members, which encourages
risk-taking and encourages individuality.
10. Interpersonal problem solver: Promotes open discussion of disputes among group members to
resolve disputes and increase group cohesion.
There are different ways of creating classroom discussions where students enjoy greater freedom and
security to express themselves. These are:

1. Classroom Arrangement: The preferred arrangement of the class for the discussion group is the
chairs and tables arranged in a circle. Students do not feel comfortable sitting in rows as it takes up
a lot of space and the class looks limited. With a circle, the room will also feel less cluttered and
students are more likely to talk because they can see each other’s faces.
2. Respect Feedback: The teacher should set the rules before starting the discussion in the class. An
environment where everyone’s views are respected.
3. Dealing with Opinions: The teacher should deal with wrong answers very carefully. Students who
give wrong answers should not openly disagree in front of the class. Wrong answers can create
anxiety and fear among students. If a student gives a wrong answer or does not understand the
material, questions may be asked so that he or she can reconsider. These questions can also be
asked in groups. This process of asking questions will help him reconsider his position, help
confused other students and give his peers a chance to answer correctly.
4. Remembering the names of the students: It is important for a teacher to encourage the students
to learn each other’s names. In the first few days of class, if students have learned their names and
shared something interesting with the class, this will give them a chance to build some coherence
for further discussion in class. Teachers can play a part in helping students remember their names
by playing a game where students try to match names with personal information. Call students
when students are allowed to speak. Identifying each one by name will make the class more
efficient.
5. Grouping: Grouping is another important thing for smooth discussion. Preference is given to small
groups. In these small groups, each student can be given a small assignment. Now it is the
responsibility of everyone in the small group to share something or the other. This encourages
students who are shy or less comfortable speaking in front of large groups.
6. Student Participation: Involve students in the discussion. Some students are very open and feel
comfortable giving their opinion but some students are too shy to share their views with others.
Teacher should ask follow-up questions for encouragement to engage students.
7. Flexible Schedule: Flexible class schedule is also very important. Local, national and international
events can grab the attention of students. Take a moment to talk about these events. This will show
students that they are being valued for what they are thinking.

2. Features of the Discussion Method:

Cooper and Symonds highlight some of the features of the discussion method:

i. Experiential Learning

Students learn best when they are actively involved in the learning process. Using the discussion method,
these experiences are then observed, reflected, and analyzed after the student’s concrete, personal
experiences. This process leads to the formulation of abstract concepts and generalizations, which, in turn,
lead to discussions and tests of assumptions in future experiments.

ii. Emphasize Students

Student experiences serve as the basis for discussion. Although the teacher must have a general outline in
mind for reaching a specific goal and objective, the student’s opinion determines which direction the
discussion takes. This way students feel valued and valued.
 iii. Focus on critical thinking

The method of communication develops and enhances the critical thinking skills of the students.
Developing critical thinking skills involves considering three areas: pedagogical design, learning focus, and
teaching strategy. There are three stages of developing critical thinking in students. These include the
identification phase. Stepping focus and application phase.

Identification Steps

It involves identifying the current thoughts of the students. This can be done through a series of questions
or a diagnostic test.

Focus Phase

Once students’ current ideas are identified, students and teachers focus on the students’ initial thoughts.
This can be done through an activity or situation that challenges the initial ideas of the students. Teachers
can use “What if…” questions to stimulate students’ thinking about the results used.

Application Steps

• importance of discussion method

At this stage, students have the opportunity to practice using new material in a variety of contexts. At this
point in the critical unit, students can view videotaped speeches, critique them, and then discuss their
criticism. Strategic education is required at this level. “Strategic Teaching” draws attention to the teacher’s
role as a strategy, deciding what, when and how to teach and learn.

Use of Questions

The method of discussion encourages the use of questions. Inquiry techniques stimulate active student
participation and critical thinking skills. Various question levels such as Probe, Refrigeration, Prompt, Wait
for students’ answers, Ask process questions (“How did you get that answer?”) not only enhance students’
understanding of meaning but also promote critical thinking.

3. Types of Classroom Discussion

There are different types of discussions in the classroom that the teacher can use effectively. Qin (2000)
suggests the following types of classroom discussions:

i. Small Groups:

Small groups tend to have fewer than 20 members, making it easy for people to actively participate. They
meet as small gatherings or as breaks for larger meetings and provide many opportunities for creative,
flexible exchange of ideas and vibrant, meaningful partnerships. Small group discussions are generally
preferred over class discussions. The size will depend on the timing and the sensitivity or complexity of the
subject. In most cases, each group chooses a reporter to summarize their conversation. Haugen (1998) gives
some suggestions for small group discussions:
1. Create a safe space. Students do not participate in discussions if they fear that their point of view
will be ridiculed.
2. Small group discussions are useful when there are clear learning objectives. The teacher should
have clear objectives for the discussion and state them clearly. It is useful for teachers and students
if the goals are stated in terms of “action”. Useful goals relate to what students need to know,
understand, be able to apply, or use effectively. Memorizing a list of facts or dates is not in itself.
3. The teacher should make his own expectations of the students and talk to them. Will their
participation be evaluated? Therefore, there should be clear expectations of what is expected of
students and how they will be tested. Students also need to understand what they need to know,
how well they need to know it, and how to demonstrate what they know.
4. Avoid yes/no questions. Ask “why” or “how” questions that lead to discussion and when students
only answer briefly, ask them to explain. Also, avoid questions that have only one answer.
5. Don’t be afraid of silence. This can be a daunting task but it is important. When small group
discussions are facilitated, the teacher feels that the lack of response to a beat or two is perpetually
perpetuating. But even if the teacher asks a very interesting question or situation, it will take some
time for the students to think and answer.
6. Whenever possible, set aside space for discussion. A circle works best, especially if the group can
sit around a table. If the furniture is difficult to rearrange; Then the teacher should move around the
room, sitting among the students. Join the discussion instead of the teacher.
7. Know the names of the students and who they are. Students are more likely to engage with a group
if they are addressed by name rather than indicated. If a teacher knows the interests, important
issues, experiences, etc. of the students, it becomes much easier to think of ways to include them.
8. Positive feedback should be provided to the participants. Opinions can also be a good way for a
quiet discussion. A summary of the discussions so far helps to reinforce key points, and often
encourages further discussion.
9. types of discussion method of teaching
10. Show enthusiasm for the subject. Students may not be interested in the topic of discussion for which
the instructor shows no enthusiasm. If the teacher is interested in the subject, it will help her to
know what the students think and feel about it.
11. Teach students to participate. Many of them may have little or no experience in small group
discussions, and most of those who have experience haven’t been taught how to do it properly. The
teacher may prepare a handout for her students or assign a project that includes information about
small group communication and their preparation for the rest of the group.
12. Make it easy for students to discuss. One trick is to arrive in class early and engage the first students
in “chit chat” about the weather, recent sports events, something in the news, and so on. The goal
is to make students comfortable and talking. Let them rest on this subject for the whole day. It will
also help the teacher to understand that debate is a natural process and not cruel and inhumane
punishment, or something they have no experience with.
13. The teacher should also clarify his role as the facilitator of the discussion. If the teacher is restless,
his students will also be restless.
14. Provide opportunities for students to talk to each other in small, non-supervised groups to help them
get to know each other and make sharing easier.
15. Manage both process and materials. It is often difficult at first but with practice it becomes very
easy. Good discussion is as much about the process as it is about the material and if the teacher
focuses on one but ignores the other, he is in trouble. To a large extent, the teacher will need to take
his cues from the students. While the instructor is part of the discussion, there is an additional
responsibility to oversee it.
16. Listen, Learn and Adopt. There is no single recipe for all groups. Like individuals, groups also have
different roles and teachers need to adapt their style as much as possible. If instructors are open to
these differences, they will become part of what makes teaching an exciting challenge year after
year.
Q3. What are teaching skills? Describe the components of presentation skills.

Teaching skills:
These are abilities teachers must develop in order to be successful in the field of
education. These abilities include dispositions, emotional intelligence, classroom management,
communication, content knowledge, and knowledge of curriculum and standards
Teaching skills are the hard and soft skills that help a teacher keep students engaged. These skills can also
help teachers position themselves as an educator, earning the attention and respect of their students. Some
teaching skills come naturally to some, whereas others may require development with practice. Developing
teaching skills is only one part of becoming a good teacher. It can also be helpful to learn how to highlight
these skills on your resume and during your teaching interview.

Components of a Great Presentation:

Presentations and public speaking, however, are vital for almost every industry, both internally and for
external purposes (clients, speaking events, PR for the company, etc.). Not to worry, though, because we
have made a list of the key components of a great presentation in order to get you started on your journey
to public speaking success.

1. HAVE AN AGENDA.

A good way to begin your presentation is to start with an overview so your audience knows there’s a focused
agenda and a purpose to what they’re listening to. Once you’ve provided that outline, you’ll want to engage
your audience and hold their attention by explaining “what is” (what is the problem, idea, process, etc.) that
you want to explain or change. Then you can discuss “what could be”. This is what the outcome of your
solution could look like or how this new process can better your listeners' current experiences.

2. KEEP IT SIMPLE.

Keep your audience in mind – long, over-complicated sentences, too many statistics and numbers or even
never-ending stories can all serve to overwhelm your audience. A straightforward and focused presentation
that moves at a steady pace will keep your listeners engaged and intrigued.

A good way to keep it simple: use and stick to a 3-part list with the main points outlined in your introduction.
Reiterate the points at the beginning and end, and there’s a better chance your audience will have a strong
takeaway of the key information.
3. USE VISUALS.

Help your audience visualize what you are saying by using imagery. Images help the audience remain
engaged, whether you include pictures, graphs, charts, or animations. These visuals will only help enhance
and reinforce the main points of your presentation.

4. BE HONEST AND CONVERSATIONAL.

Many of the most powerful speakers and speeches capture the attention of their audiences because they are
passionate, firm and educated on their topic. And trust us, the audience can tell. Prior to giving a
presentation, you should, of course, feel knowledgeable and confident about the topic you are discussing,
and if possible, you should feel passionate about your topic of discussion. This can only help your audience
connect more with your presentation. Use stories, real-life examples and ask and answer questions to help
fuel this engagement.

5. FOR IN-PERSON PRESENTATIONS, MASTER NON-VERBAL BEHAVIOR.

If you are presenting at an event, in front of a client, or even for an internal company project, mastering and
utilizing non-verbal behavior can help you engage with your audience. Using calm hand gestures, smiling
and changing up your vocals here and there can help you retain attention and enhance your speaking.
Managing nervous non-verbal behavior can also help you seem more confident; try not to cross your arms,
wring your hands or put your hands in your pockets.

6. REHEARSE AND DON’T BE AFRAID TO ASK FOR HELP!

Practice, practice, practice. Nothing becomes great without first trying, sometimes failing (or failing often)
and trying again. The best way to find mistakes and fix any potential issues with your presentation is by
doing a dry-run in front of a practice audience. You’ll be able to get real feedback and it can help soothe
nerves and inspire confidence (and even excitement) for your presentation. Ask for advice from peers,
coworkers, family, friends, etc. Go to someone you view as an expert.

Although, there’s no one way to properly give a presentation or overcome public speaking anxiety, breaking
down the key pieces of speaking can be a good place to start. When prepping, take things one step at a time
and you'll become even better with every presentation you make.

Q4. Describe the purpose of teaching tools and how many types of teaching
tools are used in the classroom?

Purpose of teaching tools:

Learning is more powerful and dynamic with tools that are already right in front of you – and it’s up to
educators to impress this on students in the classroom. When you bring real things and authentic daily- life
situations into the classroom, listening becomes discovering, interest becomes wonder, and passive learning
becomes active exploration. Lessons come to life with touch, motion, and sound. Teacher resources,
insights from fellow educators, and personalized support help you teach every subject, from reading to
coding, in ways that kids really get. All of which makes those magical, a-ha moments happen much more
often. For everyone. The most powerful tools for learning are the ones students love to use.
Teachers use a variety of tools to make the process of teaching and learning simple, interesting, and
effective which makes it easier for the teacher to teach even the most difficult subject. It also makes sense
and saves time as students learn very quickly by watching rather than reading. Therefore, teachers use
teaching aids.

▪ There are many students with a tendency to forget easily. Such students can get benefits with teaching
aids.
▪ Teaching aids make the subject interesting and encourage students to learn it in depth.
▪ Teaching aids help to understand the concept easily and grasp it completely.
▪ With teaching aids, students can understand the concept by making the proper image of the topic.
▪ Teaching aids enhance the conceptual thinking of students.
▪ Teaching aids do not make the concept boring instead it creates the environment of interest and makes
it interesting to learn.
▪ With the help of teaching aids, students can learn with accuracy and even faster.
▪ It is proved that learning with visual representation stays in memory for a longer time than textual
representation. It impacts better with direct experience.

Classification of Teaching Aids:

Different list of teaching aids classified as follows:

❖ Traditional Teaching Aids: Traditional teaching aids include learning through Books, Periodicals,
Blackboard etc.
❖ Visual Teaching Aids: Visual Teaching aids include posters, model, figure, chart, graph etc. It also
includes graphics such as diagrams, cut-outs, globe, objects, cartoon, info-graphs, bulletin board,
flannel board, picture, map and others.
❖ Mechanical Teaching Aids: Mechanical teaching aids include an Audio teaching machine, tape
recorder, radio, motion picture, Projector, epidiascope, filmstrips.
❖ Audio-Visual Teaching Aids: This type of teaching aid includes video, Cassettes, Films, television,
and others.
❖ Visual Material Teaching Aids: Outline charts, organization charts, tabular charts, flow charts etc.
are also used in visual Material Teaching aids.

Types of Teaching Aids:

Following are the different types of teaching aids:

1. Visual Aids:
Teaching aids which include learning through visual representation is called visual aids. Visual aids are the
kind of material that we can see with our eyes. It is the most important teaching aid that teachers always
use in their teaching-learning process everyday like book, blackboard, chalk, duster, indicator, picture, map,
graphs, charts, posters, bulletin boards, museums, projectors and also important visual aids.
❖ Ground substance: The ground substance is the substance that the student can see and touch. The
student inspects and examines by touching and observing matter, which develops the students’ senses,
as well as the development of his thinking, understanding and observing power.
❖ Model: When the actual substance cannot be brought into the classroom or its size is so large or it is
not available then teachers prepare its sample or model which is shown in the classroom so that the
student can easily be explained.
❖ Image: Pictures affect students very much. Students are lost in reality by seeing pictures, so teachers
also present any story or science or any other subject related picture to the students so that they can be
shown and explained. The things taught through the picture can be remembered by the students for a
long time, as well as the pictures can be easily shown in the classroom.
❖ Map: We use the map only when we have to teach the students about historical events and geographical
elements or places. While using the map, teachers should take care of some points such as names, titles,
directions and signs etc. should be written on it.
❖ Sketch: We need a drawing only when we do not have any real substance or model or map. In such
conditions, we show students by drawing a drawing or sketch on a blackboard or on a whiteboard, like
making a map of India, showing any state etc.
❖ Graph: A teacher uses graphs only when he has to show any increasing or decreasing pattern. A graph
is used in many subjects such as geography, history, mathematics, science, or also to explain climate.
And graphs are used to give information about population etc. as well. Also, the graph is most
commonly used in teaching mathematics and science.
❖ Chart: The chart is used in Hindi, English, Geography, History, Economics, Civics, Mathematics and
Science. For example, to show various forms of nouns in grammar in English or Hindi.
❖ Bulletin board: A bulletin board is a board where students display pictures, villages, figures, articles
or essential information in relation to the country’s political, economic and social problems. Bulletin
boards continuously increase the knowledge of the students.
❖ Museum: The museum is also an important tool of education to increase the knowledge of the students
in which all the objects are kept in one place, making the text more interesting and alive with these
objects. The museum collects items that are very helpful in subjects like geography, history,
mathematics, science.
❖ Projector: Projectors play the most important role among the most used tools in the modern education
system. Teaching-learning is made more simple and interesting through projectors. Through the
projector, the students get a different kind of enjoyment and memory, development of observational
power, curiosity etc.
❖ Slides and Films: Slides and film are used as teaching aids and a projector is used for this. Slides of
pictures or film strips can be shown by the projector in a sequence to give students knowledge.
❖ Globe: With the help of the globe, children are shown the boundaries of continent, ocean, river,
mountain. In the topic of geography, the globe is used for the most part, to tell students about the shape
of the earth, northern and southern hemisphere, latitude and longitude lines.

2. Audio Aids
This teaching aid targets to enhance the listening and communication skills of the students. There are some
students in every classroom who are auditory learners, such students can get benefit with audio aids. Audio
aids are included in audio content such as gramophone, radio, telephone, teleconferencing, and tape
recorders in which students develop their mental powers and hearing powers by listening to contents.

❖ Radio: Through radio, children are informed about the latest happenings and information. Teaching
programs related to different subjects of different classes are narrated on the radio which develops the
ability of the students’ learning, listening, understanding and remembering as well.
❖ Tape Recorder: Tape-recorder is a popular tool in the education world. With the help of a tape
recorder, students can enjoy and learn through speeches of great leaders and poems of famous writers,
 their stories and the music of famous artists. It helps to correct all errors and thoughts related to students’
speed of speech.
❖ Teleconferencing: With the help of teleconferencing, students can be informed. Teleconferencing is a
medium through which many schools can be linked together. Different teachers and different children
can gain important information by talking through teleconferencing.

3. Audio-Visual Aids:
Technology has developed and enhanced the experience of students with the addition of Audio-Visual
educational aids.

❖ Films: There are many advantages of movies or cinema in the field of education. The knowledge gained
by it is more useful than other mediums because students can learn well by watching and listening. By
showing movies, documentaries, and films, children can be easily given knowledge of different
countries, places and events.
❖ Television: All the benefits from cinema or film can also be derived from television, but its scope is
much wider than cinema. In today’s modern era, television broadcasts many types of educational
programs in addition to entertainment programs to increase the knowledge of children. It is also used
by universities like IGNOU and UGC to broadcast various types of educational programs with the help
of satellites so that the students can learn.
❖ Computer: The use of computers is one of the most used tools in the modern education system. With
the help of this electronic device, the education world has got a golden opportunity of learning. The use
of computers can be seen not only in the education world but also in different areas of their life.
❖ With the help of different types of teaching aids, the teacher makes teaching and learning interesting
and attractive. It helps students in their mental development. With its help, the teacher saves time in
explaining any topic. So, teaching aids are important tools in the education system.

Q5. Write down the advantages and disadvantages of using multimedia?

Multimedia Advantages and Disadvantages:

Multimedia is a term that includes text, audio, and visual content. It is often used to refer to an interactive
presentation that uses all three components together. With the increasing popularity of social media and
media consumption sites such as YouTube, Netflix and other streaming services, the world of content has
expanded. Moreover, multimedia is a powerful tool that changes the way people interact with the world.
However, it has both positive and negative impacts on society. On one hand, multimedia is capable of
connecting people through technology in a way that makes it easier to share experiences and ideas. On the
other hand, there are many downsides to using multimedia including addiction and anxiety, social isolation,
and loss of attention spans. In this article, we will discuss more advantages and disadvantages of Multimedia
and other related aspects.

Advantages of Multimedia:

Multimedia has many advantages, some of which are listed below. One advantage is that it offers a way to
spread your message or record your memories in a more engaging way than ever before. Another advantage
is that it can help engage customers who might not be interested in reading a traditional brochure or flyer.
It also helps make the brand more personal through social media marketing. Other advantages of
multimedia are as follows:

1. Very effective for learning – Multimedia is a very effective way to learn. It helps students retain the
information they have learned. Media can also be used to create visuals for learning tools such as
PowerPoint presentations, websites, and blogs.
2. More appealing over traditional work – The use of multimedia is so powerful and versatile that it
can be very effective in educating a group, company or individual. While traditional lectures have a
limited time span, multimedia can have an unlimited time frame. This is why many companies invest
in promoting video training to keep the attention of their employees for long periods of time.
3. Improves personal Communication – Multimedia is a powerful tool that enhances personal
communication. It allows for better storytelling and gives people more control over the story. Creating
multimedia content is a great way to engage with your audience and tell your story in a way they can
relate to.
4. Saves time and costs – It is important to note that multimedia learning engages more senses than other
forms of training. It is ideal for people with busy lives because they can access the information on their
own time rather than having to take a class. This reduces the costs that would typically be associated
with traditional training methods.
5. Multimedia can be a great way to reach out to your audience – They allow you to provide high
quality information while reaching different demographics and making it much easier for people to
share your content online. The Internet is an incredibly important market, and with the multimedia trend
continuing to grow, it is wise to invest or incorporate this into every business.
6. Multimedia compliments user interface – Multimedia includes text, audio, or visual elements that
communicate information to the user. These can include images, videos, games, and animations. They
can be embedded in a website or blog post or provided as standalone items. It is important for users to
have multimedia available to them because they allow them to engage with their content in a more
impactful way by providing a bridge between their thoughts and the rest of the Internet.
7. Multimedia is Multi Sensorial – Multimedia can take advantage of different senses, such as sight,
sound, touch and even smell (4D-cinemas etc). Targeting these senses together can increase appeal to
any audience.
8. Integrated and Interactive – Multimedia can be integrated into existing marketing activities to create
a more interactive, engaging process. This helps the customer feel more a part of the process and builds
stronger relationships between company and consumer. For example, content might be shared on
YouTube while promoting a product on Instagram or Facebook.
9. Highly flexible – Multimedia allows for flexibility in business plans. With multimedia, you can
communicate with your audience in a way that is meant to be understood regardless of the location. It
provides a wide range of opportunities for planning and marketing.

Disadvantages of Multimedia:

Multimedia presents a host of challenges – from limited storage space to the time needed to produce
multimedia content, hence, this technology might not be for everyone. Other disadvantages of multimedia
are as follows:

1. Information overload – One of the biggest problems with multimedia is information overload. The
more time a person spends on the internet, the more likely they are to feel overwhelmed by all the
information available. Additionally, research has shown that people are less productive when using
multiple media at a time.
2. Misuse of Multimedia – Multimedia can be a useful tool in education, marketing, and many other
aspects of life. However, there are several disadvantages to the use of multimedia. For example, it is
distracting because many people like to watch videos while they are doing anything else, such as
working or driving. This distracts people from what they should be focusing on. Multimedia also
consumes a lot of time and resources that could be used for other activities.
3. Limited interaction – The disadvantage of multimedia is that it’s hard for users to interact with their
content. People have limited ways in which they can engage with the text, images and sounds on a
website. It doesn’t give them the same experience that they would get from visiting a physical store.
4. Consumes a lot of time – Multimedia is a resource that can be used to create many different types of
content. However, there are some drawbacks to using this technology. One major downside is that
multimedia consumes a lot of time. People may spend hours on their phone or computer while they
could have been doing other things like exercising or spending time with friends and family.
5. Dependent on marketing – Multimedia can be a great tool, but it does come with some disadvantages.
Multimedia is typically expensive because of the resources required for development. When new
multimedia platforms are released, most people buy into them because of the marketing that’s done. In
cases where the marketing fails, multimedia becomes essentially useless.
6. Resource intensive – Multimedia is a resource intensive format. As a medium, it takes up space on
your computer and can consume a lot of power. This adds to the overall cost for multimedia. It’s also
difficult to give multimedia content the proper attention that it deserves when it’s being consumed
across multiple devices and platforms
7. Requires huge investments – Multimedia requires a significant investment. You will need to hire
artists, singers, videographers, and other individuals with unique talents