imrogBs

1 '

LIST OP APEEHD] MX:

APPENDIX

A* Self Iratructional Mlcroteaohing Course

for In-Service Mathematics Teachers :
Teacher's land-hook

B. Bharwad Mathematics Instructional

Competence Scale - Draft

C. Dharwad Mathematics Instructional

Competence Scale - Pinal

D. Pool of Reaotion Statements to the SIMC

E. Reactions of Participant Teachers to

the SIMC - A Rating Scale

P. Practice Teaohing Performance Scale

G. ' Participant Teachers with Their

Qualifications, Experience and School
 KARNATAK UNIVERSITY DHARWAD

Dr. G M PATTED
Reader,
Department of P G Studies in Education
Dharwad

Dear Mathematics Teacher,

I write to s»tate that Shri Bailken K N is working on the problem “Effectiveness

of Remedial Microteaching Couise in Improving Secondary School Mathematics
Instruction” for Ph D degree in education under my supervision

In this connection he has developed “A self Instructional Micro teaching Course5

for the use of inserviee mathematics teachers with particular refeienee to the instructional
skills 1) Skill of asking probing questions, and u) Skill of concretizing abstract ideas
with examples

May I request you to extend your full co-operation to Shi 1 Bailkeri K N in his
research endeavour by participating m the self mstiuctional micro teaching couise sincerely

I am sure that your participation in this novel educational experiment would

result in the improvement of your professional competence

Thanking you

Yours Sincerely
(Sd)
(Dr G M Patted)
 CONTENTS

Page
INTRODUCTION 1

CHAPTER-ONE INDUCTION SESSION

Component Skill Approach 7

Teaching Skills 7
The Micro lesson Practising Skills 4
Summary ' 4
Questions and Answers about the Self Instructional Micro teaching Couise 7

CHAPTER-TWO STUDY SESSION-ONE

The Skill Of Asking Probing Questions

Nature of the Skill of Asking Probing Questions 9
Prompting Skill 10
Skill of Seeking Furthei Clarification lb
Skill of Using Refocusing Questions 70
Skill of Using Questions to Increase Critical Awareness 23
Probing Skulls Compared 26

CHAPTER-THREE PRACTICE SESSION - One & Two

Skill of Asking Probing Question

General Instructions 31
Practice Session One - Using Skill of Prompting
Specific Instruction for Preparing Micro lesson - One 33
Model Lessons 35
Planning Supplement 39
Lesson Plan Form 40
Practical Programme 41
Teacher Self Evaluation Form - 1 42
Teacher Self Evaluation Form - 2 43
Practice Session : Two - Using the Skill of Probing
Specific Instructions for Preparing Micro lesson - Two 45
Model Lessons 47
Planning Supplement 54
Lesson Plan Form 57
Practical Programme 58
Teacher Self Evaluation Form - 2 (a) 59
Teacher Self Evaluation Form - 2 (b) 62
CHAPTER-FOUR STUDY SESSION-TWO

The Skill of Concretizing Abstract Idea with Examples

Nature of the Skill 65
Skill of Using Simple, Interesting and relevant Examples 66
Skill of Using Focusing Questions for abstraction 71
Skill of Using Vaned Examples for generalization after making abstraction72
Failure to Use Concretizing Skill 79

CHAPTER - FIVE PRACTICE SESSION - THREE

Using Concretizing Skill

Specific Instructions for Preparing Micro lesson ~ Three 81
Model Lessons 83
Planning Supplement 87
Lesson Plan Form 90
Practical Programme 92
Teacher Self Evaluation Form - 3 (a) 93
Teacher Self Evaluation Form - 3 (b) 96

BIBLIOGRAPHY 99
 INTRODUCTION
Dear fellow teachers,
You are all trained and experienced mathematics teachers It is a fact that no teacher is
perfect in teaching Ma^tematics in all respects On many occasions, many of you have expressed
the need of m-sennce training programme for the improvement of mathematics teaching Many
in-service training programmes are organised by the Government and Private Agencies mainly to
improve subject matter competency and administrative efficiencies But very few in-service tiaimng
programmes are organised with a view to improve the teaching competence of mathematics teachers
So keeping this m view an attempt is made to provide m- service training programme foi mathematics
teachers to improve their teaching competence
Tn planning the training programme, the analytic approach «k followed
The complex teaching task can be analysed into limited, but well defined components called
“teaching skills” that can be taught, practised, evaluated, predicted, contiolled and understood
This is the analytic approach on which this new Microteaching technique is based
Based on (a) review of related literature, (b) dialogue with teacher educators and
research scholars in the field and (c) peisonal experience, the following "teaching skills”
considered essential foi successful teaching of Mathematics.*
1) Skill of explaining
2) Skill of askmg initial questions
3) Skill of askmg probing questions
4) Skill of fluency in questioning
5) Skill of concretising abstract ideas with examples
6) Skill of using black board
On the basis of the above mentioned teaching skills, “Dhai wad Mathematics Instructional
Competence Scale” was prepared Validity and reliability of the scale were found with the help of
teacher educators of our College and the scale is found^quite rebable and valid

More than 70 lessons of 50 trained and in-service mathematics teachers working in Secondary
Schools m Uttar Kannada District were observed and assessed using the ‘Dharwad Mathematics
Instructional Competence Scale’ with a view to diagnose their weaknesses m specific teaching skills
As a result of this, it was found that majority of mathematics teacheis are weak in the
following two skills of teachmg Mathematics
1) Skill of asking probing questions
2) Skill of concretising abstract ideas with examples
To strengthen these two skills and there by improve their teaching competence this “Remedial
Microteaching Course” is ae^wtalfa.
I am sure that you are all interested in the improvement of your mathematics teaching
competence and will undergo this course very sincerely and make this research endeavour veiy
successful.

BAILKERI KRISHNA NARASINHA

Research Scholar
Department of Education,
Kainatak University
Dharwad
CHAPTER I

INDUCTION SESSION
OBJECTIVE To provide information about the course
The purpose of the Induction Session is to
(a) Explain
i) the general principles underlying the course
11) the detailed programme to be followed
(b) Provide opportunity lor
1) raising any question or problems you my wish to discuss
u) meeting other participants and course orgamseis
The purpose of this “Self Instructional Microteaching Course” is to help the
mathematics teachers to improve skill of probing questioning and skill of concretising
abstract ideas with examples
Generally two things are observed in the teaching of Mathematics
Firstly, teachers use deductive & synthetic methods in teaching mathematics
concepts, laws, principles and geometrical theorems and they are in a hurry to cover the
syllabus It will lead to lack of understanding of the concepts and helps rote memory
Secondly, mathematics teachers use initial questiomng for a larger part of their
oral work with children but many times will not use skill of probing when they fail to get
correct response Instead of using probing questions to correct the mconect iespouses,
teachers use the skill of reduecting the questions until they get cnteiian response So this
faulty technique of questioning will not help the below normal children to understand
mathematical concepts and subsequently it leads to a loss of motivation to learn mathe­
matics among backward students
The basic weaknesses found in mathematics teaching are as follow^
(i) Many simple and concrete examples are not used to clarify the abstmct
concepts
(u) Generalization of general mles & foimulaa not done with many relevent
examples (Inductive approach)
(111) Many related examples are not elicited from pupils aftei arriving to conclusion
(iv) Many divergent and graded examples are not used to apply the geneial mle &
formula to study it m broader perspective
(v) Questions are limited to few pupils who aie intelligent
(vi) Skill of redirection is used when answers to initial questions aie wrong or
inadequate
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(vu) Insufficient time is given for pupils to reflect on answers

(vui) Impatience is demonstrated when answers are wrong or partially correct

These and other faulty teaching styles are examined and corrected m this course
The procedures designed to improve the two skills (skill of concretising abstract ideas with
examples and skill of piobing questioning) are explained in the instructional sequences and
will be rehearsed by you m the microteaching sessions

During most of this Microteaching course, the teacher is actively involved in

learning new skills through practice and can have self-evaluation m two ways

i) By immediate feed back provided by a audiotape recording of his own

teaching, and

11) By immediate feed back provided by his Colleague who observes the lessons
using evaluation performs

COMPONENT SKILLS APPROACH

The major assumptions underlying this approach arc

1 Skills considered useful for effective teaching of Mathematics can be defined and
isolated in terms of oveit behaviour

2 There are certain basic teaching skills of Mathematics that can be used by every teacher
in a variety of situations

3 If the training objectives of a couise are set down precisely in terms of skills, the task
of teacher training is clenfied and results can be reliably evaluated

According to Me Donald ( 6• ) the essential requirements for developing a

skill are
i) Specifying the skill precisely
u) Providing practice under carefully structured conditions and
m) Providing prompt and specific feed back

TEACHING SKILLS

Each sequence begins with the study of related teaching skills, followed by
observation of instructional model which have two essential functions
l) To identify teaching skills by carefully defining and illustrating therq,
u) To demonstrate a teacher’s use of the skills within the context of a model lesson

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 180

Each skill is first defined m terms of overt behaviour, then illustrated by a number
of teacher pupil interaction*! These skills help the viewer to focus his attention on the
specific behaviour patterns that characterize the skills
It is important to note that the model lessons are not to be regarded as model
class room lessons, but as Micro lessons designed to demonstrate the skills as clearly as
possible, so that you can identify them and observe the context m which they occur
Focusing the viewer’s attention on specific skills and giving immediate feed back
are both important m the development of a skill ana have support m lesearch literature/
(Johnson 1968, Fuller & Monmng 1973)

THE MICRO - LESSON PRACTISING SKILLS

One fault of many teacher training courses is that they do not provide opportuni­
ties for the practice of the skills modelled In the normal class-room oppoituruties for
practice are limited by the fact that pupils aie to be taught, not practised on, that practice
must take place within a larger block of time and be incorporated in to the flow of the
lesson, and that opportunities for immediate feed back are few

In the “Self Instructional Microteaching Course,” we have specified the conditions

under which you will practice your skills in order to maximise youi chance of success As
you carry out the micro lessons, you will find detailed instructions, regarding the kinds of
pupils to select, types of questions to be asked, kinds of aids to be used etc In addition
self evaluation forms are provided to enable you to interpret your perfoimance objectively

FEED - BACK

Feed back is usually defined as information to the learner about his performance
Research on learning shows that focused feed back is a prime factor m learning skills(Fuller
& Manning 1973) In the Micro teaching course, the mam form of feed back is “focused
self evaluation” through the use of audio tape play back, self evaluation guides and collea­
gue’s observations aftei each Microlessonl

SUMMARY

The basic unit of this Micro teaching corn se is the instructional sequence, each of
which consists of a cycle with five learning activities & distributed as shown in fig 1 p $
A summary of how these five steps are achieved is given in fig 2

The microteaching situation (l e small groups and brief lessons) provides optimal
conditions for teaching success Feed back is immediate and structured through the use of
lhe objective self-rating forms

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 181

The effectiveness of the course is further increased by its systematic tieatments of

small clusters of teaching skills and their classioom consequences Teacher tebaviour and
pupil’s reactions are analysed in a cause effect relationship This emphasis is critical to
both the acquisition and retention of a skill
Conditions have been set for practising teaching skills and analysing teaching
behaviour, but success in the microteaching is obviously not enough, what will class loom
results be? Research work done by Borg at>al (1970) and Dr Elizabeth Perrott (1973)
show that skills learned in the microteaching setting transfer to the normal classioom
By the end of the Induction Session, you should aim at,
i) Understand the basic principles underlying the course
n) Be familiar with the detailed requirements of the programme
m) Require ideas about topics for your microlessons

STUDY SKILLS

Figure - 1
INSTRUCTIONAL MODEL OF
THE SELF INSTRUCTIONAL MICROTEACHING COURSE
INSTRUCTIONAL SEQUENCE

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 182

Read Teacher’s Hand-Book about the related

Study.Skills
teaching skills and given models
1

Observe the Model Micro-lessons given by

Observe Skills the Supervisor in which he uses the ^kills

(a) Prepare a Micro-lesson, keeping m view

Practise Skills the guide lines given for the Preparation
of Micro-lesson m the Hand Book
(b) Conduct a Micro-lesson to apply skills

(1) Evaluate the use of ^kills by the feed

back of the Colleague
Evaluate use of Skills (2) Evaluate use of skills by means of Self,
evaluation guides m the Teachers Hand
Book

(a) Re-plan and re-teach a Micro-lesson

Refine Skills
(b) Evaluate the use of jJkills in le-teach
1
Figure 2
STEPS IN THE INSTRUCTIONAL MODEL OF A SELF-INSTRUCTIONAL
MICROTEACHING COURSE

6
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 183

QUESTIONS AND ANSWERS ABOUT THE SELF-INSTRUCTIONAL

MICROTEACHING COURSE

Question I. What is a “Self-Instructional Microteaching Course

Ans *• It is a short course designed to teach specific teaching skills using the microteaching
technique and the audio tape recorder The instructional model emphasizes

(1) Study
(2) Observation
(3) Teaehmgpractice <*&*•« * °p -dic-4 o
(tO Self analysis of audio taped lesson and ftnrthmr analysis ta? your colleague
(5) Further practice and analysis ^

Question 2- Why does your course require teachers prepare and teach shoi t lessons of
around ten minutes when typical class room lessons are much longer ’

Ans ' We want the teacher to piactise the skill he is learning in a simpler situation thaa
that found m the regular class room Since the teacher must piactise only one skill
m a given microteaching lesson these skills can usually be mcotpoiated into short
lessons

Question 3 Why do teachers m your course practise their lessons with only five or six
pupils instead of an entire class ?
Ans • Again, because we want the teacher to learn the specific skill UDdei a simpler set of
situations than those found in ihe regular classrooms In evaluating our course,
we measure the teacher’s behaviour before and after taking the course These
measures are made with the teachei’s entire class and not m the micro teaching
situation Researches have revealed that teachers who have learned a skill in ihc
microteaching situation can use this skill in the class room m his regulai teaching
\

Question 4 Most m-service courses concerned with teaching skills involve the use of a
trained supervisor to give the teachers advice on their teaching Why doss
not this course include a trained supervisor
Ans • It is our objective to build remedial microteaching courses that can be osed m any
school where there are two mathematics teachers willing to lmprove^Tfrathematics
instructional competence In this course the two teachers of the same school
practice the skills and at the same time mutually supervise the lessons opother
teacher Practice - observation - criticism go hand in hand and it will help to
improve the skills very effectively Secondly there will not be trained supervisor
m every school So the use of trained supervisor would limit the course to those
areas where trained supervisors are available

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Question 5 isn’t the course really a short cut approach to teacher training 9

Ans • No doubt, it is a short course of one month The teachers who are undergoing
this course are already trained (BEd graduates) and working in Secondary Schools
Tiained and experienced teachers need only short term courses to strengthen the
weak skills with’rhimmum time and|expenditure wiiVv -m

Question 6 What is the purpose of model lessons 9

Ans ' The model lessons aie designed to illustrate specific teaching skills within the
content of 10 minutes lessons Model lessons are used only for training They are
structured so that the particulai skills illustrated appear more frequently than they
would in class room teaching

Question 7. Experienced teacher! already know most of the skills taught m this course
Is the course of any value to such teachers ’

Ans Most of the experienced and named teachers have heard of the skills and techniques
covered m this course But they did not get opportunities to practice them in
isolation It is found by oui objective observation that majority of the teacher8
are weak m these two skills Therefore it is hoped that the piactice of these two
important major skills in special conditions will be veiy much significant m improv­
ing mathematics instruction

Question 8 How effective aie such courses in helping teachers develop class loom skills 9

Ans Many research findings indicate that the couises of this tyoe bring about laige and
significant changes in teacher’s use of specific skills Further more, evidence to date
indicates that the impiovements brought about by such courses become a permanent
part of the teacher’s repertoire

Question 9 Why is the audio tape recorder necessary for the Micro teaching couise 9
Wouldn t a feed back from the observer woric just as well 9

Ans * Yes, m some cases audio feed back can be just as effective as observer’s feed back
However there is ample evidence to show that the combinations of feed backs from
an observer and audiotape will be more effective than the single feed back Secondly
the use of audio tape recorder increases teacher's interest in the course as they hear
their performance by replaying the audiotape and get an opportunity to judge their
performance for themselves

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CHAPTER n

THE SKILL OF ASKIMG PROBING QUESTIONS

STUDY SESSION (INSTRUCTIONAL SEQUENCE) ONE

OBJECTIVES OF PROBING SKILLS

1 To help pupils to acquire, organize and evaluate the learnt material.,
2 To develop confidence among below normal pupil^.
3 To develop cleat understanding of the concept^
4 To develop power of critical awareness about their responses among pupils^,
5 To help the pupils to relate the learnt concept in a wider perspective

INTRODUCTION
Of all the skills the teacher uses in the class rooms, the skill of asking^jirobing
questions is the most complex and possibly one of the most under~used and undervalued
There is a great deal of evidence to suggest that mathematics teachers do not make enough
use of the technique Our observation of mathematics lessons of more than 50 trained and
experienced teachers of Secondary Schools has revealed that majority of mathematics
teachers are weak in using probing skills However, it is claimed that mathematics
teachers who become skilled in the use of probing questions are not only able to raise the
level of pupil achievement, but also create a more effective social and learning envionment
in the class rooms

NATURE OF SKILL OF ASKING PROBING QUESTIONS

You are all aware that when you put a question m the class you get various types
of responses from the pupils The responses may be as follows
(i) No response or I don’t know response^
(u) Incorrect responses
(in) Partially coirect responses or weak response^.,
(iv) Completely correct responses

HOW TO HANDLE SUCH RESPONSES OF THE PUPILS *

In case of all such situations except completely correct responses, you will have to
lead the pupils to the coirect response without resorting to punishment, if you want to be
an effective teacher So you will have to go deep or probe into the pupil lesponses by
asking a number of questions about what they know already and to lead them to the
correct response Even if the rfi^onse is correct you may help the pupils to view it from a

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broader perspective by asking a series of questions about the correct response Such
techniques that deal with the pupil responses to your initial question are known as the skill
of asking probing questions So tne skill of asking probing questions is a class room
behaviour of the teacher which involves going deep into a pupil’s lesponse by asking a
senes of subsequent questions addiessed to one pupil and this skill aims at developing his
initial response into a moi e adequate (cnterian) response
The skill of asking probing questions has four components or this skill of asking
probing questions can be sub-divided into four minor skills They are-

(1) Prompting skill

(u) Skill of seeking fuither information 01 claufication
(m) Skill of refocusing
(iv) Skill of incieasing critical awareness
Let us study each minor skill m detail with examples

i) PROMPTING SKILL
Prompting skill is the component of probing skill used when the pupil gives

(I) an I don’t know response or no response

(II) a very weak response
(ui) a completely incoirect response
(iv) a partially conect response

Let us begin with the situation in which a pupil fails to respond or gives an
“1 don’t know” response After such response, you might well lephrase the question in
order to examine the possibility that the question was either ambiguous or too vague
For example the question ‘What do you think about Life Insurance 9” is much
more ambiguous than the same question phrased “What are the advantages of |i|e
Insurance 9” Similarly, you are likely to receive a better response from “What are the
factors to be kept m mind m writing a cheque than from “How do you write a
cheque 9” In fact, a precise question often contains prompts to help the pupil organise
his response If you feel that your initial question is veiy clear and free from ambiguity,
then begin prompting Prompting strategy is based on a senes of questions (actually hints)
that help the pupil develop his answer Frequently you can begin by refenng to material
that he does know For example “What is the difference between parallelogram and
trapezium 9 followed by “What are the properties of parallelogram 9’’ Conceivably you
might have to return to an even simpler level with aids until you find some related matenal
from which you can begin the piompting sequence Often the questions may contain direct
hints For example Observe^the pair of opposite sides of a parallelogram and a tiapezium
and find the difference Some times a single piompt will be sufficient to guide the pupil to
a better answer More commonly, it is necessaiy for the reachei to use a senes of prompts
which lead the pupil step by step to answer the ongmal question Teaehei prompts may

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be in the form of intermediate questions, clues or hints that give the pupil the information
he needs to arrive at better answer The essential characteristics of prompting are as
follows
i) The teacher asks a question *
11) The pupil gives an “I don’t know'response or no response or wrong response
m) The teacher gives the same pupil a hint or asks a question designed to lead
him to a better answer to the initial question
iv) The teacher may use a series of prompts to guide the pupil to a better answer
to the initial question
v) Prompts are directed to the same pupil who was asked the initial question or
to the pupil who responded last if the question has been redirected

If the initial response is partially correct, fiist reinforce the correct part by telling
the pupil t^hat was right, then begin by modifying the incorrect part The exect
questions^used in a prompting sequence cannot be specified in advance since each
depends on the pupils previous response However, as you are an experienced teacher
and here you are dealing with below normal students, you can imagine the possible
incorrect or partially correct responses to your initial question and on the basis
of this you can prepare prompting sequence m advance But you may have to change it
accoiding to the responses of the pupil in the classroom

You should always have in mind the criterion response Equally important you
should praise the final answer as much as if the pupil gave it at the beginning

TO SUM UP, KEEP THE FOLLOWING POINrS IN VIEW ABOUT THE

SKILL OF USING PROMPTING QUESTIONS

1) MEANING OF PROMPTING SKILL

Prompting is a teaching strategy where in teacher uses senes of questions (actually
hints) to help the pupil to develop his response to the initial question

2) WHEN TO USE PROMPTING QUESTIONS

When teacher receives no response or incorrect response or partially correct
response to his initial question then prompting question may be used.

3) PURPOSE OF USING PROMPTING QUESTIONS

i) To help the pupil to arrive at cntenon response

n) To help the pupil to understand the idea through logical links with pievio-
usly learnt material
in) To help the pupil to realize his mistake in his response

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 ► v V

xv) To help the pupil to correct his incorrect response for himself

SOME EXAMPLES OF USING SKILL OF PROMPTING

Example-1

Topic-Rectangle Class VII

ORGANIZATIONAL FOCUS - Circumference of a rectangle

Teacher What is the formula for the circumference of a rectangle 7
(Criterion response - Circumference of a rectangle - 2 (1+b))

Arun -1 don’t know

Teacher - Well, what does the word “circumference” mean f

Aran - Sum of all the sides of the rectangle

Teacher - How many sides are there m a rectangle ’

Aran - Four sides

Teacher - (Showing a model of a rectangle) show the length and bieadth of the lectangle
Arun - Shows length and breadth if the rectangle

Teacher - How are the lengths7

Aran - Equal
Teacher - How are the breadths f
Aran - Equal

Teacher - How will you find the circumference of the rectangle “>
Aran - By finding the sum of all the sides
Teacher - What is the symbol of length and breadth t
Aran - 1-for length and b-for breadth
Teacher - Write the circumference using the symbols
Aran -21-f2b
Teacher - Simplify it
Aran -2(l+b)
Teacher - So what is the formula to find the circumference of a rectangle ?
Aran - =2 (1+b)

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 ISj
Example-2 Class VIII

Topic-Least gommon multiply (L C M )

ORGANIZING FOCUS - Finding L C M ofa^tandxV

Teacher - What is lhe L C M of a x and x a Ashok

4 3
( Criterion response L C M = a x )
Ashok - ( Silence )
Teacher - What do you mean by L C M 9
Ashok - L C M means Least Common Multiple which can be divided by the given
terms without leaving a remainder
Teacher - Yes, here how many algebnc expressions are there 9
Ashok -Two
Teacher - What are they 9
3 2 3 4
Ashok - a x and x a
3 4
Teacher - What is the Least Common Multiple of a and a 9
4
Ashok - a
2 3
Teacher - What is the Least Common Multiple of x and x 9
3
Ashok - x
Teacher - Good Then find the L C M of a3 x2 and x3 a4
Ashok -a4x3 is the L C M of the given two expressions
Teacher - Very Good
(Observe that prompting questions are asked to the same pupil untill the criterion
response is reached Do not redirect the prompting questions )
Example-3 Class IX
Topic-Cyclic Quadrilateral
ORGANIZING FOCUS - If a side of a cyclic quadrilateral is produced, the extenor angle
so formed is equal to the interior opposite angle
( Teacher draws the diagram on B B )
Teacher In the diagram given here
(Calculate L BCE Neera
(Cntenon response L BCE m 80°)

E
 19

Meera - (No response)

Teacher - All right, what type of quadrilateral is ABCD 9
Meera - (Silence)
Teacher - Where are the vertices A, B, C and D of the quadrilateral 9
Meera - They are on the circumference of a circle
Teacher - What do you call a quadrilateral whose vertices are on the circumference of a
circle 9
Meera - Cycltc quadnlate ral
Teacher - Yes, then what type of quadrilateral is ABCD 9
Meera - ABCD is a cyclic quadrilateral

Teacher - In a cyclic quadrilateral what is the sum of the opposite angles 9

Meera - In a cyclic quadulateral sum of the opposite angles is equal to 180°

Teacher - Yes, so what is the sum of Z.A and L BCD 9

Meera - LA+LBCD = 180°
Teacher - Therefore wnat is the value of LBCD ’
Meera -LBCD. l80°-tA°
180°- 80f= 100°

Teacher - Yes, How is the LBCE formed ’

Meera - By extending side BC to E
Teacher - That^do you call this LBC^’
Meera - Extenorangle

Teacher - What is the relationship between exterior angle LBCE and interior angle LBCD ’
Meera - They are supplementary
Teacher - Yes, So what is the value of LBCE ’
Meera - LBCE-480°-LBCD
- 180°-100°
- 80°
Teacher - Yes

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Example - 4 Class VIII

Topic-Binary Number System

ORGANIZING FOCUS - Addition of binary numbers^

Teacher - Find the addition of

101 and JII^ Radha
(Criterion response - 1100 )
(2) )
Radha -1 dont know
Teacher - All right, what is the number system followed m writing these numbers ’

Radha - These aie binary^ system numbers

Teacher - Read them
Radha - One, Zero-one base two and
one, one, one, base two

Teacher
Radha -- Yes,
O andwhat
I are the numbers used m the Binary system p
Teacher - While adding, how will you write the numerals of the numbeis ’

Radha - Numerals of the numbers are written one below the other according to their
cojumn
Teacher - Write them accordingly
Radha - 101
+ 111

Teacher - Add the numerals of the first place

Radha -1 + 1_2
Teacher - How do you write 2 in Binary ?
Radha - 2.10 ^

Teacher - What is to be written m the first column of the total ’

Radha - 0
Teacher - What is earned to the second column ’
Radha - 1
Teacher - Add the second column
Radha - Addition of second column is 2

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Teacher - Convert it into binary and write the second place m the total

Radha - 0
Teacher - Now what are the numerals m the third column ’ Add them
Radha - 1 +■ 1 and 1™ 3
Teacher - Convert it into binary
Radha - 3« 1 1^

Teacher - So what is the addition ’

Radha - 101
+
111

2) SKILL OF SEEKING FURTHER INFORMATION OR CLA RIFICA HON

In some instances a pupil may give a response which is poorly organized lacking
in detail or incomplete Here you face a situation in which the pupil is not wiong, but in
which his answer still does not match the response you seek Under the circumstances
you can use the probing skill of seeking clarification Unlike prompting, seeking clarifi­
cation starts at a different point on the response continuum The teacher is not adding
information, he is requesting the pupil to do so Examples of probes for fuithei clanfiea-
tion include

“How can you make your answer clearer

Can you state m another way
“Can you put it m clear words” ’

All these call foi additional information Note that these questions do not include
any of the hints or clues that are charactenstics of prompting Clanflcation may also be
used when the pupil gives an answer that is basically satisfactory but which the teacher
believes can be improved by the pupil if he will elaborate oi discuss his answei further
In this case teacher may ask the pupil to explain his response Generally only one request
for clarification ib given However, occasionally the pupil’s subsequent response will still
require clarification and further requests will be made by the teacher

The teacher may ask for more information when he suspects that the pupil has
guessed and does not know the answer He can ask the pupil to give rationale for his
answer by asking him to give reasons for his answer in different words If the pupil is
answering by guessing he will not be able to respond to the teachet s subsequent questions
about the response This technique helps to remove any faulty assumptions underlying
the pupil’s answer So examples of questions seeking further information include!

- 16 -
 193

i) What do you mean by “cyclic” used in your statement ’

11) Is there any other answer also to the problem ’
m) What else can you add to your response ’
iv) How can you make your answer clearer ’
v) Will you please tell me why do you think that you are right ’
vi) Will you please elaborate your answer ’
vn) Will you give an example to support your view ’
When a pupil is asked to justify his lesponse, you should monitor closely the
underlying rationale and help to clarify any foulty assumptions
To sum up please keep hi mind the following points in mmd whJe using skill
of seeking further information

1 WHEN TO USE SKILL OF ASKING QUESTIONS FOR SEEKING FURTHER

INFORMATION

When teacher gets the following types of responses to his initial question then
question for further clarification can be used
i) response poorly organised,
u) response lacking m detail,
in) incomplete response,
iv) right response which does not match with criterion response, *»f

v) response suspected as guessed,

2 PURPOSE OF SEEKING FURTHER INFORMATION QUESTIONS

i

i) To help the pupil to organize his response properly,

u) To help the pupil to give response m detail m clear words,
in) To help the pupil to complete his incomplete response for himself
iv) To help the pupil to improve his original response,
v) To help the pupil to understand the rationale for his answer

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 19i

EXAMPLES OF SKILL OF USING QUESTIONS FOR FURTHER CLARIFICATION

A
Example-1 Class VIII

Topic-Triangle
ORGANIZATIONAL FOCUS - Equilateial triangle

Teacher - What are the characteristics

of this triangle ’

(Criterion response - All the angles are equal and all the sides are equal So
it is an equilateral triangle)
Rama - It is an equilateral triangle
Teacher - What do you mean by “equilateral triangle” used In your statement ’
Rama - In an eqilateral triangle all the three angles are equal
Teacher - What else can you add to your response ’
Rama - Here all the three sides are also equal
Teacher - So what are the characteristics of this triangle ’
Rama - It is a triangle in which all the three sides are equal, and all the three angles aie
equal So it is an equilateral triangle

Teacher - Very good

Example-n Class IX

ORGANIZATIONAL FOCUS - Special featuies of fixed deposits

Teacher - What are the special features of Fixed Deposits in Banks ’

( Criterion response*- In fix?d deposits, rate of interest is high Amount can be
taken back after maturity only and Rs 50 and above can be kept in fixed
deposits )
Sheela - In fixed deposits the rate of interest is high
Teacher - Yes, are there additional special features ’
Sheela - The amount once deposited can not be taken back before matunty
Teacher - Yes, are there any more special features ?
Sheela - Rs 50 and above can be kept in fixed deposits
Teacher - So, what are the special features of fixed deposits in Banks ?

- 18-
 1 195

Example-]II Class VII

Topic-H C F
ORGANIZATIONAL FOCUS - Finding H C F

of two simple algebrp expressions

Teacher - Find the H C F of a2 + 2ab-t b2 and 2a+2b
Criterion response - a2 + 2ab+b2 D (a+b)2
emA 2a+2b=2(a + b)
. f H C F . (a+b)
Ashok -(a+b) is the H C F
Teacher - How did yon get the H C F ’
Ashok - a2 +2ab+b2 _ (a+b)2

2a + 2b„ 2 (a+b)

Therefore (a+b) is the H C F of the given two expressions

Example-IV Class VIII

Topic-Statistics (Mejn)
ORGANIZING FOCUS - Formula to find mean

Teacher - How will yon find mean when the data ate ungrouped ?
(Criterion response - M

Geeta -M ■ fe.
N

Teacher - Will you explain in words ?

Geeta - Mean ■ Total of all scores
Number of scoies

IS-
3) SKILL OF USING REFOCUSING QUESTIONS

There are numerous occasions when the teacher receives a response that matches
the one he wants Refocusing questions then may be used to relate the pupil’s response to
another topic he has studied This skill is used to help the pupil considei the implication®
of his response within a broader conceptual frame work Here he is asked to relate his
answer to another issue Here the teacher wants that the pupil should consider the
implications of a given right response in more complex and novel situations

Refocusing is a probing skill that can be used at the highest level in the continuum
It is most difficult form of probing since the teacher must have a thoiough knowledge of
how various topics m the curriculum may be 1 elated You will be able to lefocus more
effectively if you study the content of your planned discussion before hand, and note
relationships with other topics the class has studied Some of the examples of refocus'ug
questions are as follows

1) How does it telate to

11) In what way is it similai to
in) How is this different from
iv) If you examine it from the view point of

In lessons refocusing is usually easy to recognize since it occurs where the pupil’s
response is generally satisfactory and the teacher’s refocusing response involves a change
in the topic

To sum up keep the following points m view while using refocusing questions

l) WHEN TO ASK REFOCUSING QUESTIONS

When teacher receives a response that matches the cntenon response to the initial
question, then refocusing questions may be used

PURPOSE OF REFOCUSING QUESTIONS

l) To relate the pupil’s correct response to another topic that he has studied m the
previous classes
ii) To point out the implications of the correct response with in a broader
conceptual frame workj
m) To consider the implications of the correct response in a novel situation^
iv) To compare the correct response with other ideas either for similarity or
contrast or any other relationship

-20-
 197
SOME EXAMPLES OF REFOCUSING QUESTIONS

1) What is the implication of this idea to

u) How does it relate to

ui) In what way it is similar to

iv) If you examine it from the view pcmt of

v) In what way it is different from

vi) What is the relationship between this idea and

Examples-1 Class IX

Topic-Life Insurance
ORGANIZING FOCUS - Special features of L I C
Teacher - What are the special features of Fire Insurance ?

Pupil - It coveis the risk of paying the full amount of the propeily insuied in case of
distinction of the property by ^lie It protec s the owner again^st the loss of the
property by fire
Teacher - Yes, How is it similar to L I C 9

Pupd -LI C is also similar to ]Fir|msu'ance It covers the risk of paying the full
amount insured for life of a person in case of sudden death It protects the
family againest the evil events in life Apart from this, bonus is paid on our
paid premium

Example-2 Class VII

Topic-Expansions
ORGANIZING FOCUS - (a—b)2 =(a)2 -2(a) (b)+ (b)2
Teacher - What is the expansion of (a-b)2
Sunil -(a-b)2 = a2-2ab+b2
Teacher - In what way is it different from (a+b)2 expansion ’

Prakash - In both the expansions all the terms are the same ^xcept the sign of the middle term
In (a+b)2 expansion the middle term is plustand m (a-b)2 expansion the middle
term is minus^v^eA i

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 193

Example-3 Class VII

Topic-Area of regular Solids^-

ORGANIZATIONAL FOCUS - Surface area of rectangular solicit
v Teacher - What is the formula to find the total surface area of a rectangular solid ’

Pupil - Area =2(lb Fbh+lh)

Teacher - Yes, what is the implication of this formula in finding the surface area of a cube ’
Pupil - In case of cube, length (1), breadth (b) and hight (h) are equal to each otberjjo
the surface atea of a cube = 2(a2 +a2 4 a2)
*=* 6a2

Example-4 Class VIII

Topic-Volume of regular solids^

ORGANIZATIONAL FOCUS - Volume of a cong^
Teacher - What is the formula to find the volume of a cone ’

Pupil - Volume of a cone n 3iir2h

Teacher - Yes, what is the relatraship between the volume of a cone and volume of a
cylinder having same r and h
Pupil - Volume of the cylinder will be three times greater than the volume of cone
having same r and h

Teacher - Yes

Example-5 Class IX

Topic-Properties of a right angled triangle

ORGANIZING FOCUS - Pythagoras Formula
Teacher - State the pythagoras formula in a right angled triangle
Pupil - In a right angled triangle ABC with AC as hypotenous AC2 = AB2 + BC2
Teachei - Yes, what is the implication of this formula m finding sides of a right angled
triangle ’
Pupil - When two sides of a right angled triangle are given we can apply this formula
and the third side can be calculated
Teacher - Yes

- 22-
 4) SKILL OF USING QUESTIONS TO INCREASE CRITICAL AWARENESS

This skill mainly involves asking “how” and “why” of a completely correct or
expected response The purpose is to seek increased enseal awareness m the pupil The
teacher asks the pupil to justify his response rationally

In order to answer critical awareness questions a pupil may remember or give

information but he must go beyond that and manipulate or use the information to produce
an answer which differs (in form and organization) from the form in which it was previously
encountered

Some of the examples of the questions for increasing pupils critical awareness aic
as follows

1) How is it correct *
u) Why did you construct so ?
m) Evaluate the method of solving the problem
iv) Give reasons for your statement
v) What are you assuming here ’
When questions as above are asked about a completely^correct response just
elicited, students think critically to examine the reasons for the iesponse by organizing
their previous experiences Such questions increase critical awareness in the pupils about
the response

Example-1 Class IV
Topio-Quadratic Equation
ORGANIZING FOCUS - Solution of a simple Quadratic equation
Teacher - What is the value of x in the equation (x-1) (x-2) rO’
Pupil - x z 1 or x-2
Teacher - Why has x two values ">

Pupil - When (x-1) (x-2) = 0 either (x-1) must be zero or (x-2) must be equal to zero
So if (x-1) z 0 then x= + 1 if (x-2)=0 then x — 2 So x has two values
Teacher - Yes

-23 “
 2v0
C.
i \
Example-2 Class IX

Topic-Theorems on circle
ORGANIZING FOCUS - Angles on the same segment of a circle are O
equal
Teacher - (Teacher draws the figure on B B ) In the given figure

here what is the value of LC *

A
(criterion response - LC ; 6o°)

Pupil -LC-60°
Teacher - Yes, you are correct How did you calculate the value of LC 7

Pupil - Z.B and LC are the angles on the same segment of a circle and accoidmg to the
theorem, angles in the same segment of a circle are equal

Here LB - 60 LC - 60°
Teacher - Good

Example-3 Class VTII

Topic-Factorization of algebnc expressions
ORGANIZING FOCUS - Factorization of ax2 + bx + c
Teacher - A student has found out factors of the algebnc expiession x2 -5x-50 as follows
Point out the mistake
x2 -5x-5Q
- x2-10x-5x-50 - I
= x(x-10j-5(x-10) - II
= (x-10 (x-5) - III

Pupil - In the second step it should be x2 -1 Ox+5x-50

Teacher - Yes, you are nght Give reasons for your statement
Pupil - While splitting the middle term into two terms, we must see that the algebnc sum
of the two must be equal to the middle term and the product of the two must be
equal to the product of the first and the third term
Teaches - Yes

- 24-
Example-4 Class VIII

Topic-Ratio and proportion

ORGANIZING FOCUS - Rule of proportion
Teacher - Examine whether the following ratios are in proportion
5 and ie

Pupil -1 and 16 are m proportion

Teachei - Yes, you are correct How can you say that these ratios are in proportion ’
Pupil - The products of the extremes (2X15) are equal to the products of the means
(5X6) So these ratios are m proportion
Teacher - Yes

To sum up, keep m mind the following aspects while using the skill of asking
questions to increase critical awareness

WHEN TO ASK QUESTIONS TO INCREASE CRITICAL AWARENESS

When teacher receives a response that matches the criterion response to the initial
question, then question to increase critical awareness can be asked

PURPOSE OF CRITICAL AWARENESS QUESTIONS

l) To help the pupils to find out the mathematical reasons about the response
u) To help the pupils to evaluate their response^
in) To help the pupils to examine critically their correct response^
iv) To develop deeper understanding about the response by going beyond the correct
response

EXAMPLES OF QUESTIONS TO INCREASE CRITICAL AWARENESS

i) How is it conect ’
u) Why did you construct so ’
in) Evaluate the method of solving the problem *"
Iv) Givo reasons for your statement-^
v) What are you assuming here ’
vi) How did you solve the problem ’

-25-
PROBING SKILLS COMPARED

In attempting to discriminate between prompting and seeking furthei clarification

keep in mind the following points

Piomptmg is generally used when the pupil gives an ‘I don’t know’ or very weak
answer Further clarification is generally used with initial pupil answers of better quality
These answers are minimally acceptable but can be improved by asking the pupil to clanfy
or elaborate his answei

In prompting, the teacher either gives hints or asks leading questions regai ding
the topic of the initial question In seeking further clarification the teacher asks the pupil
to add to his answer by clarifying his point of view or explaining Seeking furthei
clarification does not involve the use of hints nor the use of leading questions

In either case the teacher’s strategy is to lead the pupil back to answering the
original question

In some instances the teacher asks a question and the pupil’s response is quite
satisfactory Still he can use probing question for two purposes
1) To relate the correct response to some othei topics that the class has studied
u) To develop critical awareness about the response
For the first purpose teacher will request the pupils to refocus the response on
another topic with phrases such as “How does this relate to ‘J ” The lefocusing question
must come from a pupil’s response only

For the second purpose the teacher will request the pupil to give reasons for the
answer with “How” and “Why” questions 1 e critical awareness questions Critical
awareness questions also must come from a pupil’s response only However unlike
prompting 01 seeking further clarification, the refocusing questions and critical awareness
questions can be directed to the whole class and a different pupil called on to answer

Obviously it is possible for a teacher to use more than one probing skill m a
probing sequence since the teacher’s probing behaviour is dependent on the pupil’s response
A teacher may question “how” and “why’ , prompt, seek clarification and refocus all in the
same sequence

However a genes of questions on the same topic does not necessanly constitute
probing simply because they are related to the same topic or directed to the same pupil

-26 -
 2'3
EXAMPLES OF NON PROBING SEQUENCE

Example-1 Class IX

Topic-Banking
ORGANIZING FOCUS -SB Accounts
Teacher - What are the different types of accounts that can be opened in a Bank ?
Ashok -SB Accounts, Current Accounts^Pigmy Accounts, Fixed Deposits
Teacher - What is the speciality of S B Accounts 9
Ashok - Any amount can be deposited in this account and according to our needs we
can withdraw any amount as we like
Teacher - What is the “form” used in withdrawing the amount from the S B Account ?
Ashok - “Cheque form”
Teacher - To whom the S B Account will be more useful ’
Ashok - For students, small farmers and small traders

Example-2 Class VIII

Topic-Set Theory
ORGANIZING FOCUS - Intersection of Sets
Teacher - Writes two sct$ on B* B
N=(l, 2, 3, 4, 5, 6)
E=(2, 4, 6, 8, 10)
How many sets are here ?
Radha - Two sets
Teacher - Read them
Radha - Reads the sets
Teacher - What are the elements of N set ’
Radha -1, 2, 3, 4, 5, 6
Teacher - What are the elements of E set ’
Radha -2, 4, 6, 8, 10
Teacher - What are the common elements in both the sets f
Radha -2, 4, 6
Teacher - What is the intersection of set N and E

27-
-
 2
Radha - 2, 4, 6
Teacher - Write the intersection of these two sets using symbol
Radha -NnE = (2, 4, 6)

Observe both the examples of non-probing sequence!. In both the cases the
questioning sequence is related to the same topic But the questions are seperate and
discrete The teacher is not leading the pupil towards a specific answer, asking for
clarification of a particular answer He is not asking the pupil to relate the correct answer
to some other topic or asking “how” a*d- “why” question on the con ect response to
develop critical awareness So it is not a probing sequence Therefore senes of questions
related to the same topic or a problem will not be called as probing skill

FAILURE TO PROBE

In order to help pupil’s arrive at better answers, a teacher must have a clear idea
of what constitutes a good answer, and must be able to rate each pupil’s response in terms
of that good answer Frequently teacher with poor probing skills tend to redirect “1 do not
know”, “incorrect”, or “unsatisfactory” answers under the guise of one pupil helping
another

Examples-1
Topic-Set theory
ORGANIZING FOCUS - Intersection of sets
Teacher -( Writes the following sets on B B )
A = ( 1, 2, 3, 4, 5, 6)
B = (3, 5, 7, 9)
What is the intersection of set A and set B ’ Ashok
Ashok - I don’t know
Teacher - Can you help him Rama ’
(Here instead of probing skill teacher used skill of redirection)

-28-
Example-2 Class VI

Topic-Square
ORGANIZING FOCUS - Difference between square and rectangle
Teacher - What is the difference between square and rectangle 7
(Criterion response - In squares all sides are equal and in rectangle only opposite
sides are equal [1 and b are different])
Radha -1 think there is some difference m sides
Teacher - What exactly do you mean 7
Radha - ( Silence)
Teacher - Can some one else explain 7
Here in this example the teacher attempts to piobe
but discontinues before an acceptable answer is given Since the number of
probes required to reach a satisfactory answer is determined by the pupil s
response, a probing sequence may require one prompt or a series of probes The
fiequent occurance of long probing sequences, however, is rare, primarily because
the teacher feels that other pupils are neglected when concentiateson the
thinking of one pupil Possibly because of rhis, teachers tend to eirinthe
direction of insufficient probing of a pupil’s responses

As a teacher become* more skilled in the use of probing, longer sequences will
require less time and increase the teacher’s effectiveness m helping pupils develop
acceptable responses

Probing skill can produce a teacher pupil dialogue that results in a better
understanding of the lesson materials An equally impoitant advantage is that
probing skills enable the teacher to modify a pupil’s response m a positive
manner without resorting to the negative reinforcement of aversive value statement

Exercise

Circle the correct answer

1) A pupil answers “I don’t know” to your original question What should you do next 7
a) Redirect the original question
b) Rephrase the original question
c) Formulate a prompting question which is simpler than the first
d) State the answer directly
2) A pupil has given a complete and correct answer to your question but you suspect that
he may be guessing Which of the following would be the most appropriate question 7

- 29 -
 2 ' O

a) Can you elaborate on your answer *

b) Did you guess it ’
c) Can any one else add any thing ’
d) Give reasons for your answer
3) Probing a pupil the concept of “S B Accounts in Banks”, the teacher asked him
“Do you or your parents have S B Accounts m any Bank in your locality ’ ’ The
skill teacher used is
a) Rephrasing the question
b) Prompting by using personal experience
c) Asking for further clarification
(—^
d) Asking question for critical awareness
4) It is an example of question used to develop critical awareness
a) Explain clearly in clear words
b) How is the response correct ?
c) What is the meaning of the term you have used ’
d) Can you add any thing more ?

5) A pupil has given a complete and correct response to your question But you want to
use the skill of refocusing Which of the following would be the most appropriate
question ’
a) Can you give reason for your response f
b) Can you relate your response to a topic that you have studied ’
c) Repeat the response
d) Please state the response in other words

-30.
 2 » t

CHAPTER III

PRACTICE SESSION
GENERAL INSTRUCTIONS This self-instructional micro teaching course consists of
the following three instructional sequences (Practice Sessions)
I) Instructional Sequence - One - Practising Prompting Skill

II) Instructional Sequence - Two - Practising Probing Skill

ui) Instructional Sequence - Thiee - Practising skill of concretizing abstract ideas

with examples

The general instructions which are discussed below will be applicable to all
sequences and will not be repeated in subsequent chapters

1) Prepare for each instructional sequence by studying the assigned matenal

noted at the end of preceding sequences and complete all tve exercises given in the Teachef s
Handbook

2) Prepare your micro lesson before you practise it in thr micro class While
preparing the micro lesson use the general instructions and the specific instructions and
“plan form” for that sequence The lesson should be planned foi about 10 minutes of
discussion with the pupils Make sure that pupils possess all the backgto&hd knowledge
necessary to learn your micro lesson If you are uncertain of the pupil’s background
knowledge, it is best to plan your lesson around questions dealing with content which
requires no previous background or which arises from pupil’s geneial knowledge of daily
life

3) Suggestions for planning and organizing your microlesson

There are a variety of approaches to planning a lesson First of all, generally

teacher will determine the objective of the lesson and then select appropriate content and
“pupil activities” to accomplish that objective The nature of this micro teaching course
dictates that the activity will be one of questioning and discussion Here more importance
will be given to the “skill” to be practised than the subject matter content So the objective
of each micro lesson is to develop the teaching skill that you practice For example,
suppose you are practising “probing skill” then the objective of the lesson is to develop
the skill of probing Therefore you are left with only two tasks

i) Selection of appropriate content i e organiging focus and

n) Selection of supporting materials and aids

-?!-
 t >

2:

1) SELECTION OF APPROPRIATE CONTENT (Organizing focus)

Since a micro lesson is only ten minutes long^ avoid comprehensive organizing
focus such as compound interest, graphic lepresentation of equations, thejy^ns involving
lengthy logical proofs, logarithms etc Select such an organizing focus where m there is full
scope to practice the concerned skills to the maximum extent Usually the organizing
focus must be small concept or general rule, formula or problem which can be taught
within ten minutes
n) SELECTION OF MATERIALS AND MDS
In some cases it will be useful and appropriate to bring materials and aids for
pupil’s use m the micro lesson For example suppose you have selected “Properties of
of Trapezium” as organizing focus, then the models of tiapezium, diagrams of hapezium
will be useful to the pupils in the micro lesson Questioning can be facilitated by the use
of charts Jtnaps pictures diagrams, models, mathematical instruments etc The use of an
organizational' focus and aids will help you m your preparation of questions m the micro
lesson Therefore after selecting an oiganizing focus and mateuals and aids, a logical
sequence of questions can be carefully planned and the skills practised within the content
of the micro lesson
III) SEATING ARRANGEMENTS
This should be designed so tlmt each pupil can both see and can be seen by the
teacher The whole group should be with m the effective range of the audio tape recorder
One possible airangement is shown in figure No 3 But this can be vaued according to
individual needs
To sum up, keep the following general points in view while preparing a
microlesson
l) Prepare your lesson before your micro teaching session
li) Frame specific logical sequence of questions to use with your pupils
m) The lesson should include about ten minutes of discussion with punir's
li
iv) Number of pupils required^‘five

v) Make sure that pupils posses background knowledge necessary to learn the
lesson you teach
vi) Micro lessons are designed mainly to practice specific skills of teaching
O Teacher

°U [] o^uP^s
o[].
[]°
Audiotape
[]°
o
□Supervisor
Fig 3 Suggested Arrangement for Micro teaching
 PRACTICE SESSION ■ One
(Instructional Sequence - One)
Using skill of Prompting

SPECIFIC INSTRUCTIONS FOR PREPARING MICRO LESSON

In micro lesson - I you will practise only the skill of prompting

Remember that prompting should be used when a pupil jfsays “I don’t know’ or
gives no response or wrong response to your questions When you prompt, give the pupil
a hint or ask one or more simple factual questions that you feel he can answer
You have to prepare specific questions for prompting But while practising you
may have to change the question sequence according to the response of the pupils so as to
help them to arrive at the criterion response

SELECTION OF THE PUPILS

For this lesson you should select from your class, pupils who are below normal m
Mathematics These pupils give you the best opportunity to use prompting skill

SELECTION OF ORGANIZING FOCUS

Select such a topic wherein there is full scope to practise prompting skill
Remember that the content need not be new to students It may be a review lesson wherein
pupils review the subject matter m different manner Some of the suitable examples of
organizational focus are given below

1) Topic - Set theory

Organizational focus - Kinds of sets (Review)
2) Topic - Simple equations
Organizational focus - Steps m solving equation 3x+ 6 -x~10 (Review)
3) Topic - Number system
Organizational focus - Addition of numbers of binary system (Review)
4) Topic - Triangles
Organizational focus - Logical proof of the theorem “Sum of the angles of a
triangle is equal to 180°” (Review^

-38-
SELECTION OF MATERIALS AND AIDS

In practising skill of prompting some times you may have to use appropriate aids
for pupils to help them to arrive at criterion response These aids help the below noimal
students to understand the idea in concrete form

PURPOSE OF INSTRUCTIONAL SEQUENCE ONE

USING SKILL OF PROMPTING

This instructional sequence is to help you to understand the micro teaching course
It will introduce you to the idea of the instructional sequence So that when the mam
instructional sessions begin, you will be familiar with the following procedures of micro
teaching
I) Cond uctiong class only for ten minutes with five pupils
II) Micro lesson planning based on a teaching skill
m) Handling the audiotape recorder
iv) Evaluating your lesson by yourself with replaying audio tape and using self
evaluation forms
v) Discussing about the skill practised with your colleague
vi) Diagnosing your drawbacks
vn) Re-plenmng and le-teachmg of the micro lesson

This introductory practice session will be very useful to you to concentrate more
on learning of the skills in the main instructional session

In the next pages model lessons and planning supplements are given for your
guidance They will help you m planning your micro lesson step by step
 211

MODEL LESSON - 1

Skill practised - Prompting

Topic-Commercial Mathematics Class Vll
ORGANIZING FOCUS - Calculation of profits
Teacher - Rama gets Rs 2/- profit by selling a pen forRs 51- What will be his profit
if he sells the same pen for Rs 10/- ’
(Teacher writes the problem on B B)
(Criterion response - Profit r Rs 7/-)
Mery - Profit is four rupees
Teacher - Let us see whether the response is right or wrong Here, in this problem what
is to be found out ’
Mery - Profit to Rama when the pen is sold for Rs 10-00

Teacher - Yes To calculate profit m a business what information is necessary ?

Mery - Actual cost price of the material

Teacher - In order to calculate the cost price what information is given m the problem ?
Mery - When the pen is sold for Rs 5/-, he gets Rs 2/- W-profit
Teacher - How will you find actual cost Price when selling price and profits are given *
Mery - Selhng price - profit r Original Price Rs 51- — Rs 2- — Rs 3/-
Teacher - So what is the original price of the pen 7
Mery - Rs 3/- is the original price of the pen
Teacher - We know the onginal price of the pen Now how to calculate profit when it is
sold to Rs 10 -00 f
Mery - Selling price - Original price — profit
Rs 10 - Rs 3 = Rs 7
Teacher - So what is the profit I
Mery - R« 7 = 00 is the piofit

15-
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 212

MODEL LESSON - 2

Skill practised - Prompting

Topic-Variation Class VIII

ORGANIZING FOCUS - Inverse variation

Teacher - If x vanes inversely an y and x =5 when y =20 find x when y - 25
(Cntenon response - xy = K
5X20 =K =100
xX25 = 100
I0O
• =4)

Radha - No response
Teacher - What is the relationship between the x and y 9
Radha - x vanes inversely as y
Teacher - Can you put it in symbolic form 9

Radha - x
Teacher - Yes, change it to equation form by using constant K
Radha - xy -K
Teacher - What is the value of K 9
Radha - Not given in the problem
Teacher - See the first half of the problem The value of x and y are given By the help
of this can you find the value of K

Radha - Yes xy iK
5X20 = 100
Teacher - Good Now you know the value of K. In the problem what is to be found
out9
Radha - Value of x
Teacher - To find the value of x what are the informations available 9
Radha - Value of y

36-
-
 213
Teacher - Yes, what is the formula to be used to find the value of x 7
Radha - xy - K
Teacher - Only the value of y is not sufficient to find the value of x What is the othei
value necessary ’
Radha - Value of K
Teacher - What is the value of K?

Radha - K r 100
Teacher - Then find the value of x
Radha - (x) (y) - K
xX25 - 100
x r 100 - 4
25

MODEL LESSON 3
Skill practised prompting
Topic- Theorems on straight line and angles (Revision) Class VC1I
ORGANIZING FOCUS - Theorem 2 - When two stiaight lines interesect each other, the
vertically opposite angles are congruent
Teacher - (Writes the theorem on B B and draws toe diagram^ What is given m the

theorem 7
Ashok - A § and D intersect each other at O

Teacher - What is to prove ?

Basavaraj - LAOC- £BOD
LAOD - Z.BOC
Teacher - How will you prove it Raju

_17_
 21 jZ

(Criterion response - /.AOC+L AOD - ^0° ( Theorem -1)

/.AOD +/.DOB - 180° ( .Theorem-l)
/.AOC+/AOD r/AOD+/.DOB
/AOC = /.DOB
Similarly /.AOD =LBOC)

Raju - No response
Teacher - What is the first theorem you have learnt9
Raja - If one straight line stands on another, the sum of the adjacent angles so
formed is 180°
Teacher - Yes, here can you apply the theorem in this diagram ’
Raju - No response
Teacher - All right Take AO as straight line standing on DC Now can you apply the
theorem - 1
Raju -Yes /AOC+/.AOD = 180° (1)
Teacher - Find another pair of adjacent angles equal to 180°
Raju - /AOD + /.DOB = 180° (II)
Teacher - What is the relationship between the statements I & II
Raju - They are equal L AOC + /. AOD =L AOD -t L DOB
Teacher - What is common on both the sides of this equation ’
Raju - LAOD is common --
Teacher - So what can you conclude *
Raju - L AOD can be cancelled So L AOC -L DOB
Teacher - Now can you prove /'AOD = ^COB
Raju - Similarly we can prove that /-AOD r I-COB

38
- -
 /
2

PLANNING SUPPLEMENT

MICRO LESSON - l

In this micro lesson yon will practise “Prompting Skill” as a part of “Probing
Skill” To help yon plan the lesson, complete the following questions
1) Identify topic which could be used for practising prompting skill m probing
technique

2) Describe an organizing idea in the above topic

3) Write a focusing question which could be used to organize a lesson around the
idea m 2
Question -

4) Write the criterion response to the focusing question

5) List one or two possible aids and their use by pupils that could be used to
facilitate questioning and prompting and describe how they would be used

Aids Use

-39-
 MICRO LESSON - 1

LESSON PLAN FORM

Objective - To incorporate the skill of prompting in a 10 minutes mathematics

lesson

ORGANIZATIONAL FOCUS -

PLANNED QUESTION -

CRITERION RESPONSE -

Prompting questions Possible answer

Notes - (Take this lesson plan to micro lesson}

-40_
 217

PRACTICAL PROGRAMME FOR INSTRUCTION <M_ SEQUENCE-ONE

The specific tasks to be earned out m the practical programme for this sequence
are listed below in the order m which they are to be carried out This list should be
checked as each task is completed

1) RE-STUDY SKILL - □ Once again review the prompting skill and examples given
in the hand book

2) OBSERVATION - Observe the model lessons of the Method Master and caiefully
notice how the skill of prompting is used in the lesson
□ Re-play the model lesson taped and again carefully notice how
the skill of prompting is used m the lesson
3) REVISE MICRO LESSON - □ In the light of re-study and observation of the model
lesson 1, revise the preparod micro lesson prepared
by you if necessary
4) PRACTISE OF PROMPTING - Cj Micro teach with audio tape Micio lesson 1
Ask your colleague to observe . nd evaluate the
lesson
5) Evaluation of prompting skill
CZl (a) Re-play the audio tape and complete teacher’s self evaluation jPoim - l
d (b) Discuss with the colleague on your performance with paiticulai leference
to successful prompts and get feed back
CIj (c) Hear second replay of audio tape of the micro lesson and complete
Teacher’fevaluation form - 2
A
□ (d) Discuss with the colleague with particular reference to your failure to
prompt and get feed back
6) Planning the Re-teach Lesson
□ In the bght of the feed back modify your micro lesson in preparation for
teaching it to a second group of five pupils
7) Re-teach Lesson -1
□ Micro teach the modified lesson - 1 with audiotape Ask your colleague to
observe it

8) EVALUATION OF RE-TEACH LESSON - 1

Follow the same method of evaluation used in the first teaching

-41
 213
INSTRUCTIONAL SEQUENCE - ONE

MICRO LESSON - l

TEACHER’S SELF EVALUATION FORM - 1

Read entire form before starting replay

PURPOSE - To help you to evaluate your use of prompting technique
AUDIOTAPE OPERATION - Start the tape at the beginning and record your observation
as directed below While recording, stop the tape if necessary
SAMPLE - Prompting sequence m the entire tape
PROCEDURE FOR RECORDING OBSERVATION
A prompting sequence consists of a series of questions addressed to one pupil
m order to improve his initial response It is terminated when the original question is
abandoned or redirected If the prompting sequence is based on a question from youi
lesson plan, enter (P) below the sequence number If the question was not planned enter
(U) below the sequence number
If there are any special observations, remarks 01 comments about your pa forma nee
m the lesson, write it m the space provided for comments

Prompting Sequence
i 2 3 4 5 6 7
number

Successful
prompts

Comments

-42-
 213

INSTRUCTIONAL SEQUENCE - ONE

MICRO LESSON - 1 HEARING SECOND REPLAY

TEACHER S SELF EVALUATION FORM - 2

Read entire foim before starting replay

PURPOSE - To help you to identify instances of failure to prompt/non prompt

AUDIOTAPE OPERATION - Start at the beginning of the tape and record your
observations as directed below While recording stop the tape if necessary

SAMPLE - Non prompting instances m the entire tape**.

PROCEDURE FOR RECORDING OBSERVATIONS
During the masiag^you will record instances when prompting was not used and
determine whether ^prompt would have been more appropriate than the teache-’s response
used After each instance where a pupil was not prompted record your rating of the
response by ticking the appropriate box

Non-Prompting .3 '
1 2 4 5 6 7 8 9 10
Sequence ftymber

Unacceptable

Rating Partially acceptable

Acceptable

Comments

- 43-
 Then compare your evaluation with the colleague If there aie differences in the
scoring discuss the possible causes Compare your interpretation of the observation with
the observation of your colleague Briefly discuss ways in which you can increase your
teaching effectiveness with respect to prompting skill in the instructional sequence

Extra Evaluation Form No 1 and Form No 2 are given to you along this hand
book Use the evaluation forms for Re-teach lesson Follow the same procedure used m
Micro lesson 1

Practise few more lessons on prompting skill Follow the same procedure used
in Micro lesson 1.

-44-
 2ki

PRACTICE SESSION

INSTRUCTIONAL SEQUENCE - TWO

USING SKILL OF PROBING

SPECIFIC INSTRUCTIONS FOR PREPARING MICRO LESSON - 2

In micro lesson two yon will practise the skill of probing

Remember that probing skill contains four components (minor skills) They aie
i) Piomptmg skill
11) Skill of seeking further clarification
iu) Skill of refocusing
iv) Skill of increasing critical awareness

In this micro lesson two, you will practice all the probing skills

Prompting should be used when a pupil gives “I don’t know” or “I can not
explain” response to youi question When you prompt, give the pupil a hint or ask one or
more simple factual questions that you feel he can answer

You should seek further clarification when the pupil gives an answer that you feel
can be improved This can be done by asking additional questions like “Can you exDlain
your answer more clearly *” and “What else can you add ?”

Refocusing occurs when you ask a pupil to relate his reply (to yout question) to
another previously studied topic Refocusing often starts with such a phrase as “How
does this relate to or “Can you find a parallel between this and some thing you
studied yesterday ? ’ or “What is the implication of your answer to 9”

Skill of using questions to increase critical awareness occurs when you ask a pupil
how” and “why” of a completely correct response to youi initial question
About these skills read once again the “Nature of piobing skills” pages f-to-*-0
m your hand book

-45-
 9L’")
*** i~>

SELECTION OF THE PUPILS - For this lesson you should select Jrom your class pupils
who are normal and below normal in Mathematics This heterogeneous group of normal
and below normal pupils gives you the best opportunity to use all the components of
probing skill m your micro lesson
SELECTION OF ORGANIZING FOCUS - Select such a topic wherein there is ample

scope for practising all the four components of probing skill Remember that the content
need not be new to the students Content is not so important as this is a skill onented
lesson Theiefore it may be a “review lesson” wherein pupils review the subject matter
m different manner Some of the examples of organizational focus are given below

1 Topic - Set theory

ORGANIZING FOCUS - Set operations

2 Topic - Fractions

ORGANIZING FOCUS - Simplification of compound fractions

3 Topic - Central tendaney

ORGANIZING FOCUS - Finding anthematic mean of a given frequency distnbution

4 Topic - Properties of parallel straight lines

ORGANIZING FOCUS - Theorem-14- “The opposite sides and opposite angles of a

parallelogram are equal ”

In practising skill of probing some times you may have to use appropriate aids for
pupils to help them to arrive at a criterion response These aids help the below normal
students to understand the idea in concrete form

-40-
 Model lesson - 1
Skill practised—Probing
lopic-Central Tendency Class IX
bROANIZING FdCUS - Calculation of mean, median and made of scores of >0 students
29, 38, 24, i0, 18, 20, 27, 24, 24, 23, 15, 24, 32

Tea'cher - 'Writes the problem on B B) Read the set of scores

Anita - (Reads the set of scores)

Teacher - How will you calculate arithmetic mean of the grven scores ’

Anita - No-resportse

Teacher - What is the mean of scores 4 and 6 7 (Prompting)

Anita - Mean is 5
Teacher - How did you finid it9 (farther dlanfication)
'Anita - The two lumbers are added and the sum is divided by "2
Teacher - What is the formula for computing mean 7 (Prompting)
Anita - XK j__ Sum 6f the terms
—Number of terms
Teacher"- Use the same method and find the anthmatic mean of the given set of scores

(Prompting)
Anita -29^ 38 + 26 + 32 = 24 46
13
Teacher - Yes Nbw can you explain the method of finding mean 7
(J^skmg further clarification)
Anita - First’ we must" find the sum of all the scores, then we have to divide it, by the
number of terms and'we get the anthmatic mean of the scores
Teacher - Good Can you relate the anthmatic mean to average (Refocusing)
Ashok -Anthmatic mean’and average are one and the same The method of finding
them is also same
Teacher - Yes Now what is the mediun of these 13 scores'? BiwA-rt
Ashok -27
Rhma - 24

i_47_
 22

Teacher - Which is correct ’ (dJhtical awareness)

Asha - Median is 24
Teacher - Why * ((Jhtical awareness)
Rama - Median is a point on the score scale above which 50% of the scores lie
Teacher - Yes Explain the method of finding the median m detail (Clarification)
Rama - Arrange the scores m the descending order and find that score above which
50% of the scores he Here the number of scores is 13 The 7th score i e 24
is the median
Teacher - Yes
aye
In what way^mean and median a® related ’ (Refocusing)
Ashok - Both are the measures of cential tendency But mean is more reliable than
median as it takes into account all the values of the scores
Teacher - Yes Now what is the method of finding mode of these scores 9
Anita - No response
Teacher - All right Observe the colours of the shirts of the students of this class In
general what is the mode (cunent fashion) of the colour of the shirts of the
students of this class “> (Prompting)

Anita - “White” is the mode

Teacher - Why ? Will you explam ? ^sktng furthei clarification)
Amta - The number of students with white shirts is moie than the rest
Teacher - Yes, then what do you mean by mode ’
Anita - The number which occurs or appears more times
Teacher - Yes, will you state it more clearly 7 (Clarification)
Amta - The score which occurs more frequently than other scores is known as mode
Teacher - Here m this set of scores which is the mode ?
Amta - 24
Teacher - Why ’ {Critical awareness)

Amta - Score 24 occurs more frequently than any other score

Teacher - Yes, compare mode and mean, and point out how they are different ’ (Refocusing)
Ashok - Mean and mode are the central tendencies of the set of scores But mean is
more reliable than mode Mode will not represent all the scores
Teacher - Yes

-47-
 2x3

MODEL LESSON - 2
Class VIII
Topic - Fractions^

ORGANIZING FOCUS - Simplification of complex fraction i e 6|^|_of|

3t—(i + I)
Teacher - (Writes the problem on B B )
Teacher - What type of fraction is this ?
Usha - Fraction,-
Teacher - What is the nature of the numerators and denominator ’ (Prompting)
Usha - In numerator there are fractions and in denominator also there are fractions *
Teacher - What is the special name to the fraction where numerator or denominator or
both are fractions ’ (Prompting)
Usha - Complex fraction,*
Teacher - So what type of fraction is this 9
Usha - Complex fraction*.

Teacher - Give some examples of complex fractions (further clarification)

Usha -2+3
i3*4
y 1

Teacher What is the difference between complex fraction and simple fraction ’
(Critical awareness)
Ashok - In simple fractions numerator and denominator are whole numbers, and m
complex fractions numerator or denominator or both are fractions
Teacher - Yes What is the first step in solving this complex fraction ’
Radha - First we have to simplify numerator
Teacher - Yes Why ? (Critical awareness)
Ashok - In numerator there are many fractions So it must be simplified first
Teacher - Good Now in simplifying the numerator what is the first step to be done ’
Seeta - Nty response
Teacher - How many terms are there in the numerator ? (piomptmg)
Seeta - Thre^r

- 48 -
Teacher - What do you mean by i of 4 9 (prompting)
Seeta 2*
~ 8 v 34

Teacher - What is to be subtracted from 63 9 (^-ompting)

Seeta - (1x 4) is to be subtracted from 63

Teacher - Is it possible to subtract 1 * | as it is ’ (prompting)

Seeta -No
Teacher - So what is to be done ’ (prompt)

Seeta - Fust we have to simplify a * 4

Teacher - So what is the first step to be followed 1
Seeta - a of I must be simplified
Teacher - Simplify Come on and do it on the B B
Seeta - Simplifies on B B \ * 4 = 3
Teacher - So now what is the next computation 9
Balu - Simplify 30 a

Teacher - How did you get 20 7 (Asking further clarification)

Balu - 63 is a mixed fraction When it is converted into improper fraction (6X1+2) it
3 *
will be 23°

Teacher - Why we have to convert mixed fraction into improper fraction ’

(Optical awareness)
Balu - Mixed fraction can not be subtracted from another fraction without converting
it m to improper fraction
Teacher - Yes So now what is the simplification of the numerator ’
Balu - Simplifies on B B (23° - ‘ = « 1 = 39)

Teacher - Now what is the next step ’

Radha - We have to simplify the denominator
Teacher - While simplifying the denominator what are the terms to be simplified first9
Radha - First we have to simplify the terms m the bracket
Teacher - Why 9 ({ntical awareness)

49-
-
Radha - Because we have to divide 3b by simplified term of the bracket
Teacher - Simplify the terms m the bracket | + §

Ashok - i +1 = 1S + 4 = 1e
6

Teacher - What is the next computation 7

Seeta -1B8-1,8
Teacher - Simplify it

Radha - - %
Teacher - Why did you invert18 7 (Critical awareness)
Radha - Because, to divide a number by another fraction, we have to invert the
numerator and denominator of the divisor and then multiply
Teacher - Good So now what is the given fraction 7
Usha - numerator
denominator ~b
e
Teacher - How to simplify it7
Usha - No response
division symbol-^(prompting)
Teacher - Can you write numerater by using
denominator
Usha - Yes 3#-|
Teacher - Now simplify it
Usha - ?X§ =f| =5,82
Teacher - Can you relate the simplification of complex fraction to simple fraction 7C^e-peeu^n<j

Radha - Simplification processes are one and the same in both the cases Same rules
are applied m both the cases

-50-
 MODEL LESSON - 3

Class VII
Topic - Simultaneous Equations
ORGANIZING FOCUS - Steps m solving the equatom 1 e
2x+3y=14 1
3x—4y -4 2
Teacher - (Wntes the equations on B B type of equations are thes. ?
Raju - Simultaneous Equations
Teacher - Why f (Critical awareness)
Mahesh - Because there will be one set of values of x and y which is common to both the
equations
Teacher - Yes What is the first step m solving these simultaneous equations 7
Mob - Add the equations (Wrong partially)
Teacher - Will you explain why we must add them ’ (|^.ktng clai lfication)

Mob - To ebmmate one “unknown ’

Teacher - Add them and find whether one unknown is eliminated or not ’ (jpompting)

Mob - (adds them) No unknown is eliminated

Teacher - All right, decide which unknown must be eliminated (prompting)

Mob - Let us eliminate y

Teacher - What are the numerical coefficients ot y in the first and second equatu

Mob - 3 and 4
Teacher - When we can cancell the unknown from the equation ’ prompting)
Mob - If they have same numerical coefficient

Teacher - Now the numerical coefficients of unknown “y ’ are different So can we eliminate
y by adding the two equations ’ prompting)

Mob - No '

Teacher - So what is the first step in solving the equations ’

Mob - Numerical coefficients of “y” must be made equal before adding the equatioruto
eliminate one unknown

-5 1
Teacher - Yes Now how can the coefficients of “y” (one of the unknown) be made equal9
Suresh - Multiply the first equation by 4 and the second equation by 3
Teacher - Why 9 (Critical awareness)
Suresh - Coefficients of y are 3 and 4 The L C M of these two is 12 The first equation
contains 3y In order to get 12y it should be multiplied by 4 Similarly 4y is
in the second equation 12y can be got by multiplying the second equation by 3
Teacher - Very good Teacher does the said computation i e 8x+ I2y =56
9x—>2y =12
What is the next' step ’
Raju - Add the equation 1&2
Teacher ~ Why, why not subtract them 9 (Critical awareness)
Raju - Numerical coefficients of y are the same in both the equations and one of them
is 4" ve and other is —ve So if the equations»1 and 2 are added, y will be
eliminated If equation 2 is subtracted from one, the unknown will not be
eliminated
Teacher - Adds the equation 1 and 2
8x+ 12y = 56
9x—l2y = 12
17x =68'
Now what is the value of x ’
Mahesh - x = 4
Teacher - Yes, please explain the principle used to find the value of x (Clarification)
Mahesh - When both sides of an equation are dmdfcd by the same number, the value of
the equation will not change Here both sides are divided by 17
Teacher - Now how to find the value of another unknown 9
Moll - No response
Teacher - Observe the equation 1 Here how many unknowns are there 9 (prompting)

Moll - Two
Teacher - Out of these, what is the value of one unknown found out9 (prompting)

Moll - x =4
Teacher - With the help this value is it possible to find the value of another 9 (prompting)

Moll - No response
Teacher " Put the value of x m equation one"[hen^what type of equation will be formed 9
(prompting)

-52-
 23*J

Moll - Simple equation

Teacher - Why 7 (Critical awareness)

Moll - There will be only one unknown of first degree

Teacher - Put the value of x in the first equation and solve it

Moll - 8 x 4+ 12y -56

32 + 12y - 56
12y = 56—32
12y=24

y= n =#2
Teacher - Yes, very good How are the methods of solving simple and simultaneous
equations lelated a. 5 J)

Mahesh - After the ehmmation of one unknown, the method of solving the equation in
both the cases is one and the same

-35-
 24J1

PLANNING SUPPLEMENT
MICRO-LESSON AND RETEACH LESSON - 2

In this micro lesion you will practise four probing skills They are prompting,
clarification, refocusing and critical awareness To help you to plan the lesson, complete
the following questions
1) What organizing focus will you use foi the lesson ? Some suggested topics are ,
a) Solving simple equation^
b) Addition of decimal fractions^
c) Logical proof of theorem no-----
d) Kinds of set&^
e)
You may select one of these areas or name oneofyouiown Be sure you select
a topic about which you can ask several thought provokmg questions which require
complex responses and not simply rote memory
Name the topic you have selected

2) It is important to consider the major questions you will ask about the organising focus
You should also decide before the lesson what yCu will accept as an adequate lesponse to
each question List four major questions you will ask
a)

b)

c)

d)

For each of these questions list the ideas a pupil must include m his answer in
order for it to be satisfactory,
a)

b)

c)
d)

-54
3) Prompting is one of the skills you aie to practise In this micro-lesson Review the
thought provoking and related facts questions you think will be most difficult for the pupils
Write at least three prompts you could use to help a pupil answer the questions (Refer back

to step 2 for major ideas you want pupils to arrive at.

a)
J

b) *

c)

d)

4) Seeking furthei clarification is one of the components of probmg technique and now
you are practising it So select another of the majoi questions you listed eai her (do not
use tie same question used for prompting) What sort of answers might pupils give that
will require further clarification 9 List three answers you would want clarified and what
you would say to seek the clarification

Possible answers that would What you would say to seek

require clarification clarification of the answer

5) Review the ideas you have listed as representing adequate responses to youi initial
majoi questions (step 2) Which of the sets of ideas can best be refocused (related to other
topics) List four refocusing questions you could ask after your pupils provide satisfactory
responses to your original questions

55-
 2:<s

Refocusing questions

a)

b)

c)

d)

6) Review the ideas you have listed as representing adequate responses to your initial
major questions (step 2) Which of the sets of ideas can best be used for developing critical
awareness List four critical awareness questions you could ask after your pupils provide
satisfactory responses to your original questions
Critical awareness questions
a)

b)

c)

d> _
b
6) Try to_ conduct the lesson so that you spend at least We to 10 minutes on probing
questiOM$pend as little time as possible on related facts review

- 56-
 MICRO LESSON - 2
LESSON PLAN FORM

OBJECTIVE-To use probing skills to guide a pupil to more complete and

thoughtful responses
ORGANIZING FOCUS

Planned questions Criteria Notes for probing

Take this lesson plan to your micro lesson.

-37-
 225

PRACTICAL PROGRAMME FOR INSTRUCTIONAL SEOUENCE-TWO

The specific tasks to be earned out in this sequence are listed below in the order m
which -hey are to be earned out This list should be checked as each task is completed
OBSERVATION

EH Observe Instructional Lesson - 2

EH Study the model lessons given in tie hand book for the instructional skills
EH Revise prepared micro lesson if necessary
PRACTICE AND EVALUATION OF PROMPTING, SEEKING CLARIFICATION
REFOCUSING AND CRITICAL AWARENESS

EH Micro-teach and audiotape Lesson - 2.

dU Hear first replay of Micro lesson and complete Teacher Self Evaluation
Form (2) a Page No^°
EH Hear second replay of micro lesson and Complete Teacher Evaluation Form
(2) b Pago No—63

EH Discuss with your colleague about the skills you have practised
EH Replan lesson for re-teach
RE-TEACH LESSON - 2

□ Micro-teach and audio tape Re-teach Lesson - 2

□ Hear first replay of Re-teach Lesson-2 and Complete Teacher Self-Evaluation
Form-2 (a) Page No
□ Hear second replay of Re-teach Lesson-2 and Complete Teacher Self-Evaluation
Form-2 Cb) Page No
O Discuss with colleague about the skills used and compare interpretations

-58-
 INSTRUCTIONAL SEQUENCE - TWO

MICRO - LESSON - 2 FIRST HEARING

TEACHER SELF EVALUATION FORM - 2 (a)

Read entire form before starting replay

PURPOSE - To help you evaluate your use of probing techniques

ATR OPERATION - Start the tape at the beginning and record your observation as
directed below While recording, stop the tape if necessary

SAMPLE - Probing sequences in the entire tape

PROCEDURF FOR RECORDING OBSERVATIONS

A probing sequence consists of four minor skills m order to improve the pupils
initial response to the initial question

It ts terminated when the original question is abandoned

When a pupil response is followed by a probe, place a dot ( ) in the appropriate

box to indicate whether it was a prompt, a request for further clarification, a refocusing
question or critical awareness question

If more than one probing is used in a sequence place additional dots in the
appropriate boxes

Rate the last response in the sequence by ticking unacceptable, partially (Acceptable
orAcceptable

_59_
 21,7

Write comments if any about the probe in the space provided in the form
PROBING SEQUENCE I Ex 7 | 8 | 9~
1 10 |Total

Prompt

Clarification
PROBES
Refocusing

Critical
awareness

Unacceptable

TERMINAL Partially
RATING acceptable

Acceptable

Comments

60-
INTERPRETATION

(A) If a given probing sequence fails to terminate in an acceptable response and

probing is abandoned after relatively few questions, analyse that sequence for the following
possible causes

a) Your prompts may be asking the pupil to make too many big conceptual
jumps Try asking more questions requiring graduated conceptual jumps

b) More than one prompt or request for clarification may be required

(B) If your record indicates acceptable responses but a low incidence of prompts 01
an absence of clarification, determine whether you are

a) Asking questions which do not require probing skills,

b) Asking questions which require very short answers^

c) ¥uci..iuiy-.be placing too much emphasis on the recall of facts instead of on
thoughtful responses,

d) Not using a criterion response This could lead to accepting any initial
response
(C) If you are failing to refocus any acceptable responses you are not helping pupils
to develop relationships and generalize their learning to other appropriate topics This
could result from

a) Failure to clearly identify significant ideas in your planning which will help the
pupil to form relationships m his learning, cn

b) Not being sensitive to pupil responses which can usefully be used to explain
i elated phenomena
(D) If you are failing to use questions to develop critical awaieness after accepting
the response, it may be for the following possible causes
a) Failing to identify the how and why aspect of the accepted lesponse which will
help the pupil to develop critical awareness, 01
d) Accepted pupil’s response is more factual in nature

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239

INSTRUCTIONAL SEQUENCE - TWO

MICRO - LESSON - 2 SECOND HEARING

TEACHER’S SELF EVALUATION FORM - 2 (b)

Read entire form before starting replay

PURPOSE - To help you identify instances of failure to probe/non-probing

ATR OPERATION - Start at the beginning of the tape and record your observations as
directed below While recording stop the tape if necessary cx move
the tape forward past long probing sequences previously recorded

SAMPLE - Non ' probing instances in the entire tape

PROCEDURF FOR RECORDING OBSERVATIONS

While ter hearing you will record instances when probing was not tued and
determine whether a probe would have been more appropriate than tho teacher esponse
used After each instance where a pupil was not probed, record your rating of the response
by ticking the appropriate box

If you feel that the response could have been probed, indicate whether you. should
have used a prompt, clarification, refocus or critical awareness question by ticking the
appropriate box

*2-
 24D
_L
t
NON-PROBING INSTANCE | 1 2 3 4 5 6 7 8 9 i io | 11

Unacceptable

RATING Partially
acceptable

Acceptable i

Prompt

Clarification
POSSIBLE
PROBE
Refocusing,

Critical
awareness

Comments

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 24
INTERPRETATION

A clear interpretation requires some comparison with the results of your first replay
A) If your companion indicates that there are more unacceptable responses
followed by failure to prompt than those which are prompted, you may be pacing your
lesson too fast for your pupils or you may be including many questions which are of
marginal value to the development of your lesson Decrease your pace or be more ^elective
about your questions

B) If your tally indicates non-probing instances where a lequest for clarification

would be appropnate, your response cntenon is not being applied On the othei hand if
you are seeking clarification as indicated by your first fee&frtg^your problem may be the
same as that cited for failure to prompt under A
C) Were there unused opportunities to refocus a pupil response ? If there were,
but you are already asking a number of refocusing questions, be sure that the ideas you arc
refocusing are more significant than those you are not If you are not refocusing, more
careful plann.ng is needed
D) Were there unused opportunities to ask questions to develop critical
awaieness ’ If so re-plan by including critical awareness questions

EVALUATION OF THE MICRO-LESSON - TWO

WITH YOUR COLLEAGUE
Compare your evaluation with your colleague who has observed your micro-lesson
If there are any differences in the scoung, discuss the possible causes Compare your
intei pretation of the observation with the colleague and specifically discuss ways in which
you can increase your teaching effectiveness with respect to probing skill in the instructional
sequence - two
PLANNING THE RE-TEACH
On the basis of your interpretation of first and second replay and discussion with
your colleague, modify your micro-lesson in preparation for teaching it to a second group
of five pupils
Incorporate changes suggested by your colleague
Extra Evaluation Forms 2 (a), 2 (b) are given to you along with this hand book
Use these evaluation forms for Re-teach lesson Follow the same piocedure used m micro
lesson - two
Practise few more lessons on probing skill taking different organizing focus
Follow the same procedure used m micro-lesson - two
 1

:
I
242
CHAPTER IV I
i

THE SKILL OF CONCRETIZING ABSTRACT IDEAS WITH

EXAMPLES I
STUDY SESSION - THREE i
i
INSTRUCTIONAL SEQUENCE ,
OBJECTIVES i:
I
After completing this chapter III (Instructional sequence - Three) you should be
able to I
I) Use simple, interesting and relevent examples j
II) Use focusing questions for abstraction, and j
in) Use varied examples for generalization after making abstractions 1
i
INTRODUCTION It is generally felt that one of the foremost problems of mathematics
instruction m the secondary school is the teaching of abstract ideas It is this phase of
instruction that makes the heaviest demand upon the skill and artistry of the teacher The
primary jobs of the teacher are to challenge and to guide discovery, to develop understanding
of the new abstract concepts This requires use of “Inductive Appro'ach’ which involves
skill of concretizing the abstract concept with examples The teacher who is trained m the
use of skill of concretizing abstract ideas with examples can convey the clear meaning of
the abstract ideas properly and can develop deep understanding of mathematical principles
and rules But it is revealed from our observation of lessons of mathematics teachers that
most of the teachers are not using the skill of concretizing with examples to teach abstract
ideas, principles and general rules Most of the teachers used direct deductive appioach
with emphasis on lote memory It is found that majority of the teachers are weak m using
the skill of concretizing abstract ideas with examples 1

NATURE OF SKILL OF CONCRETIZING ABSTRACT IDEAS WITH EXAMPLES

You know that when you are teaching abstract mathematical concepts you face so
many problems The problems may be as follows i
i) Pupils express their inability to understand the concept
u) Pupils forget the new concepts very quickly
in) Pupils feel bored while abstract concepts are being taught
iv) Pupils express negative attitude towards mathematics

v) Pupils fail to transfer the learnt ideas to other similar situations

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 2Jk 3

How to solve such problems ’ If you want to be an effective teacher, you have to
solve the problem by teaching the abstract concepts using various conciete examples where
in pupils actively participate n the learning of new concepts Allow the pupils to under­
stand and generalize the abstract ideas for themselves This technique that deals with
examples is known as skill of concretizing abstiact ideas with examples So the skill ot
concretizing with examples can be defined as using examples to teach geneial and abstract
ideas through inductive approach
The skill of concretizing (fee abstract ideas with examples is a class room behaviour
of the teacher where m teacher uses various concrete examples to help the pupils understand
the abstract ideas So this skill aims at developing clear understanding of the abstract
concepts
The skill of concretizing abstract ideas with examples has three components or this
skill can be sub-divided into three minor skills Tney are —
1) Using simple, interesting and relevent examples,
n) Using focusing questions for abstraction, and
m) Using varied examples for generalization
For more clarity and understanding ot the skill, description of each of the
components is given below with several examples

USING SIMPLE, INTERESTING AND RELEVEN T EXAMPLES

NATURE OF THE SKILL

It is a component of the skill of concretizing abstract ideas with examples

Example means an instance or situation or object in which the principle or idea or

the general rule m hand finds its application The skill of concretizing the abstract idea
with examples involves helping the pupils to understand the abstract ideas through concrete
situations and to generalize the rule by using various types of examples The examples
should have three mam characteristics

1) Simple
u) Ineresting
ui) Relevency
An example will be simple, interesting and relevent only if*
1) It is based on the previous knowledge of the pupils,

u) It is according to the age level, maturity level and grade level of the pupils^

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 /

in) It is presented thiough different media^ a

iv) It is directly related to the abstract idea or geneial i ule to be taught

Here the previous knowledge refers to the knowledge already possessed by the
pupils thiough many souices like reading books, news papers, interacting with otheis,
visiting places, participating in work experience piogrammes eic So while using this
skill the teacher must be fully aware of the sources through which his pupils have an access
Examples based on pupils previous knowledge are obviouslv simple to the pupils to
undei stand
For example to teach general rule about profit and loss examples like selling of
agncultuial goods, purchase of seeds and food grains will be simple examples to mral
students To teach ibis same abstract idea to uiban area pupils, purchase and selling of
radios, T V Sets, furnitures, scooters etc will be simple examples

Secondly the examples will be interesting to the students if it is according to the

age level, maturity level and grade level Lower age group pupils generally require
example? in non-verbal form in the form ot concrete objects like charts, models, pictures
and diagram^ The verbal or symbolic examples will uot be interesting to these pupils
But in higher classes pupils will have interest in veibal and symbolic examples as they are
matuied enough to understand the abstract concepts by imagining the concrete objects

For example to teach abstract properties of different types of sets in lower clashes,
concrete sets of objects, pictures, charts and models will be interesting examples But m
higher classes to teach abstract properties of sets, verbal examples and symbolic examples
of <-ets on chalk board will serve the purpose

Some times even higher age group children need models or charts to understand a
general 1 ule For example to teach the general pimciple of Pythagoras in higher classes,
different kinds of models and charts are necessary Oral or chalkboard medium may not
be interesting for the clear understanding of the abstract pnnaple

Thirdly while using different examples, if we u^e the examples through different
media i e one example on cFalktcu^, snctl er example in the form of model, and another
example through overhead projectort (ihen the examples wdl be interesting to the pupils of
all the age group

For example while teaching abstiact properties of polyhedra, present diffeient

types of polyhedron m different mediajhen it will be interesting to the pupils

Relevancy of an example to Iht abotmot ifet refers to its applicability to the rule
01 idea which the teacher has to illustrate or concretize The irrelevant examples not only
lead to confusion but also hinder the understanding of the abstract idea

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 215

THE ESSENTIAL CHARACTERISTICS OF SKILL OF USING SIMPLE

INTERESTING AND RELEVANT EXAMPLES

i) Examples are related to the previous knowledge of the pupils

n) Examples are suitable to the age level and grade level of the pupils
111) Examples are presented through different media
ivj Examples are directly related and applicable to the abstract idea to be taught

WHEN TO USE THE SKILL OF USING SIMPLE, INTERESTING AND RELEVANT

EXAMPLES

It should be used in the initial stage of teaching abstract ideas After stating the
aim of the lesson clearly present the examples one by one slowly and systematically
Present the examples from such a position that all the pupils id the class can perceive them
clearly

Exact examples to be used can be planned by the teacher in advance as he knows

his pupils Teachex has to plan the order in which the examples should be presented But
according to the class room situation he can change the order to his convenience

TO SUM UP, KEEP THE FOLLOWING POINTS IN VIEW ABOUT THE SKILL OF
USING SIMPLE, INTERESTING AND RELEVANT EXAMPLES

1) CHARACTERISTICS OF 1 HE SKILL
a) Used examples aa* related to pievious knowledge of the pupils
b) Use^l examples a«-suitable to the age level and grade level of the pupils
^^xamples aaomad in different media
(h^^amples anFdirectly, related to the abstract idea
dr«xam^>
e)^*Siw£example8
ace m proper order

2) WHEN TO USE THE SKILL OF USING SIMPLE, INTERESTING AND

RELEVANT EXAMPLES

In the initial stage of teaching abstract ideas use this skill After stating the aim
of the lesson, use the skill properly

3) PURPOSE OF USING THE SKILL OF USING SIMPLE, INTERESTING

AND RELEVANT EXAMPLES
i) To help the pupils to understand abstract idea m concrete form through
examples

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 &

n) To maintain interest m learning abstract ideas

in) To reduce the difficulty level of the abstract idea through examples
iv) To relate the abstract idea to other situations

Here some examples are given to illustrate the skill of using simple, interesting and
relevant examples study them

EXAMPLE - 1

Class VII
ORGANIZATIONAL FOCUS - The ratios of corresponding sides of similai triangles aie
equal

SIMPLE, INTERESTING AND RELEVANT EXAMPLES USED

I) Pair of similar triangles on flannel board

II) Pairs of similar triangles “(coloured) on card board
m) Pairs of similar triangles on chalk board
iv) Pairs of similar mangles (paper cutting)

(All the pairs of triangles are of different types and sizes)

Here in the above example the teacher has used the skillof using simple examples
relevant to the topic The examples wett" simple because they v&#» based on the previous
experience of the pupils The examples interesting to the pupils because^ttelj^iSBffi in
the form of models as it lower class and it vft&s according to the maturity level and age
level of the pupils The examples are relevant because it-wa6 based on the principle to be
taught m the period -rtv*/ ,VVvxs

-69
 21

EXAMPLE - 2

Class VIII
Topic - Multiplication

ORGANIZATIONAL FOCUS - a™x a _“ + D

SIMPLE INTERESTING AND RELEVANT EXAMPLES USED

)1) 22 x 23

2) 34 k 32
3) a3 x aB
4) 6BX67 k t i

(Here examples on chalk board are given^a**t ls^ufficient for abstraction See
that the examples are simple as they are related to their previous knowledge The examples
are interesting as they are according to their giade level The examples are relevant because
the abstract idea to be taught finds application here)

EXAMPLE - 3

Class V
Topic - Rectangle

ORGANIZATIONAL FOCUS - Area of a rectangle=length x breadth

SIMPLE, INTERESTING AND RELEVANT EXAMPLES USED

1) Rectangle on flannel board
2) Paper cutting of Rectangle (coloured)
3) Card board model of Rectangle
4) Rectangle Vagram on cLalk board)

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 243
2) SKILL OF USING FOCUSING QUESTIONS FOR ABSTRACTION

Simple presentation of examples may not help the pupils to arrive at geneial rule
Pupils have to examine the examples to find out relationship among them and to find out
common elements present in the given examples Tken they have to make abstractions
involved in the examples This requites direction from teachers So teacher has to use
the skill of asking focusing questions foi abstraction

Skill of using focusing questions for abstiacticn is a technique of dueclmg the

pupils to examples to make abstractions

This skill is used to help the pupils to focus their attention on necessary pai ts of
the examples to draw conclusion The skill helps the pupils to avoid unnecessary details
of the examples and saves time to come to the general rule The focusing questions
encourage the pupils to think in right direction

After presenting the examples, teacher can use the skill of asking focusing questions
as follows

I) What is the relationship between

II) Identify the common structure among
m) Try to find out the set pattern m the given examples
iv) What abstraction can you make fiom these examples ’
v) Whether the pattern of the first example is true in the second ? Is it true in
the thud example Will it be true in all such cases ?

Teacher can use senes of such focusing questions to lead the pupils for abstraction

This skill of using focusing questions is difficult compared to other skills, since
the teacher must have a thorough knowledge of how generalizations are made and he must
know the pupils ability of thinking, reasoning and the powei of abstraction The key
success of using the skill of concretizing the abstract ideas with examples depends upon the
ability of the teacher to use the sequence of focusing questions that will guide the pupils to
arrive at the general ruls

While using focusing questions teacher will not give any new idea He will not
explain any thing new His only task is to focus the attention of the pupils to necessary
aspects of the examples The number of focusing questions to be used depends upon the
ability of the pupils to abstract fiom concrete situation The below normal pupils may
require more senes of small focusing questions to abstiact The above normal pupils may
require only few focusing questions to abstract from concrete situation

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 )

2\j

For example In abstracting Pythagorus principle from concrete models the

above normal pupils may require only one focusing question like “What is the relationship
between the area of the square on the hypotenuse and the areas of the squares on the other
two sides of a right angle triangle?” But below normal pupils may require series of focusing
questions to make abstraction such as - (1) Count the number of small squares in the
square on the hypotenuse (2' Count the number of small squares in the squares on the
other two sides (3) See whether there is any relationship between sum of small squares on
other two sides and the number of small squaies on the hypotenuse (4) What is the
relation between the area of the square on the hypotenuse and the areas of the squares on
other two sides of a right angle triangle ?

i) After presenting simple, interesting and relevant examples to pupils for then
consideration focusing questions must be used
n) After abstraction also this skill can be used to help the pupils to generalize
the abstraction in verbal form

& THE PURPOSE OF USING SKILL OF ASKING FOCUSING QUESTIONS FOR

ABSTRACTION

i) To help the pupils to focus then attention on nece&sary parts of the examples
XVJlWkv n3
n) To help the pupils to abstract the general ldea^through the examples

in) To help the pupils to avoid unnecessary details of the examples

iv) To help the pupils to save time in abstracting the ideas

v) To enefturage the pupils to think in ngbt direction of abstraction

Some examples are given to illustrate the skill of using focusing questions for
making abstraction on pageJUS 7^ U 7 * . Study them

3** USING VARIED EXAMPLES FOR GENERALIZATION AFTER MAKING

ABSTRACTION

There are two processes m an inductive discovery lesson

i) Abstraction
u) Generalization
Pupils make an abstraction when they realize properties common to the examples
presented To help the pupils to abstract the general pattern, teacher ha* to use two
components of skill of concretizing abstract ideas with examples 1 e
 ‘ *1

250
1) Using simple, interesting and relevant examples
u) Using focusing questions for abstraction
These two components are explained earlier m this chapter with many examples

The second process is generalization Generalization occurs when pupils predict that
a relationship or general pattern found for a particular sample will also be true for a more m
elusive sample If they find that the pattern found m the given examples are applicable to all
such examples, then the previously made abstraction will be generalized and will be stated in
verbal form This process requires two components of skill ot concretizing abstract ideas
with examples i e
I) Using varied examples for generalization after making abstraction
II) Using focusing questions for generalization The second component 1 e
using focusing questions for generalization is nothing but sub-skill 2 explained
earlier m this chapter 1 he first component m the process of generalization is
“using sad. varied examples for generalization after making abstraction

NATURE OF SKILL OF USING VARIED EXAMPLES FOR GENERALIZATION

AFTER MAKING ABSTRACTION

The name of the skill itself gives the meaning of the skill Here while using
examples two criteria^ are to be kept in mind , <*** *------

l) Examples should be sufficient in number

n) Examples should be varied
Firstly the number of examples used will be judged as sufficient if they
are more m number Secondly examples will be known as varied exam­
ples if they show the following characteristics
\

i) Examples are of different size, shape, position and coloui

n) Examples are of different types m stiucture »
m) Examples cover all the possible cases or variations that influence generalization
iv) Examples include non-examples to verify the level of abstraction

Teacher can use this skill m three ways

i) Teacher himself can give many jnore vaned examples to verify whetbei the
abstraction made by the pupils aWtrue m all such cases
n) Teacher can elicit examples from pupils Teacher can ask the pupils to pick up
any example and obsei ve whether the general pattern observed in the previous
instances is applicable to any instance or not

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 25
in) Teaehei can me non-examples as example where in th; made absti action will
not suit the instance *■

Teacher can use examples in all these three ways depending upon m need The
mam purpose of this skill is to help the pupils to extend the abstraction to all such uses
and generalize »

DIFFERENCE BETWEEN THE SKILL OF USING SIMPLE, INTERESTING AND

RELEVANT EXAMPLES AND THE SKILL OF USING VARIED EXAMPLES FOR
GENERALIZATION AFTER MAKING ABSTRACTION

These two skills differ in many respects They aie as follows

I) The skill ot using simple, interesting and relevant examples is used m the
initial stage of abstraction where as the second skill is used afier >-tud>ing tne
general pattern in the given examples
II) In the first case, examples are given by the teaehei alone where as in the second
case examples are given by botff pupils and teacher
III) In the second case non-examples are also given to veuty the level of
abstraction made by the pupils
iv) The first one is used for finding the general pattern where as the second one
is used to establish general rule
v) The first one is not used alon^tbe focusing questions where as the second one
is used along with focusing questions

vi) In the second case the examples aie more varied than in the fiist case ^

WHY WE HAVE TO USE THE SKILL OF USING VARIED EXAMPLES AFTER

MAKING ABSTRACTION

It should be used for the following reasons

I) This skill provides ample instances for consideration *

II) This skill avoids the tendency of pupils to generalize from too small sample
in) This skill avoids erroneous generalization from an inadequate sample *
/
iv) It will encourage pupils to examine their abstraction critically and to test a
large variety of cases befoie believing their hypothesis as correct
v) It helps the pupils to verbalize their abstraction in general form f
-7 4-
TO SUM UP KEEP THE FOLLOWING POINTS IN VIEW ABOUT THE SKILL OF
USING VARIED EXAMPLES FOR GENERALIZATION FOR ABSTRACTION

(1) Nature of the skill

l) Examples are of diffeient size^shape and position .

n) Examples are of different structure *

in) Examples should cover all the possible variations .

iv) Examples should include non-examples

(2) WHEN TO USE THE SKILL ’

When pupils find general pattern in the previously given examples, then use this
skill to help the pupils to generalize »

(3) HOW TO USE THE SKILL ?

i) Teacher himself can give examples •

n) Elicit examples from pupils ,
m) Give non-examples also j
iv) Use this skill along with the skill of asking focusing questions for generalization

(4) PURPOSE OF USING THIS SKILL

l) To avoid the tendency of pupils to generalize from too small sample

n) To avoid erroneous generalization

m) To encourage pupils to examine their abstraction critically^-

iv) To develop the power of generalization

Here some examples are given to illustrate the two concretizing skills l e

i) Skill of using focusing questions for abstraction, and

u) Skill of using varied examples for generalization after making abstraction
dKe ovc.
The reason is that both^skills will be used together in. concretizing abstract ideas >
Secondly the skill of using focusing questioqsfor abstraction wAtbc used for the generali­
zation of the abstract idea also

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 2L>3
Example - 1
Class VII
ORGANIZATIONAL FOCUS - Goldbath’s conjucture (Any even number greater than 4
is equal to two odd pomes added together)
Teacher - To day let us discuss a conjucture known as Goldbath’s conjucture To begin
let us consider the following examples
20 = 17+3
22 = 19+3
24 D 17 + 7
26 0 13+13
26 =, 17+ 1J

Does any one notice a pattern in these examples 7

51 - The numbers on the left side are all even numbers m the twenties On the right
hand side all the addends are odd
Teacher - Yes But can you say any thing else about right hand sides besides the fact that
they are odd 9
53 - They are all primes

Teacher - Can any one generalize the observations 9

54 - Any even number m the twenties is equal to two prime numbers added together
Teacher - Do you think this would be true for other even numbers 7
55 -30 - 27 + 3
Teacher - Does it follow the same pattern 9
S4 - No 27 is not prime
S, -30=17+-13
52 -10 = 7+3
SB -52 =47+5
Teacher-Every body pick thiee even numbers and try it (Pause) Has any body found an
even number that can’t be expiessed m this way7
51 -4 = 2 + 2 or 1 + 32 and 1 are not pnmet,
53 -2=1+1 and both are not prime
Teacher - So what is the general rule concerning even numbers and odd primes9
52 - Any even number greater than 4 is equal to two odd primes added together.

76
- -
 2b 1

Example - 2
Class IX

ORGANIZATIONAL FOCUS - Sum of the interim angles of a polygon

Teacher - Presents different models of polygon le Quadnlatei al, Pentagon, hexagon

Heptagon on a flanal board and divides into triangles Prepares a chait as
follows *

Polygon No of sides No of a s Sum of interior angles in r ght angles

Quadrilateral 4 2 4
Pentagon 5 3 6
Hexagon 64 8
Heptagon 7 5 10

Observe the relationship between number of sides m a polygon and nurnbei of

triangles foimed m it
15
51 - In all the examples number of triangles formed a«t less than the numbe- of sides
Teacher - Yes How much less;*

52 - Number of triangles are less by two than number of sides m all the examples
Teacher - Will it be true in all other such cases / Take for example octogon and see how
many triangles will be foimed ’

53 - Six triangles

Teacher - How many triangles can be formed m a polygon having 12 sides. CalcL.la.te with
the help ot the pattern observed m these examples

SB - Ten triangles can be formed

Teacher - What will be the number of triangles in a polygon having “n” sides ^

51 - (n-2) triangles

Teacher - Good Now, what is the lelationship between the interior angles of a polygon
and the interior angles of triangles m it

52 - Sum of the interior angles of a polygon - sum of the interior angles of all the
triangles
Teacher - Yes So what is the sum of the interim angles of a polygon having “n” sides ?

Si - 2x(n-2) right angles

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 Example - 3
Class IX

ORGANIZATIONAL FOCUS - Relation between the diameter and the cucunteiencc of

a circle
Teacher - Presents three models of circles on Flai^iT board Asks the pupils to measuie
circumference and diameter ot each circle Tabulates them as follows

Circumference Diametei
22 c m 7cm
11cm 3 5cm
33 c m 115cm
Teacher - Observe the circumferenpe of a circle and its diametei m all the thiee examples
What is the relationship Detween these two 9
Si - Diameter is nearly one third of the circumference m all the examples
Teacher - What exactly are the ratios of circumference and diameter m tne examples 9

Si -In the first example -§-=^2 = 3 143

52 - In the second example

~fr=31B = 3 143
53 - In the third exampl&£= ^3B = 3 143

Si - The ratio | of C and D is constant in all these examples <.

Teacher - Is it true in other cases also Pick up any circleFind the ratio of C and D
Si - (Takes one cncle finds D and 3 143
S3 - (Takes another circle and finds D & C)
^3 143
Teacher - So, what is the general rule ^

Si - The ratio of circumference and diameter in a circle is constant and is equal to

3 143 or 22 .

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 i CT

FAILURE TO USE CONCRETIZING SKILL

In order to help the pupils understand the abstract ideas through concretexamples
teacher must have a clear idea of how pupils understand abstract ideas Frequently
teachers with poor concretizing skill tend to generalize the abstract idea with few narrow
examples It leads to poor understanding of the abstract ideas

Here some examples showing poor use of concretizing skill m teaching abstract
ideas are given Try to know where the teacher has failed to use the concretizing skill

(Failure to concretize)
Example - 1
Topic - Area of a square Class V

ORGANIZATIONAL FOCUS - Area of a square r square of one side

A za2 square units

Teacher - (Presents two diagrams of squares on chalk board)

What are these figures 9
51 - Squares
Teacher - How are the sides 9
52 - Sides are equal
Teacher - (Divides the squares into square units)
What is the area of the first square in square units ’
53 - 36 square cms
Teacher - What is the area of second square ’
54 - 25 square inches
Teacher - What is the relationship between the area of square and its sides 9
(No response from pupils)
Teacher- See m these two examples the area of a square is equal to the square of its one
side In the first case side is 6 c m So area is 36 c nit, In the second case side
is 5 inches So the area is 25 square inches

fir
Area = i__i square units
Where “a” is the length of one side

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 I

2i<r
Here teacher did not use interesting examples He should have used different
squdics lbiough different media as it was a lower class Teacher did not use focusing
question for abstraction properly So pupils did not grasp the abstract idea m the given
examples Teacher failed to generalize the abstract idea by using varied examples On the
whole teacher failed to use concretizing skill to teach abstract idea

80-
 . )

2 O
CHAPTER V

PRACTICE SESSION - THREE

USING SKILL OF CONCRETIZING ABSTRACT IDEAS WITH

EXAMPLES
SPECIFIC INSTRUCTIONS FOR PREPARING MICRO LESSON - 3

In micro lesson - three you will practise the skill of concretizing abstract ideas
with examples

Remember that skill of cone, etizing abstract ideas with examples consists of three
components (minor skills) They arc v

1) Using si mole, interesting and relevant examples

u) Using focusing questions for abstraction
111) Using varud example"; for generalization after making abstraction *

In this micro lesson - three you will practise all these components in combination
with one another
Skill of using simple, interesting and relevant examples should be used in ihc initial
stage of teaching abstract ideas Use this after stating the aim of the lesson clearly

You should use tne skill of asking tocusmg questions for abstraction after presenting
simple, interesting and relevant examples You should also use the skill of asking focusing
questions for generalization

You should use the skill of using varied examples for generalization aftei finding
general pattern in the pieviously given examples About these skills read once again
instructional sequence three page no ^ m the hand book

SELECTION OF THE PUPILS - For this lesson you should select from your class pupils
who are just below normal and normal in mathematics This group of below normal and
normal pupils gives you the best opportunities to use all the components of concretizing
abstract ideas with examples in your micro lesson

SELECTION OF ORGANIZING FOCUS - Select such a topic wherein there is ample

scope for practising all the three components of concretizing skill Remember that the
content must be new to the students If the content is learnt already by the pupils then
there will not be scope for using all the components of concretizing skill So it should be

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a “Fresh Lesson” wherein pupils learn the abstract idea afresh Try to select oiganizational
focus keeping m view the following criteria

1) There is sufficient scope to use varieties of examples

ij) There is sufficient scope for the generalization of general rule oi pi mci pie or
idea
m) There is sufficient abstract idea that can be illustrated properlv

Some of the examples of organizational focus are given below

1) Topic - Proportion Class V
Organizational focus - Relationship between extrems and means
2) Topic - Triangles Class IX
Organizational focus - Pythagorus Theoiem^
3) Topic - Number system Class VIII j

Organizational focus - Properties of rational number..

4) Topic - Polygon Class VIII
Organizational focus - Sum of the angles of a polygon*-
5) Topic-Cone Class VII
Organizational focus - Formula to find the area of a cone^

Select a small abstract idea or general rule or principle which can be taught
within 10 minutes

SELECTION OF MATERIALS AND AIDS - In practising the skill of concretizing

abstract ideas with examples, you have to use different types of aids in the form of examples
Teacher must plan m advance about the concrete examples to be used m the micro lesson
i e charts, maps, pictures, diagrams, models, apparatus, mathematics puzzles, graphs etc
 2uj

MODEL LESSON NO i
Class VIII

ORGANIZATIONAL FOCUS - Rule for multiplying powers of a given base

PREVIOUS KNOWLEDGE - Concepts of power, base integral exponents and how to

compute powers*.

Teacher - Today let us see if we can discover a rule for multiplying powers of a given base
(Tr writes on chalk board) 22 * 2s z: ? Let us find the .product What does 22
mean 9 (Example for abstract)
Si -22 = 2x2
Teacher - What does 23 mean ’
, S2 -23 = 2x 2 X2
• i

Teacher - So what is the product of 22 * 23 9

S3 - 22 X23 - (2X2)X(2X2X2)'—2X2X2X2X2
Teacher - (Tr writes them on chalk board) Now how many factors ot 2 do we have ’

Si -2®

Teacher - Right (writes on B B ) 22 X23 - 2X2X2X2X2 = 2®

Teacher - Let us take another example 34X32 r ? What is the product9

(Example foi abstraction)

53 - 34X32 - 3X3X3X3X3X3 = 3®

Teacher-Yes Now let us take one-more example What is the product of a 3Xa®
(Example for abstraction)
SB - a3 Xa® = aXaXaXaXaXaXaXa _ a8
Teacher - Now see all the three examples In every example how are the bases of multiplied
numbers 9 (Focusing question for abstraction)
54 - In each example base is same
- Teacher - What is the relationship between exponents of the product and exponents of the
multiplied numbers 9 (Focusing question)
■eixcVv.
Si - It is the sum In »8=tfae=tfe*ee case* the exponent* of the power that is the
.product ip equal to the sum of the exponents of the two powers being multiplied

- 83 -
 I

2l
Teacher-So you have found out the relationship between exponent of the pioduct and
exponents of the multiplied numbers Now without expanding, find the pioduct
of x® XxB (Varied example for generalization)
S3 - x6XxB - x11

Teacher - How did you get the power of the of the product?

S4 - To multiply two powers of the same base add the exponents and write the pioduct
of the base whose exponent is the sum

Teacher - Can you give some examples of this type f (Varied example for generalization)

Si - aBXa7 r a12
S2 -p3Xp’ = p10—
(Varied examples for generalization)
S6 - y6Xy10 =y18—
Teacher - Good, multiply a3 XbB by the rule that you have found out7
(Non-example for generalization)

S3 - No
Toacher - Why not?
S3 - Because the base is not same
Teacher - Right Now what is the product of ST Xan = ’
m+n
S2 - a'nXa" - a

Teacher - So we can extend our rule to the product of any number of poweis of the same
base Now for tomorrow do exercise 3 2 from 1 to 10

-84-
 I
I

MODEL LESSON - 2
Class V
Topic - Rectangle
ORGANIZATIONAL FOCUS - Area of a rectangle r Length X Breadth, square units
Teacher - Shows a card board model of a rectangle which is divided into square units *

What is this figure 9 (Example for abstraction

51 - Rectangle
Teacher - What is its length & breadth 9
52 - Length is 6 c m and breadth 5cm
Teacher - Wnat is its area, count and say 9
Si - 30 square c m s
Teacher - Yes Shows another rectangle on flannel board (divided in to square inch)

What is this figure * (Example foi abstraction)

i

S* - Rectangle
Teacher - What is its area ’
Ss - 21 square inches

Teacher - Yes Presents another rectangle on chalk board (Example for abstraction)

What is this figure 9

Si - Rectangle
Teacher - What is its area ’
S5 - 40 square inches

Teacher - Observe all the three rectangles, their areas m square units and their corresponding
lengths and bieadths (Focusing question)
(Pupils observe)

Teacher - What is the relationship between length & breadth of a rectangle and its area
(Focusing question)
Si - If lengths and breadth aie more area is more *
4
Teacher - Yes What else can you abstract 9

- 85 -
 2t»3

Distnbutcs paper cuttings of different kinds of rectangles to pupils Teacher

asks them to measure length breadth and count the area (Varied example for generalization)
(Pupils work it out)
Teacher - Exchange youi paper cuttings.Venfy other s findings (Focusing question)
(Pupils work it out)
Teacher - What is the exact relationship between length, breadth and the area of a rectangle1?
(Focusing question for generalization)

S2 - Multiplication of length and breadth will be the area in square units

Teacher - Very good (Teacher gives a quadrilateral paper cutting to pupils) Find area of
this figure (Non-example for generalization)

S4 - Length is 8 c m Breadth 6cm So area is 8X6 = 48 square c m

51 - No Sir, this figure is not a rectangle It can not be divided into squares along
length & breadth All sides are different

Teacher Where will be the general rule that you have found out will be applicable *?
(Focusing question for generalization)

52 - Only m rectangle

Teacher - What is the general rule ? Put it in symbolic form by filling the gap
(Focusing question for generalization)
l_
X
[square Units

1
b [square Units
A = X

-86-
 I / ■

2*4
PLANNING SUPPLEMENT

MICRO - LESSON AND RETEACH LESSON - 3

In this micro lesson you will practise three components of skill of concretizing
abstract ideas with examples

They aie
I) Using simple, interesting and relevant examples
II) Using focusing questions for abstraction

in) Using varied examples for generalization after making abstraction

To help you to plan the lesson, complete the following questions

1) What topic will vou use for the lesson f Some suggested topics are

(a) Number system

(b) Set theory

(c) Polygon
(d) Algeb^c formulas

(e)

You may select one of these areas or name one of your own Be sure that you
select a topic in which there is full scope to use the concretizing skill

Name the topic you have selected

(2) Write the abstract idea to be concretized you have selected

- 87-
(3) It is important to consider the simple, interesting and relevant examples that
you use and the media through which they will be presented Write the exam­
ples and the media i
Examples Media
(a)

(b)

(c)

(d)

(4) You should decide before the lesson what are the major focusing questions
to be used for abstraction You should also decide befoie the lesson what you
will accept as an adequate1 response to each focusing question you ask for
concretizing the abstract concept

Focusing question Adequate response

(a)

(b)

(c)

<d)

-88-
 (5) Using varied examples for generalization after making abstraction is one of
the components ot concretizing skill So plan the varied examples to be used
for generalization and the medium of presentation

Examples Media
1

✓
i

(6) Try to conduct the lesson, so that you spend at least 5 to 10 minutes on
concretizing slall. j

-8*-
 MICRO LESSON - 3
LESSON PLAN FORM

OBJECTIVE - To use the skill of concretizing abstract ideas with examples

ORGANIZATIONAL FOCUS

Planned examples Media

Planned focusing questions Expected response

i
i

- 90-
Planned varied Examples

Take this lesson plan to yonr micro lesson

 2» j

PRACTICAL PROGRAMME FOR PRACTICE SESSION - THREE

The specific tasks to be earned out in this session are listed below m the order m
which they are to be earned out This list should be checked as each task is completed
OBSERVATION
i 1 ObNute Instructional Lesson - 3
i \ Study the model lessons given m the hand book for the instructional skills
. \ Revise prepared micro - lesson if necessary

PRACTICE AND EVALUATION OF THE SKILL OF CONCRETIZING ABSTRACT

IDEAS WITH EXAMPLES

! ! Micro teach and audiotape lesson - 3

CU Hear first replay of Micro lesson and complete Teacher Self Evaluation
Form 3 (a) page No*— <14'

□ Hear second replay of Micro lesson and complete Teacher Evaluation

form 3 (b) — R7
□ Discuss with your colleague about the skill you have practised and get
feed back
RE-TEACH LESSON - 3
□ Micro teach and audiotape Re-teach lesson - 3
□ Hear first replay of Re-teach Lesson - 3 and complete Teacher Self Evaluation
form 2 (a) page No — <14 •

□ Hear second replay of Re-teach Lesson - 3 and complete Teacher Self

evaluation form 2 (b) page No -^7*
□ Discuss with colleague about the skills used, compare interpretations and
get feed back

-9?-
 PRACTICE SESSION - THREE

MICRO LESSON - 3 FIRST HEARING

TEACHER SELF EVALUATION FORM - 2 (a)

Read entne form before starting replay

PURPOSE - To help you evaluate your use of the skill of concretizing abstract ideas with
examples
ATR OPERATION - Start the tape at the beginning and record your observations as
directed below While recording, stop the tape if necessary

SAMPLE - Concretizing sequence in the entire tape

PROCEDURE FOR RECORDING OBSERVATIONS

The concretizing sequence consists of three minor skills

When teacher used an example m the initial stage place dot ( ) in the appropriate
box to indicate that teacher has used example for abstraction
When teacher asks focusing questions foi abstraction put dot ( ) in the appropriate
box to indicate its use
When teacher uses an example for generalization put dot ( ) m the appropriate
box to indicate its use

Mark your rating about each skill by ticking unacceptable, partially acceptable and
acceptable

Write comments if any about the concretizing skill m the space provided m the form

-93-
 w 7-1
2 / J.
Concretizing Sequence 1 2 3 4 3 6 total

a Using Examples for abstraction 1

o
*2
i Using focusing questions
■4m»
for abstraction
a Using varied examples for
d generalization
Unacceptaple
1
Rating Partially acceptable
1
Acceptable 1
Comments -

-9*-
INTERPRETATION

a) If your example used foi absti action is unacceptable, it may be for the
following possible causes
1) Your example may be unrelated to the previous experience ot the pupils
n) Your example may be unrelated to the age level & grade level of the pupils
m) Your example may be unrelated to abstract idea m hand

b) If your record indicates that the focusing question fails to help the pupils to
abstract the general idea, analyse it for the following ciuses
I) Your focusing question may be above their thinking ability
II) Your focusing question may be demanding the pupils to make too many
big conceptual jumps
III) Your focusing question may be asking very short factual answer without
thinking
c) If you are failing to generalize by using varied examples, you are not helping
the pupils to develop relationships and generalize their learning This could
result from

i) Failure to use examples of different variety properly

11) Failure to use sufficient examplesfor generalization

in) Failure to use focusing questions to draw the attention of the pupils to
necessary aspects
 o

273

PRACTICE SESSION-THREE

MICRO LESSON - THREE SECOND HEARING

Teacher’s Self Evaluation Form - 3 (b)

Read entire form before starting replay

PURPOSE - To help you identify instances of failure to concretize/non concretize'

A T R OPERATION - Start at the beginning of the tape and record your abservations
as directed below While recording stop the tape if necessary <
SAMPLE - Non - concretizing instances m the entire tape !

PROCEDURE FOR RECORDING OBSERVATIONS - While hearing you will record

instances when concretization was not used After each instance where the teacher did not
i

use concretizing skill, record your rating by ticking m the appropriate box
i

If you feel that concretization could have been used, indicate whether you should
have used skill of using simple, interesting and relevant examples, skill of asking focusing
questions for abstraction or skill of using varied questions for generalization by ticking in
the appropriate box
 Non Concretizing Sequence 1 2 3 4 0 6 7
1
—
Unacceptaple 1

l
Rating Partially acceptable
t

—
Acceptable 1
i

J
Posible
k
Usmg Examples for abstraction
1 l
1
Concre- Using focusing questions
tization tTsing varied examples for 1
generalization

Comments -
 2/5

INTERPRETATION '
I
1) If your tally indicates non-concretizing instance wheie use of simple, interesting
and relevant example would be appropriate for abstraction, you may be using moie of
narration Reduce narration and me examples J
I

2) If your tally indicates that there were more opportunities to use1 focusing
questions for abstraction, you may be directly dictating the abstract idea and paping your
lesson too fast for your pupils Try to give more opportunities to pupils to participate by
including focusing questions for abstraction I

3) If your tally indicates non-concretizing sequence where the skill of using varied
examples would be appropriate foi generalization, then you are generalizing with few
examples Try to include more varied examples So more careful planning is needed

DISCUSSION OF SELF EVALUATION OF THE MICRO LESSON - THREE WITH

THAT OF YOUR COLLEAGUE

Compare your evaluation with that ot your colleague who has observed yqur micro
lesson - three If there are any differences in the scoring, discuss the possible causes
Compare your interpretations of the observation with those of the colleague Specifically
discuss the ways in which you can increase your teaching effectiveness with respect to
concretizing skill |

PLANNING THE RE-TEACH j

On the basis of your interpretation of first and second replay and discussion with
your colleague, modify your micro lesson m preparation for teaching it to a second group
of five pupils

Incorporate changes suggested by your colleague

Exta Evaluation Forms 3 (a), 3 (b) are given to you along with this hai id book
Use these evaluation forms for Re-teach lesson Follow the same procedure used in micro
lesson three !

Practise few more lessonkm concretizing 'skill taking different organizing focus
Follow the same procedure used in Micro lesson Three '

- 98 -
 \

BIBLIOGRAPHY

) BORG, W T et al “Jhe Muucourse A Micro teaching Approach to Education”

London , Macmillon, 1970 *

2 BUTLER, C H and WREN, F L “The Teaching of Secondary Mathematics” New

York , McG raw Hill Book Company, 1951

3 COONEY, T J Davis, E J and Henderson, K B “Dynamics of Teaching

Secondary School Mathematics” Boston, Houghton Mifflm Company, 1975

4 FULLER, F F and MANNING, B A “Self Confrontation Reviewed a Conceptu­

alisation for Video Playback in Teacher Education” Review of Educational
Research, Vol 43, 1973

5 JOHNSON, R B “The Effect of Prompting Practice and Feedback in Programmed

Videtoape” American Educational Research Journal, VoJ, 5 1968
^------- ---------------------------------------
6 McDONARLD, F J “A Theoretical Model for the Use of Observational Learning
in Acqumng TeacEing Skills” Paper presented at the meeting of the American
Educational Research Association Los Angeles, 1969

7. PASSI, B K (ed) “Becoming Better Teacher Micro Teaching Approach” Barnda,

The Centre of Advanced Study in Education, M S University, 1976

8 PER ROT T ELIZABETH “A Self Instructional Micro teaching Course for In-service
and Trainee Teachers** England, Micro teathing Research Unit, University
*oFLancaster, iy/:T

St PERROTT ELIZABETH et al "An Investigation into Teacher’s Reactions to a self

Instructional Micro teaching Course” England, University of Lancaster, 1975

10 PERROTT ELIZABETH et al “Changes m Teaching Behaviour After Completing

a Self Instructional Micro teaching Course” Programmed Learning and
Educational Technology, Vol 2 No 6, 1975 ----------------- -------’