UGC NET: Errorless Learning & Errorless Teaching

<h3 style="text-align: left;"><strong data-end="494" data-start="463">What is Errorless Learning?</strong></h3> <p data-end="771" data-start="495">Errorless learning is a structured teaching approach designed to help children learn new skills with <strong data-end="616" data-start="596">minimal mistakes</strong>. Instead of letting a child guess and fail repeatedly, the teacher <strong data-end="728" data-start="684">prompts the correct response immediately</strong>, ensuring success from the very beginning.</p> <p data-end="993" data-start="773">This method is widely used in <strong data-end="862" data-start="803">special education, ABA therapy, and autism intervention</strong>, as children with developmental delays may struggle to learn from mistakes and can become frustrated during trial-and-error tasks.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp9p6djl7kpefcqChOS0u4BfnN5oHdcrSnymuFUjtkEcZtjCVRiDopkyJVACya1ru-1QzrZJgT5R0X8Y1ayyCdfdcoBZaFqB8amlcrqnjZimA5jPkiV432gGz8GYcRNQk00cF2fM07ZxAYQi4_z1jnL3Hgw7b0ycsU9py4AVQnQA_vfUIghyL58Rcbpr0/s526/257764991_4848644348519775_1387334318911972943_n.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="526" data-original-width="526" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp9p6djl7kpefcqChOS0u4BfnN5oHdcrSnymuFUjtkEcZtjCVRiDopkyJVACya1ru-1QzrZJgT5R0X8Y1ayyCdfdcoBZaFqB8amlcrqnjZimA5jPkiV432gGz8GYcRNQk00cF2fM07ZxAYQi4_z1jnL3Hgw7b0ycsU9py4AVQnQA_vfUIghyL58Rcbpr0/w640-h640/257764991_4848644348519775_1387334318911972943_n.png" width="640" /></a></div><br /><p data-end="993" data-start="773"><br /></p> <h3 data-end="1033" data-start="995"><strong data-end="1033" data-start="999">Why Errorless Teaching Matters</strong></h3> <p data-end="1165" data-start="1034">Traditional learning often allows mistakes and then corrects them. But for many children—especially those with autism—mistakes can:</p><ul style="text-align: left;"><li> Reinforce incorrect learning patterns</li><li>Trigger frustration or anxiety</li><li>Increase chances of refusal or tantrums</li></ul> <p data-end="1287" data-start="1246" style="text-align: left;"></p><ul data-end="1287" data-start="1167"> </ul> <p data-end="1429" data-start="1289">Errorless teaching avoids these challenges by <strong data-end="1429" data-start="1335">building confidence, reducing frustration, and reinforcing the right behavior immediately.</strong></p> <h2 data-end="1480" data-start="1436"><strong data-end="1480" data-start="1442">Key Benefits of Errorless Learning</strong></h2> <div class="_tableContainer_1rjym_1"><div class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="1912" data-start="1482"><thead data-end="1537" data-start="1482"><tr data-end="1537" data-start="1482"><th data-col-size="sm" data-end="1509" data-start="1482">Errorless Learning Helps</th><th data-col-size="sm" data-end="1537" data-start="1509">How it Improves Learning</th></tr></thead><tbody data-end="1912" data-start="1593"><tr data-end="1654" data-start="1593"><td data-col-size="sm" data-end="1613" data-start="1593">Reduces frustration</td><td data-col-size="sm" data-end="1654" data-start="1613">Learner stays motivated and confident</td></tr><tr data-end="1722" data-start="1655"><td data-col-size="sm" data-end="1681" data-start="1655">Prevents incorrect habits</td><td data-col-size="sm" data-end="1722" data-start="1681">Child practices correct response only</td></tr><tr data-end="1787" data-start="1723"><td data-col-size="sm" data-end="1755" data-start="1723">Promotes positive reinforcement</td><td data-col-size="sm" data-end="1787" data-start="1755">Encourages active engagement</td></tr><tr data-end="1851" data-start="1788"><td data-col-size="sm" data-end="1813" data-start="1788">Faster skill development</td><td data-col-size="sm" data-end="1851" data-start="1813">No wasted time correcting mistakes</td></tr><tr data-end="1912" data-start="1852"><td data-col-size="sm" data-end="1880" data-start="1852">Better emotional experience</td><td data-col-size="sm" data-end="1912" data-start="1880">Reduces anxiety and pressure</td></tr></tbody></table></div></div> <h2 data-end="1953" data-start="1919"><strong data-end="1953" data-start="1925">Errorless Teaching Steps</strong></h2> <div class="_tableContainer_1rjym_1"><div class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="2391" data-start="1955"><thead data-end="1989" data-start="1955"><tr data-end="1989" data-start="1955"><th data-col-size="sm" data-end="1962" data-start="1955">Step</th><th data-col-size="md" data-end="1978" data-start="1962">What It Means</th><th data-col-size="sm" data-end="1989" data-start="1978">Example</th></tr></thead><tbody data-end="2391" data-start="2024"><tr data-end="2120" data-start="2024"><td data-col-size="sm" data-end="2038" data-start="2024"><strong data-end="2037" data-start="2024">1. Prompt</strong></td><td data-col-size="md" data-end="2085" data-start="2038">Help the child respond correctly immediately</td><td data-col-size="sm" data-end="2120" data-start="2085">Hand-over-hand guidance to clap</td></tr><tr data-end="2204" data-start="2121"><td data-col-size="sm" data-end="2137" data-start="2121"><strong data-end="2136" data-start="2121">2. Transfer</strong></td><td data-col-size="md" data-end="2169" data-start="2137">Try again with reduced prompt</td><td data-col-size="sm" data-end="2204" data-start="2169">Physical prompt → verbal prompt</td></tr><tr data-end="2295" data-start="2205"><td data-col-size="sm" data-end="2219" data-start="2205"><strong data-end="2218" data-start="2205">3. Expand</strong></td><td data-col-size="md" data-end="2252" data-start="2219">Practice easier mastered tasks</td><td data-col-size="sm" data-end="2295" data-start="2252">Do simple tasks to keep confidence high</td></tr><tr data-end="2391" data-start="2296"><td data-col-size="sm" data-end="2310" data-start="2296"><strong data-end="2309" data-start="2296">4. Return</strong></td><td data-col-size="md" data-end="2348" data-start="2310">Repeat original task with less help</td><td data-col-size="sm" data-end="2391" data-start="2348">Now child claps with a gesture cue only</td></tr></tbody></table></div></div> <h2 data-end="2437" data-start="2398"><strong data-end="2437" data-start="2403">Effective Prompting Techniques</strong></h2> <div class="_tableContainer_1rjym_1"><div class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="2821" data-start="2439"><thead data-end="2463" data-start="2439"><tr data-end="2463" data-start="2439"><th data-col-size="sm" data-end="2448" data-start="2439">Method</th><th data-col-size="md" data-end="2463" data-start="2448">Description</th></tr></thead><tbody data-end="2821" data-start="2488"><tr data-end="2573" data-start="2488"><td data-col-size="sm" data-end="2516" data-start="2488"><strong data-end="2515" data-start="2488">Most-to-least prompting</strong></td><td data-col-size="md" data-end="2573" data-start="2516">Full hand-over-hand → physical cue → gesture → verbal</td></tr><tr data-end="2662" data-start="2574"><td data-col-size="sm" data-end="2599" data-start="2574"><strong data-end="2598" data-start="2574">Time delay prompting</strong></td><td data-col-size="md" data-end="2662" data-start="2599">Give instruction → wait 2-5 seconds → prompt only if needed</td></tr><tr data-end="2712" data-start="2663"><td data-col-size="sm" data-end="2686" data-start="2663"><strong data-end="2685" data-start="2663">Physical prompting</strong></td><td data-col-size="md" data-end="2712" data-start="2686">Hand guidance or touch</td></tr><tr data-end="2756" data-start="2713"><td data-col-size="sm" data-end="2731" data-start="2713"><strong data-end="2730" data-start="2713">Gestural cues</strong></td><td data-col-size="md" data-end="2756" data-start="2731">Pointing or signaling</td></tr><tr data-end="2821" data-start="2757"><td data-col-size="sm" data-end="2776" data-start="2757"><strong data-end="2775" data-start="2757">Verbal prompts</strong></td><td data-col-size="md" data-end="2821" data-start="2776">Saying “clap your hands” and giving hints</td></tr></tbody></table></div></div> <h2 data-end="2877" data-start="2828"><strong data-end="2877" data-start="2834">Example: Teaching a Child to Clap Hands</strong></h2><ol style="text-align: left;"><li> Teacher says, “Clap your hands.”</li><li>Immediately helps child clap.</li><li>Praises child: “Great job clapping your hands!”</li><li>Gradually reduces help until child claps independently.</li></ol> <p data-end="3056" data-start="3001" style="text-align: left;"></p><ol data-end="3056" data-start="2878"> </ol> <h2 data-end="3101" data-start="3063"><strong data-end="3101" data-start="3069">Tips for Parents & Educators</strong></h2><ul style="text-align: left;"><li> Break skills into small steps</li><li>Use positive reinforcement consistently</li><li>Fade prompts gradually to build independence</li><li>End sessions on success</li><li>Avoid negative reactions if a mistake happens</li></ul> <p data-end="3306" data-start="3259" style="text-align: left;"></p><ul data-end="3306" data-start="3102"> </ul> <blockquote data-end="3381" data-start="3308"> <p data-end="3381" data-start="3310"><strong data-end="3323" data-start="3310">Remember:</strong> If the child fails, treat it as feedback—not misbehavior.</p> </blockquote> <h2 data-end="3437" data-start="3388">Who Benefits from Errorless Learning?</h2> <p data-end="3584" data-start="3439"></p><ul style="text-align: left;"><li>Children with Autism</li><li>Children with ADHD</li><li>Early learners (Age 1+ learning basics)</li><li>Kids who experience anxiety or frustration easily</li></ul><p></p> <p data-end="3653" data-start="3586">This method promotes confidence, routine, and independent learning.</p>

Teaching Aptitude UGC NET: Errorless Learning & Errorless Teaching

What is Errorless Learning? Errorless learning is a structured teaching approach designed to help children learn new skills with minimal mi...

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UGC NET Priming Teaching Aptitude

<p> <strong data-end="88" data-start="74">Core idea:</strong></p><p data-end="330" data-start="74"> Priming prepares students for upcoming content or activities so they process information faster and learn more effectively. It leverages cognitive schemas in long-term memory so related ideas are easier to access when new material appears.</p> <p data-end="499" data-start="332"><strong data-end="367" data-start="332">Why it works (cognitive basis):</strong><br data-end="370" data-start="367" /> Activating stored schemas increases the accessibility of related knowledge, speeding recognition, understanding, and application.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3iQY7kcmeY8EtmaDhmZ2BpqSkv48z9t8SO96n1u6fptyE04oGWq0DbyJi-lMNoCKdaSL7vEJAcrvXtrDO9pigZzO5dx0vfjl8lWd9xqqnoARDR-jNm6_j6YoYZnvV3bZcY5xC9jnkRqPFNsfDyzwr6EWkwKRZ8t-zWgyXLpaOE5JHbSgNLZxm4ziXAEE/s1024/UGC%20NET%20Priming%20Teaching%20Aptitude%20.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3iQY7kcmeY8EtmaDhmZ2BpqSkv48z9t8SO96n1u6fptyE04oGWq0DbyJi-lMNoCKdaSL7vEJAcrvXtrDO9pigZzO5dx0vfjl8lWd9xqqnoARDR-jNm6_j6YoYZnvV3bZcY5xC9jnkRqPFNsfDyzwr6EWkwKRZ8t-zWgyXLpaOE5JHbSgNLZxm4ziXAEE/w640-h640/UGC%20NET%20Priming%20Teaching%20Aptitude%20.png" width="640" /></a></div> <p data-end="553" data-start="501"><strong data-end="551" data-start="501">Three pillars of priming (with quick tactics):</strong></p> <ol data-end="1280" data-start="554"> <li data-end="777" data-start="554"> <p data-end="629" data-start="557"><strong data-end="573" data-start="557">Pre-exposure</strong> – Give a preview framework so new information “fits.”</p> <ul data-end="777" data-start="633"> <li data-end="777" data-start="633"> <p data-end="777" data-start="635">Tactics: welcome email/video, short pretest/quiz or poll, preview slides/workbook, color-coded key points, a starter problem, brief reading.</p> </li> </ul> </li> <li data-end="1022" data-start="778"> <p data-end="864" data-start="781"><strong data-end="809" data-start="781">Activate prior knowledge</strong> – Connect new content to what students already know.</p> <ul data-end="1022" data-start="868"> <li data-end="1022" data-start="868"> <p data-end="1022" data-start="870">Tactics: quick recall quizzes, “what I know” brain dump, concept/knowledge maps, explain-to-a-peer, relevance discussion, find-what-I-don’t-know list.</p> </li> </ul> </li> <li data-end="1280" data-start="1023"> <p data-end="1120" data-start="1026"><strong data-end="1048" data-start="1026">Retrieval practice</strong> – Make students pull information from memory to strengthen retention.</p> <ul data-end="1280" data-start="1124"> <li data-end="1280" data-start="1124"> <p data-end="1280" data-start="1126">Tactics: low-stakes quizzes, flashcards, attempt before solution, challenge questions, brain dumps, worksheets with partial info, frequent practice tests.</p> </li> </ul> </li> </ol> <p data-end="1297" data-start="1282"><strong data-end="1295" data-start="1282">Benefits:</strong></p> <ul data-end="1472" data-start="1298"> <li data-end="1472" data-start="1298"> <p data-end="1472" data-start="1300">Better retention and transfer, quicker processing, smoother transitions between activities, clearer focus on gaps/misconceptions, and greater student ownership of learning.</p> </li> </ul> <p data-end="1502" data-start="1474"><strong data-end="1500" data-start="1474">Illustrative examples:</strong></p> <ul data-end="1653" data-start="1503"> <li data-end="1550" data-start="1503"> <p data-end="1550" data-start="1505">Pre-course welcome sequence (psych course).</p> </li> <li data-end="1604" data-start="1551"> <p data-end="1604" data-start="1553">Ungraded unit self-tests with feedback (history).</p> </li> <li data-end="1653" data-start="1605"> <p data-end="1653" data-start="1607">Weekly reflective summaries (labor relations).</p> </li> </ul> <p data-end="1844" data-is-last-node="" data-is-only-node="" data-start="1655"><strong data-end="1671" data-start="1655">Bottom line:</strong><br data-end="1674" data-start="1671" /> Integrate short <strong data-end="1702" data-start="1690">previews</strong>, explicit <strong data-end="1747" data-start="1713">connections to prior knowledge</strong>, and regular <strong data-end="1774" data-start="1761">retrieval</strong> to prime students—especially for topics they typically struggle with.</p>

paper-I notes Teaching Aptitude UGC NET Priming Teaching Aptitude

  Core idea: Priming prepares students for upcoming content or activities so they process information faster and learn more effectively. It...

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UGC NET Cooperative learning teaching strategies

Cooperative learning is a teaching strategy that gives students of different levels the opportunity to learn things together. Students will hold each other accountable and support one another, but they are also responsible for their own learning.<br /><br />During cooperative learning, students also learn how to give and take constructive feedback from their classmates.<br /><br />Cooperative learning is yet another strategy I use to cultivate a classroom culture of community.<br /><br />Cooperative learning is the instructional use of small groups to promote students working together to maximize their own and each other’s learning<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6cyDYqmDNHOLUa5__oYIW1BNS7eRI5TdtRq4lejCQ8zadyY6AmDQKa8YrgctGDENpWJMAW0oiEfs5WZ0pwy8XcRF6OOre1eB4egTrzwugGVp4knav3M-DJU9DQvzMRl4tdnvIjvU1H7jwwvzlorhppEnJE5mJW-MQlxnSnEkgBmaIEZVZx9x5lftv0Ic/s697/Screen%20Shot%202021-09-02%20at%2010.32.01%20AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="697" data-original-width="568" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6cyDYqmDNHOLUa5__oYIW1BNS7eRI5TdtRq4lejCQ8zadyY6AmDQKa8YrgctGDENpWJMAW0oiEfs5WZ0pwy8XcRF6OOre1eB4egTrzwugGVp4knav3M-DJU9DQvzMRl4tdnvIjvU1H7jwwvzlorhppEnJE5mJW-MQlxnSnEkgBmaIEZVZx9x5lftv0Ic/w522-h640/Screen%20Shot%202021-09-02%20at%2010.32.01%20AM.png" width="522" /></a></div><br /><div><br /><div><br />There are many cooperative learning strategies to choose from</div><div><br /></div><div style="text-align: justify;">Think-Pair-Share and Jigsaw are cooperative learning strategies that can improve understanding and concept mastery when used along with Penda activities. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Think-Pair-Share strategy</b> is a technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions or tasks using three distinct steps: think, pair, share. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Jigsaw is a technique</b> that gives students practice in the acquisition and presentation of new material, in review, and in shared discussions. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">According to David Perkins, professor at Harvard’s Graduate School of Education, “cooperative learning challenges students, together with peers, to use information in new ways and to create new understanding. Cooperative learning allows students to take a measure of control in their learning (inquiry-based learning vs. teacher-driven), constructing their knowledge in accordance with their prior experiences and knowledge.”</div><div style="text-align: justify;"><br /></div><b>Inside-Outside Circle:</b> In this strategy, students form two circles, with one inside the other. They take turns rotating to discuss ideas with a new partner.<div><br /><b>Team Game Tournament:</b> Students are put into small groups to prepare for a trivia game.</div><div> <p data-end="439" data-start="249"><strong data-end="276" data-start="249">Numbered Heads Together</strong></p><p data-end="439" data-start="249">Students work in groups of 3–5. Each group member is assigned a number, then they answer or discuss a concept. The teacher will call on a number to share out.</p> <p data-end="678" data-start="441"><strong data-end="457" data-start="441">Four Corners</strong> <em data-end="488" data-start="458">(TeachingWithSimplicity.com)</em></p><p data-end="678" data-start="441">Give students 4 choices. Allow students to choose their own answers and then go to the corresponding corners where those answers are assigned. Then students will discuss their thinking.</p> <p data-end="926" data-start="680"><strong data-end="692" data-start="680">Carousel</strong> <em data-end="712" data-start="693">(Univ. of Albany)</em></p><p data-end="926" data-start="680">Students are broken up into groups. The teacher places chart paper with different questions around the room. Each group has a different color marker and rotates to each poster answering the questions together.</p> <p data-end="1410" data-start="1082"><strong data-end="1107" data-start="1082">Three Stay, One Stray</strong> <em data-end="1129" data-start="1108">(TheOwlTeacher.com)</em></p><p data-end="1410" data-start="1082">Allow students to group up in groups of 4. They will discuss a question or concept. Number students 1–4. After students are done, call a number and that student will leave their group and tell the new group what they discussed. Then pose a new question and repeat the process.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg72BQtbhnUh30wDTDSbVKTE4KRFfy7c-4WP1TrEjO3nku2X-iFF3WMKrBe0Av5fsVfJcjx4KhHqV6fReZWf-iepiKa8CupVQqyqqoIJU1gVVgObmR68DF0WNtNixGhD6zJJSEw0V12uSh8-L_c3EaZfluaeMAKPDEnicC1G6bbNXNgAuSmZ96TAdGWFV8/s1536/Cooperative%20learning%20teaching%20strategies.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1536" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg72BQtbhnUh30wDTDSbVKTE4KRFfy7c-4WP1TrEjO3nku2X-iFF3WMKrBe0Av5fsVfJcjx4KhHqV6fReZWf-iepiKa8CupVQqyqqoIJU1gVVgObmR68DF0WNtNixGhD6zJJSEw0V12uSh8-L_c3EaZfluaeMAKPDEnicC1G6bbNXNgAuSmZ96TAdGWFV8/w640-h426/Cooperative%20learning%20teaching%20strategies.png" width="640" /></a></div><h3 style="text-align: left;"><span style="text-align: justify;">Cooperative Learning Strategies – MCQs</span></h3><div style="text-align: justify;"> <p data-end="413" data-start="153"><strong data-end="214" data-start="153">1. In the Jigsaw strategy, what happens in the classroom?</strong><br data-end="217" data-start="214" /> a) Students solve puzzles individually<br data-end="258" data-start="255" /> b) Each group becomes expert on a topic and shares with others<br data-end="323" data-start="320" /> c) Teacher provides all answers directly<br data-end="366" data-start="363" /> d) Students rotate among stations with charts</p> <p data-end="489" data-start="415"><em data-end="487" data-start="415">Answer: b) Each group becomes expert on a topic and shares with others</em></p> <p data-end="710" data-start="496"><strong data-end="616" data-start="496">2. Which cooperative learning strategy involves assigning numbers to group members and calling on a number to share?</strong><br data-end="619" data-start="616" /> a) Carousel<br data-end="633" data-start="630" /> b) Numbered Heads Together<br data-end="662" data-start="659" /> c) Think-Pair-Share<br data-end="684" data-start="681" /> d) Three Stay, One Stray</p> <p data-end="750" data-start="712"><em data-end="748" data-start="712">Answer: b) Numbered Heads Together</em></p> <p data-end="981" data-start="757"><strong data-end="799" data-start="757">3. In Four Corners strategy, students:</strong><br data-end="802" data-start="799" /> a) Rotate around posters answering questions<br data-end="849" data-start="846" /> b) Choose among four answers and move to the matching corner<br data-end="912" data-start="909" /> c) Pair up to discuss and share<br data-end="946" data-start="943" /> d) Work silently and individually</p> <p data-end="1055" data-start="983"><em data-end="1053" data-start="983">Answer: b) Choose among four answers and move to the matching corner</em></p> <p data-end="1258" data-start="1062"><strong data-end="1190" data-start="1062">4. Which strategy allows students time to think individually, then discuss in pairs, and finally share with the whole group?</strong><br data-end="1193" data-start="1190" /> a) Jigsaw<br data-end="1205" data-start="1202" /> b) Carousel<br data-end="1219" data-start="1216" /> c) Think-Pair-Share<br data-end="1241" data-start="1238" /> d) Four Corners</p> <p data-end="1291" data-start="1260"><em data-end="1289" data-start="1260">Answer: c) Think-Pair-Share</em></p> <p data-end="1477" data-start="1298"><strong data-end="1393" data-start="1298">5. The strategy where one student leaves their group to share with another group is called:</strong><br data-end="1396" data-start="1393" /> a) Jigsaw<br data-end="1408" data-start="1405" /> b) Three Stay, One Stray<br data-end="1435" data-start="1432" /> c) Carousel<br data-end="1449" data-start="1446" /> d) Numbered Heads Together</p> <p data-end="1515" data-start="1479"><em data-end="1513" data-start="1479">Answer: b) Three Stay, One Stray</em></p> <h3>Cooperative Learning Strategies – MSQs</h3> <p data-end="1732" data-start="1567"><strong data-end="1664" data-start="1567">6. Which of the following strategies involve students moving physically around the classroom?</strong><br data-end="1667" data-start="1664" /> a) Carousel<br data-end="1681" data-start="1678" /> b) Four Corners<br data-end="1699" data-start="1696" /> c) Think-Pair-Share<br data-end="1721" data-start="1718" /> d) Jigsaw</p> <p data-end="1750" data-start="1734"><em data-end="1748" data-start="1734">Answer: a, b</em></p> <p data-end="1922" data-start="1757"><strong data-end="1843" data-start="1757">7. Which strategies require students to share their learning with the whole class?</strong><br data-end="1846" data-start="1843" /> a) Jigsaw<br data-end="1858" data-start="1855" /> b) Think-Pair-Share<br data-end="1880" data-start="1877" /> c) Numbered Heads Together<br data-end="1909" data-start="1906" /> d) Carousel</p> <p data-end="1943" data-start="1924"><em data-end="1941" data-start="1924">Answer: a, b, c</em></p> <p data-end="2103" data-start="1950"><strong data-end="2015" data-start="1950">8. Which strategies divide students into small groups of 3–5?</strong><br data-end="2018" data-start="2015" /> a) Numbered Heads Together<br data-end="2047" data-start="2044" /> b) Jigsaw<br data-end="2059" data-start="2056" /> c) Three Stay, One Stray<br data-end="2086" data-start="2083" /> d) Four Corners</p> <p data-end="2124" data-start="2105"><em data-end="2122" data-start="2105">Answer: a, b, c</em></p> <p data-end="2282" data-start="2131"><strong data-end="2205" data-start="2131">9. Which of the following emphasize peer teaching and peer discussion?</strong><br data-end="2208" data-start="2205" /> a) Jigsaw<br data-end="2220" data-start="2217" /> b) Think-Pair-Share<br data-end="2242" data-start="2239" /> c) Three Stay, One Stray<br data-end="2269" data-start="2266" /> d) Carousel</p> <p data-end="2306" data-start="2284"><em data-end="2304" data-start="2284">Answer: a, b, c, d</em></p> <p data-end="2501" data-start="2313"><strong data-end="2426" data-start="2313">10. Which cooperative learning strategies are most suitable for analyzing multiple perspectives on a problem?</strong><br data-end="2429" data-start="2426" /> a) Four Corners<br data-end="2447" data-start="2444" /> b) Carousel<br data-end="2461" data-start="2458" /> c) Numbered Heads Together<br data-end="2490" data-start="2487" /> d) Jigsaw</p> <p data-end="2522" data-start="2503"><em data-end="2520" data-start="2503">Answer: a, b, d</em></p></div></div></div>

paper-I notes Teaching Aptitude UGC NET Cooperative learning teaching strategies

Cooperative learning is a teaching strategy that gives students of different levels the opportunity to learn things together. Students will ...

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UGC NET The Inquiry Training Model

<div style="text-align: justify;">Inquiry training model is used for giving training of inquiry to the student. By using this model in the classroom, inquiry skill can be developed. Development of inquiry skills needs individuals attention. This model was developed by J.R. Suchman. The inquiry may be carried out at the individual level or at a group of the level.</div><div style="text-align: justify;"><br /></div>This type of training gives the learners practice of thinking and speaking,<br /><br /><div><h3 style="text-align: left;">(A) Assumptions:-</h3><div style="text-align: justify;">All knowledge is tentative. A scientist puts a theory or principle and after some time, it may be pushed aside by a new one. We are always curious and eager to learn new things. In this model, there is more emphasis on self-learning. The student learns better when they participate in any inquiry. New strategies can be taught directly and added to pupils existing once. Ther is no one answer. We can always be more sophisticated in our explanations and most problems hence several possible explanations.</div><h3 style="text-align: left;">(2) Basic elements:-</h3></div><div><h4 style="text-align: left;">Focus</h4><ul style="text-align: left;"><li>The inquiry training model has following goals.</li><li>To enhance the thinking ability of the student.</li><li>To enable them to form conclusions based on facts.</li><li>To enable them to have fluency in their thinking and speaking.</li><li>More specialty to impart training of inquiry skills.</li></ul></div><div><h4 style="text-align: left;">Syntax</h4>Syntax means the description of the model in action. The inquiry training model has five phases.<br /><b>Phase 1:- Encounter with the problem</b><br />In this phase, the teacher presents a puzzling situation before the students and explains the inquiry procedures. Its aim is to create new knowledge. The initial inquiry is based on simple ideas.<br /><b>Phase II:- Data collection and verification</b><br />The students here try to collect detailed information about the problem. They try to seek clarifications about the doubts concerning the problem. Teacher virtually prepares the ground for the success of the model. The teacher should have an encouraging attitude. During verification, they can ask a question regarding the object, even property etc.<br /><b>Phase III:- Data gathering for experimentation</b><br />This is a stage when the student actually starts putting questions and the teacher is reacting to their questions by saying yes or no as the case may be. This questioning by the student is continued till they are able to reach the stage where mystery could be solved.<br /><b>Phase IV:- Formulating an explanation</b><br />In this the phase, the teacher will invite the pupils to explain things.<br />Through explanation, rules may be formulated. The deviation is also checked so that efforts are applied in the right direction and no energy goes waste.<br /><b>Phase V:- analysis of the inquiry process</b><br />In this phase, the students analyze and reflect on the methods they adopted for inquiry. This helps in finding out a suitable solution to the various issues involved i.e the main problem, the right strategy for it etc.<br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5xEXOxXDjuoGP51e9u3yu-_xJBY5lf_GSQC16yXEzyW8BCK6OL1qmL0Xo2SV7i6XLf3K5ngWyQh7K0kCeako6VBXw4ozXrZaZ7EV4xmqw44Azj8Z_5Jg1OVm6PEKbowiv3YoqRNlNo9Ys5nUt5lgyllj2lYZ6iXdluX-fnc2Cn-XYaTRKfrm_LtAKLbY/s1536/Inquiry%20Training%20Model.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1536" height="427" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5xEXOxXDjuoGP51e9u3yu-_xJBY5lf_GSQC16yXEzyW8BCK6OL1qmL0Xo2SV7i6XLf3K5ngWyQh7K0kCeako6VBXw4ozXrZaZ7EV4xmqw44Azj8Z_5Jg1OVm6PEKbowiv3YoqRNlNo9Ys5nUt5lgyllj2lYZ6iXdluX-fnc2Cn-XYaTRKfrm_LtAKLbY/w640-h427/Inquiry%20Training%20Model.png" width="640" /></a></div><div><h4 style="text-align: left;">Social system</h4>The social system is an important element of this model. Here both teacher and students play a significant role in teaching learning process. The success of this model depends on mutual cooperation between teacher and the student<br /></div><div><h4 style="text-align: left;">Principle of reaction</h4>Ensuring that question are framed so that they can be answered by “yes” or “no”. Following points should be kept in mind:-Asking students to refresh the question.<br /><ul style="text-align: left;"><li>Encouraging the students to give a clear statement.</li><li>Neither approving nor rejecting students theories.</li><li>Encouraging interaction among students.</li><li>Using the language of the inquiry process.</li></ul></div><div><h4 style="text-align: left;">Support system</h4>While working with Inquiry Training Model, a teacher requires additional support in the form of<br /><br />(1) a set of confronting the material<br /><br />(2) technical understanding of the intellectual process and strategies of inquiry.<br /><br />(3) Teacher may require resource material related to the problem.<br /></div><div><h4 style="text-align: left;">Application</h4>This model is generally used in teaching for scientific subjects. The student learns to analyze the various type of collected information. Any topic from a curriculum area which can be converted into problem situation or puzzle can be selected for inquiry training.</div><div><br /></div><div>Model Questions </div><div><br /></div><div><p data-end="278" data-start="156"><strong data-end="204" data-start="156">1. Who developed the Inquiry Training Model?</strong><br data-end="207" data-start="204" /> a) Jean Piaget<br data-end="224" data-start="221" /> b) Jerome Bruner<br data-end="243" data-start="240" /> c) J.R. Suchman<br data-end="261" data-start="258" /> d) Lev Vygotsky</p> <p data-end="305" data-start="280"><em data-end="305" data-start="280">Answer: c) J.R. Suchman</em></p><p data-end="487" data-start="312"><strong data-end="370" data-start="312">2. What is the main aim of the Inquiry Training Model?</strong><br data-end="373" data-start="370" /> a) To memorize facts<br data-end="396" data-start="393" /> b) To develop inquiry skills<br data-end="427" data-start="424" /> c) To improve handwriting<br data-end="455" data-start="452" /> d) To conduct experiments only</p><p data-end="305" data-start="280"><em data-end="305" data-start="280"> </em></p><p data-end="527" data-start="489"><em data-end="527" data-start="489">Answer: b) To develop inquiry skills</em></p><p data-end="750" data-start="534"><strong data-end="611" data-start="534">3. Which of the following is an assumption of the Inquiry Training Model?</strong><br data-end="614" data-start="611" /> a) All knowledge is permanent<br data-end="646" data-start="643" /> b) All knowledge is tentative<br data-end="678" data-start="675" /> c) Knowledge cannot be changed<br data-end="711" data-start="708" /> d) There is always one correct answer</p><p data-end="527" data-start="489"><em data-end="527" data-start="489"> </em></p><p data-end="791" data-start="752"><em data-end="791" data-start="752">Answer: b) All knowledge is tentative</em></p><p data-end="917" data-start="798"><strong data-end="875" data-start="798">4. How many phases does the syntax of the Inquiry Training Model include?</strong><br data-end="878" data-start="875" /> a) Three<br data-end="889" data-start="886" /> b) Four<br data-end="899" data-start="896" /> c) Five<br data-end="909" data-start="906" /> d) Six</p><p data-end="791" data-start="752"><em data-end="791" data-start="752"> </em></p><p data-end="936" data-start="919"><em data-end="936" data-start="919">Answer: c) Five</em></p><p data-end="1163" data-start="943"><strong data-end="1014" data-start="943">5. In which phase do students begin asking “Yes/No” type questions?</strong><br data-end="1017" data-start="1014" /> a) Encounter with the problem<br data-end="1049" data-start="1046" /> b) Data collection and verification<br data-end="1087" data-start="1084" /> c) Data gathering for experimentation<br data-end="1127" data-start="1124" /> d) Analysis of the inquiry process</p><p data-end="936" data-start="919"><em data-end="936" data-start="919"> </em></p><p data-end="1212" data-start="1165"><em data-end="1212" data-start="1165">Answer: c) Data gathering for experimentation</em></p><p data-end="1434" data-start="1219"><strong data-end="1293" data-start="1219">6. Which phase involves reflecting on the methods adopted for inquiry?</strong><br data-end="1296" data-start="1293" /> a) Formulating an explanation<br data-end="1328" data-start="1325" /> b) Encounter with the problem<br data-end="1360" data-start="1357" /> c) Data collection and verification<br data-end="1398" data-start="1395" /> d) Analysis of the inquiry process</p><p data-end="1212" data-start="1165"><em data-end="1212" data-start="1165"> </em></p><p data-end="1480" data-start="1436"><em data-end="1480" data-start="1436">Answer: d) Analysis of the inquiry process</em></p><p data-end="1638" data-start="1487"><strong data-end="1558" data-start="1487">7. The Inquiry Training Model is most commonly applied in teaching:</strong><br data-end="1561" data-start="1558" /> a) Literature<br data-end="1577" data-start="1574" /> b) Scientific subjects<br data-end="1602" data-start="1599" /> c) History<br data-end="1615" data-start="1612" /> d) Physical education</p><p data-end="1480" data-start="1436"><em data-end="1480" data-start="1436"> </em></p><p data-end="1672" data-start="1640"><em data-end="1672" data-start="1640">Answer: b) Scientific subjects</em></p><p data-end="1918" data-start="1679"><strong data-end="1764" data-start="1679">8. What is emphasized in the principle of reaction of the Inquiry Training Model?</strong><br data-end="1767" data-start="1764" /> a) Approving or rejecting student theories<br data-end="1812" data-start="1809" /> b) Using “Yes/No” framed questions<br data-end="1849" data-start="1846" /> c) Providing ready-made solutions<br data-end="1885" data-start="1882" /> d) Avoiding student interaction</p><p data-end="1672" data-start="1640"><em data-end="1672" data-start="1640"> </em></p><p data-end="1964" data-start="1920"><em data-end="1964" data-start="1920">Answer: b) Using “Yes/No” framed questions</em></p><p data-end="2132" data-start="1971"><strong data-end="2062" data-start="1971">9. Which element highlights the importance of cooperation between teacher and students?</strong><br data-end="2065" data-start="2062" /> a) Support system<br data-end="2085" data-start="2082" /> b) Social system<br data-end="2104" data-start="2101" /> c) Application<br data-end="2121" data-start="2118" /> d) Syntax</p><p data-end="1964" data-start="1920"><em data-end="1964" data-start="1920"> </em></p><p data-end="2160" data-start="2134"><em data-end="2160" data-start="2134">Answer: b) Social system</em></p><p data-end="2406" data-start="2167"><strong data-end="2265" data-start="2167">10. Which of the following is NOT a support system requirement for the Inquiry Training Model?</strong><br data-end="2268" data-start="2265" /> a) Confronting material<br data-end="2294" data-start="2291" /> b) Technical understanding of inquiry strategies<br data-end="2345" data-start="2342" /> c) Resource material<br data-end="2368" data-start="2365" /> d) Ready-made answers to the problem</p><p data-end="2160" data-start="2134"><em data-end="2160" data-start="2134"> </em></p><p data-end="2454" data-start="2408"><em data-end="2454" data-start="2408">Answer: d) Ready-made answers to the problem</em></p><h2 data-end="206" data-start="172">MSQs</h2><p data-end="473" data-start="208"><strong data-end="284" data-start="208">1. Which of the following are assumptions of the Inquiry Training Model?</strong><br data-end="287" data-start="284" /> a) All knowledge is tentative<br data-end="319" data-start="316" /> b) Students learn better when they participate in inquiry<br data-end="379" data-start="376" /> c) There is always one correct answer<br data-end="419" data-start="416" /> d) New strategies can be added to existing knowledge</p><p data-end="2454" data-start="2408"><em data-end="2454" data-start="2408"> </em></p><p data-end="492" data-start="475"><em data-end="492" data-start="475">Answer: a, b, d</em></p><p data-end="733" data-start="499"><strong data-end="569" data-start="499">2. Which of the following are goals of the Inquiry Training Model?</strong><br data-end="572" data-start="569" /> a) Enhance thinking ability<br data-end="602" data-start="599" /> b) Enable conclusions based on facts<br data-end="641" data-start="638" /> c) Improve fluency in thinking and speaking<br data-end="687" data-start="684" /> d) Encourage memorization of fixed knowledge</p><p data-end="492" data-start="475"><em data-end="492" data-start="475"> </em></p><p data-end="752" data-start="735"><em data-end="752" data-start="735">Answer: a, b, c</em></p><p data-end="974" data-start="759"><strong data-end="823" data-start="759">3. Identify the phases of the Inquiry Training Model syntax.</strong><br data-end="826" data-start="823" /> a) Encounter with the problem<br data-end="858" data-start="855" /> b) Data collection and verification<br data-end="896" data-start="893" /> c) Data gathering for experimentation<br data-end="936" data-start="933" /> d) Teacher’s lecture on the solution</p><p data-end="752" data-start="735"><em data-end="752" data-start="735"> </em></p><p data-end="995" data-start="976"><em data-end="993" data-start="976">Answer: a, b, c</em></p><p data-end="1294" data-start="1002"><strong data-end="1099" data-start="1002">4. The principle of reaction in the Inquiry Training Model emphasizes which of the following?</strong><br data-end="1102" data-start="1099" /> a) Frame questions that can be answered with “Yes” or “No”<br data-end="1163" data-start="1160" /> b) Encourage clear student statements<br data-end="1203" data-start="1200" /> c) Approve or reject student theories immediately<br data-end="1255" data-start="1252" /> d) Promote interaction among students</p><p data-end="995" data-start="976"><em data-end="993" data-start="976"> </em></p><p data-end="1313" data-start="1296"><em data-end="1313" data-start="1296">Answer: a, b, d</em></p><p data-end="1594" data-start="1320"><strong data-end="1421" data-start="1320">5. Which of the following are part of the support system required for the Inquiry Training Model?</strong><br data-end="1424" data-start="1421" /> a) Confronting material<br data-end="1450" data-start="1447" /> b) Technical understanding of inquiry strategies<br data-end="1501" data-start="1498" /> c) Resource material related to the problem<br data-end="1547" data-start="1544" /> d) Predetermined answers for inquiry problems</p><p data-end="1313" data-start="1296"><em data-end="1313" data-start="1296"> </em></p><p data-end="1613" data-start="1596"><em data-end="1613" data-start="1596">Answer: a, b, c</em></p><p data-end="1867" data-start="1620"><strong data-end="1678" data-start="1620">6. Applications of the Inquiry Training Model include:</strong><br data-end="1681" data-start="1678" /> a) Teaching scientific subjects<br data-end="1715" data-start="1712" /> b) Encouraging students to analyze collected information<br data-end="1774" data-start="1771" /> c) Applying problem-based approaches from curriculum topics<br data-end="1836" data-start="1833" /> d) Rote memorization of facts</p><p data-end="1613" data-start="1596"><em data-end="1613" data-start="1596"> </em></p><p data-end="1886" data-start="1869"><em data-end="1886" data-start="1869">Answer: a, b, c</em></p><p data-end="2118" data-start="1893"><strong data-end="1949" data-start="1893">7. Social system in Inquiry Training Model requires:</strong><br data-end="1952" data-start="1949" /> a) Cooperation between teacher and students<br data-end="1998" data-start="1995" /> b) Teacher dominance in providing answers<br data-end="2042" data-start="2039" /> c) Mutual interaction during inquiry<br data-end="2081" data-start="2078" /> d) Use of inquiry-oriented language</p><p data-end="1886" data-start="1869"><em data-end="1886" data-start="1869"> </em></p><p data-end="2137" data-start="2120"><em data-end="2137" data-start="2120">Answer: a, c, d</em></p></div>

paper-I notes Teaching Aptitude UGC NET The Inquiry Training Model

Inquiry training model is used for giving training of inquiry to the student. By using this model in the classroom, inquiry skill can be dev...

Read more »