General methods of teaching (Professional) Course Code: 8601 Assignment: 1 Submitted by, Ghulam fared azad

Teaching is Both an academic process and an art. Students are driven in this process by the variety of learning opportunities. A teacher starts by asking the students what they think and know about various topics. Making learning effective is the primary goal of teaching. Teaching would result in the completion of the learning process. As a result, learning and teaching are intimately intertwined. An individual instructs or teaches another individual through the process of teaching. The act of giving instructions to students in a classroom setting is referred to as teaching.

General methods of
Teaching (Professional)
Course Code: 8601
Assignment: 1
Submitted to,
Ghulam fared azad
Submitted by,
Tasleem Waheed
BR-679987

Q. No: 1
Give answer to the following short question.
I)
Define teaching in more effective terms.
Teaching is an art and an academic process.in this process students are motivated by numbers
of ways to learn. A teacher begins with the student’s view about different things, what do
they do they know and think. . The main function of teaching is to make learning effective.
The learning process would get completed as a result of teaching. So, teaching and learning
are very closely related.
Teaching is a process in which one individual teaches or instruct another individual.
Teaching is considered as the act of imparting instructions to the learners in the classroom
situation. It is watching systematically. A manipulation of the situation, where the learner will
acquire skills and insight with his own initiation. Teaching is an intimate contact between the
more mature personality and a less mature one. Teaching is a face to face encounters between
two or more persons, one of whom (teacher) intends to effect certain changes in the other
participants (students). Teaching is interpersonal influence aimed at changing the behavior
potential of another person.
The final element – making specific interventions – concerns the process of taking
defined and targeted action in a situation. In other words, as well as having a clear focus, we
try to work in ways that facilitate that focus. At the centre of teaching lies enthusiasm and a
commitment to, and expertise in, the process of engaging people in learning.
It is teachers using particular teaching methods, teachers with high expectations for all
students, and teachers who have created positive student-teacher relationships that are more
likely to have the above average effects on student achievement. Teaching involves creating
an environment and engaging with others, so that they learn particular things. This can be
anything from tying a shoe lace to appreciating the structure of a three act play. I want
highlight three key elements here focus, knowledge and the ability to engage people in
learning.

What is conductive learning environment?
 A conducive learning environment is a platform devoid of both physical intimidation
and emotional frustration, which allows for a free exchange of ideas.
 The key proponents of the learning process are teachers and learners, as such their
freedom of interaction, safety and respect should be equally guaranteed within the
physical and emotive environment they find themselves in.
 The first port of learning is the physical environment, which includes, but is not
limited to classrooms.
 The classroom should be neat, well ventilated and spacious to allow for free
movement.
 The chairs and desks should be arranged neatly to give the teacher a clear view of the
class, with learners facing the chalkboard.
 All learning and teaching materials like chalks, books and charts should be at hand.
The classroom should be safe to both the teacher and the learners.
 The smaller the classes, the more effective teacher pupil interaction is, and the more
rewarding teaching becomes. Most learners also feel weighed down by larger
numbers in classrooms.
 Emotions play a crucial role in both teaching and learning and therefore should be
harnessed and embraced.
 A teacher who feels disrespected easily gets frustrated and is likely to deliver
dismally; similarly a disrespected learner disengages himself/herself from the learning
process. The learner should feel relaxed, respected, trusted, accepted and safe when
his or her teacher is around.
III)
Five merits of lesson planning.
1. Access
Speaking of home computers, lots of teachers have a computer at home that they might prefer
to use instead of bringing home their school-provided laptop. Of course, this is only possible
if they have access to school information at home. Storing school information in the cloud

allows teachers and staff the freedom to work on school-related tasks from any device, not
just school-provided laptops..
2. Self-confidence
These lesson plans develops self-confidence in the teacher and make them to work towards
definite goal. The teacher evaluate the students progress and through this evaluation the
teacher will be able to to develop more appropriate procedures and planning which can bring
more effective results.
3. Previous Knowledge of the Students
A teacher can take a proper care by considering the level and previous knowledge of the
students in your class. Teacher plan their lesson in such way that both reading and evaluation
of students can be done through proper testing process, the assessment of previous knowledge
can be done by daily, weekly or monthly testing or quiz systems.
4. Helps evaluate lessons
Just like teachers conduct exams to assess the understanding levels of students, educators also
require a system that would help them evaluate their own performance as a teacher. If you
compare your teaching technique with your lesson plan, you would immediately be more
aware of how helpful your explanations are to your pupils. It would make education more
student-friendly and really interesting.
5. Adds confidence
A lesson plan makes you more confident as you impart lessons to your students. Therefore,
you start sounding smarter, thanks to your increased self-esteem. This happens since you
know exactly what you are about to teach and how you would go about it. For instance, you
can refer to your lesson plan to check what kind of assignments you would allot to learners to
assess their knowledge on a particular topic.
IV)
Differentiate between inductive and deductive methods.
Deductive reasoning

Works from the more general to the more specific. Sometimes this is informally called a
“top-down” approach. We might begin with thinking up a theory about our topic of interest.
We then narrow that down into more specific hypotheses that we can test. We narrow down
even further when we collect observations to address the hypotheses. This ultimately leads us
to be able to test the hypotheses with specific data – a confirmation (or not) of our original
theories.
Inductive reasoning
Works the other way, moving from specific observations to broader generalizations and
theories. Informally, we sometimes call this a “bottom up” approach (please note that it’s
“bottom up” and not “bottoms up” which is the kind of thing the bartender says to customers
when he’s trying to close for the night!). In inductive reasoning, we begin with specific
observations and measures, begin to detect patterns and regularities, formulate some tentative
hypotheses that we can explore, and finally end up developing some general conclusions or
theories.
V)
Enlist limitation of activity method
1) The activity based instruction method requires long-term planning with minute details of
the whole process because before engaging the learners, the teacher has to make sure that all
students have sufficient knowledge and skills regarding the task they are going to perform. So
this method can not be used on a regular and daily basis as it involves a lengthy procedure.
2) The objectives of the method can only be fulfilled if the planning of the lesson is flawless.
If there is slightest flaw in the planning, this method would do more harm than good.
3) Learners have varied levels of merit and understanding. So less meritorious students might
not prepare for a task as other which might lead to failure of objectives of the whole process.
4) Many renowned educationists also are of the opinion that the activity based method is
more suitable for branches of experimental sciences and less useful for subjects of social
sciences.

Question No.2
What is lesson planning? Describe classical models of lesson
planning.
A lesson plan is a teacher’s guide for facilitating a lesson. It typically includes the goal (what
students need to learn), how the goal will be achieved (the method of delivery and procedure)
and a way to measure how well the goal was reached (usually via homework assignments or
testing). This plan is a teacher’s objectives for what students should accomplish and how they
will learn the material.
 A lesson plan refers to a teacher’s plan for a particular lesson. Here, a teacher must
plan what they want to teach students, why a topic is being covered and decide how to
deliver a lecture. Learning objectives, learning activities and assessments are all
included in a lesson plan.
 We teach lessons that combine multiple subjects within each grade level. Curriculum
is aligned vertically within each grade which means that lessons are interrelated and
assignments can span more than one subject. For example, as students learn about
ancient Egypt, aspects of that culture would relate to a classroom's study of language,
history, and science.
 We feature a logical progression of course material and subjects as a student moves
up grade levels. As students progress from year to year, there is a natural flow and
continuity to their studies. Sometimes this is referred to as the curriculum being
"horizontally aligned" between grade levels. Students begin a four-year sequence in
Grade 1 that follows an historical timeline and allows related subjects to be taught in a
complementary way. A new four-year sequence begins in Grade 5, and a final
sequence begins in Grade 9. TCS graduates from 12th Grade will have completed
three cycles of courses spanning from Creation to the modern day.In Math, students
build on material they have learned and review frequently to ensure mastery.

 This follows the timeline from Creation to the present day. This four-year cycle in
History begins in Grade 1 and repeats three times until graduation in Grade 12. Each
successive study is in greater depth and builds on the Grammar-Logic-Rhetoric
progression. In Language Arts and Literature, students read from books covering their
period in the historical timeline. In Logic School and Rhetoric School, students read
from original sources from the historical periods
 This Logic School sequence allows the science sequence to align with the Rhetoric
science sequence beginning in Grade 9. In Rhetoric School the order of the science
subjects changes somewhat to align with a "Physics First" sequence and with the TCS
Math curriculum. There are six key aspects to how we implement the Classical model
at TCS. These are each described in more detail below.
1.
We teach each subject using three tools of learning: Grammar, Logic, and Rhetoric.
2.
We teach lessons that combine multiple subjects within each grade level. This is also
called "vertical integration."
3.
We feature a logical progression of course material and subjects as a student moves
up grade levels. This is also called "horizontal integration."
4.
We offer Greek, beginning in first grade, and Latin, beginning in second grade and
continuing through to Rhetoric School.
5.
We use a range of distinctly Classical teaching methods in both the on-campus and at-
home classrooms.
6.
We use Classically-focused content for our reading, texts, and enrichment materials.
 We teach each subject using three tools of learning: Grammar, Logic, and Rhetoric.
1. Grammar: The basic facts or particulars which must be known about the subject.
Emphasis is on mastery and memorization of basic facts and figures at an age where children
naturally enjoy and absorb information. Examples of this phase could include memorizing the
70 basic phonograms, solving math facts and story problems, memorizing a Grammar of

History timeline, studying vocabulary and spelling, and learning Latin. This phase is
emphasized in Grades Pre-K through 4.
Classical methods used in the Grammar Stage
 Chants & Rhymes. Students internalize the parts of speech and their functions through
chants and rhymes which provide a memorable beat. Students learn the major events
of world history by chanting a timeline with hand motions that spans from creation to
the modern day. Songs & Hymns. Students enjoy singing hymns such as All
Creatures of Our God and King and Rock of Ages at Morning Assembly. Some of the
early students of Greek and Latin learn songs which teach vocabulary and the
alphabets for each language.
 Memorization. Students learn all the sounds associated with the 70 basic English
phonograms. Students memorize a collection of poems as part of "Linguistic
Development Through Poetry Memorization," a curriculum developed by Andrew
Pudewa. Students memorize Scripture which is recited at Morning Assembly.
Students learn a poem in science which explains the properties of matter. Students use
flash cards to learn math facts. Presentations and public speaking. Students regularly
make presentations and perform recitations in front of their classmates. Our end-of-
semester celebration offers students a chance to share what they have learned with
their families.
 Role play. All Pre-Grammar and Grammar students have an opportunity through
history presentations, book parties, and Eloquium to role play a historical or literary
figure. Some examples include: Kindergarten students studying early American
history dress for the first Thanksgiving feast and compose a paragraph telling about
their character; first Grade students dress as a character from Ancient times and
present their persona to their class; second grade students, studying medieval times
and the Renaissance, dress as someone from that period and also create a family crest
which reflects their family values.
2. Logic: The rules by which those particulars are ordered or governed. Emphasis is on
teaching logic at a point where children naturally like to argue anyway, helping them to
do so in a well-trained fashion. Examples of this phase could include writing to support

an argument, learning algebra and mathematical logic, performing critical analysis of
literature, and applying the scientific method. This phase is emphasized in Grades 5
through 8.
Classical methods used in the Logic Stage
 Memorization. Students continue to memorize a collection of poems as part of
"Linguistic Development Through Poetry Memorization," a curriculum developed by
Andrew Pudewa. Students memorize scripture which is recited at Morning Assembly,
and they often continue to memorize subject-related material through chants and
sound-offs.
 Formal Logic instruction. Through a course in logic, students learn about deductive
and inductive reasoning, fallacies, and argumentation. Oral Argumentation. Students
learn to present and defend their positions in a face-to-face setting.
 Composition. Students are trained in the art of skillful writing by learning the
fundamentals of descriptive writing, biographical sketches, chronological narratives,
and even scientific observations.
3. Rhetoric: The expression, synthesis, and application of a subject's grammar and logic.
Emphasis is on clarity of expression, at the point where young adults are seeking to define
and express themselves. Examples of this phase could include public speaking and
composing in-depth essays. This phase is emphasized in Grades 9 through 12.
Classical methods used in the Rhetoric Stage
 Public speaking. Students continue to present to their teachers and classmates,
incorporating more advanced topics and arguments. Extemporaneous speaking.
Students have the opportunity to formulate a coherent and well-organized speech
about a topic given to them spontaneously. Socratic Discussion / Harkness Table.
Students are called upon in class are expected to be able to engage with the subject
material, express a viewpoint, and be able to offer constructive input to the class
discussion.

 While we do not use a Harness Table, we apply similar principles. Senior Thesis.
Each senior student chooses a topic and crafts a thesis incorporating the learning of
his or her time at TCS. The thesis is defended orally in front of a panel of judges. We
use classic content for our reading, texts, and enrichment materials.
 The materials chosen for all our classes are well-crafted, purposeful, and timeless;
they are not simply what is flashiest, newest, or most heavily promoted by a
publisher. Our Language Arts, History, and Reading curricula are based on authors
who have written books and texts that are praiseworthy, stimulating, and proven. Our
Fine Arts curriculum for the Pre-Grammar stage focuses on artists whose works have
endured and have been shown to be excellent and worthy of study.
Question No.3
Defines and clarify concept of motivation. Describe difference
between Intrinsic and Extrinsic Motivation.
Motivation is typically defined as the forces that account for the arousal, selection, direction,
and continuation of behavior. Nevertheless, many teachers have at least two major
misconceptions about motivation that prevent them from using this concept with maximum
effectiveness. One misconception is that some students are unmotivated. Strictly speaking,
that is not an accurate statement. As long as a student chooses goals and expends a certain
amount of effort to achieve them, he is, by definition, motivated.
What teachers really mean is that students are not motivated to behave in the way teachers
would like them to behave. The second misconception is that one person can directly
motivate another. This view is inaccurate because motivation comes from within a person.
What you can do, with the help of the various motivation theories discussed in this chapter, is
create the circumstances that influence students to do what you want them to do. Motivation
is influenced by two forces,
a. Internal forces: These forces are internal to the individual, i.e., their needs, wants and
nature.

b. External forces: These forces are external to the individual, which may be organizational
related such as management philosophy, organizational structure, and superior-subordinate
relationship, and also the forces found in the external environment such as culture, customs,
religion and values.
Characteristics of Motivation
 Motivation is a process through which individually does something in order to satisfy
some basic needs. It is a responsibility of a manager to motivate the employees
towards the attainment of organizational goals through a higher level of performance.
The motivation holds the following characteristics.
 Motivation is a process of inspiring, energizing, reducing and activating the
employees to a higher level of performance. This process starts with unsatisfied
needs, moves through tension, drives and goal achievement, finally, it ends with the
reduction of tension aroused by unsatisfied needs.
 Motivation is a continuous on-going process rather than one shot affair. Because an
individual has unlimited wants and needs. Motivation is an unending process. Wants
are innumerable and cannot be satisfied at one time. As satisfaction of needs is an
unending process, so the process of motivation is also unending. As soon as the
existing need is fulfilled, another will appear. Hence, motivation should go
continuously.
 Motivation is a complex subject in the sense that the individual’s needs and wants
may be unpredictable. The level of need of a person depends on his/her psychological
and physiological aspects.
 Motivation is the process that initiates, guides, and maintains goal-oriented behaviors.
It is what causes you to act, whether it is getting a glass of water to reduce thirst or
reading a book to gain knowledge. Motivation involves the biological, emotional,
social, and cognitive forces that activate behavior. In everyday usage, the term
"motivation" is frequently used to describe why a person does something. It is the
driving force behind human actions.
 Motivation doesn't just refer to the factors that activate behaviors; it also involves the
factors that direct and maintain these goal-directed actions (though such motives are
rarely directly observable). As a result, we often have to infer the reasons why people

do the things that they do based on observable behaviors. What exactly lies behind the
motivations for why we act? Psychologists have proposed different theories of
motivation, including drive theory, instinct theory, and humanistic theory (such as
Maslow's hierarchy of needs). The reality is that there are many different forces that
guide and direct our motivations.
Extrinsic vs. Intrinsic Motivation: Which Is Best?
Extrinsic motivation arises from outside of the individual while intrinsic motivation comes
from within. Research has shown that each type has a different effect on human behavior.
Studies have demonstrated that offering excessive external rewards for an already internally
rewarding behavior can reduce intrinsic motivation—a phenomenon known as the
overjustification effect.
For example, in a 2008 study, children who were rewarded for playing with a toy they
had already expressed interest in playing with became less interested in the item after being
externally rewarded. This is not to suggest that extrinsic motivation is a bad thing—it can be
beneficial in some situations. For example, extrinsic motivation can be particularly helpful
when a person needs to complete a task that they find unpleasant. Additionally, external
rewards can,
 Be a source of feedback to let people know when their performance has achieved a
standard that is deserving of reinforcement
 Induce interest and participation in an activity an individual was not initially
interested in
 Motivate people to acquire new skills or knowledge (once these early skills have been
learned, people might become more intrinsically motivated to pursue an activity)
 Extrinsic motivators should be avoided in situations where, An individual already
finds the activity intrinsically rewarding
 Offering a reward might make a "play" activity seem more like "work"
When to Use External Rewards
 Motivate a person to learn something new.
When Not to Use External Rewards

 A person is already interested in the topic, task, or activity. Offering a reward would
make the activity feel like "work" instead of "play."
Intrinsic motivation
Intrinsic motivation refers to the act of doing something that does not have any
obvious external rewards. You do it because it’s enjoyable and interesting to you, not because
of any outside incentive or pressures, like rewards or deadlines. In short,
intrinsic motivation is performing an activity for its own sake rather than the desire for some
external reward or out of some external pressure.
"A person's intrinsic enjoyment of an activity provides sufficient justification for their
behavior," explains author Richard A. Griggs in his book Psychology: A Concise
Introduction. "With the addition of extrinsic reinforcement, the person may perceive the task
as overjustified and then attempt to understand their true motivation (extrinsic versus
intrinsic) for engaging in the activity." It is suggested that people are more creative when they
are intrinsically motivated. In work settings, for instance, productivity can be increased by
using extrinsic rewards such as a bonus.
However, the actual quality of the work performed is influenced by intrinsic factors.
If you are doing something that you find rewarding, interesting, and challenging, you are
more likely to come up with novel ideas and creative solutions.
Intrinsic Motivation in Education
Intrinsic motivation is an important topic in education. Teachers and instructional designers
strive to develop learning environments that are intrinsically rewarding. Unfortunately, many
traditional paradigms suggest that most students find learning boring so they must be
extrinsically goaded into educational activities.
In "Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning," authors
Thomas Malone and Mark Leeper suggest that this does not need to be the case. They

identify several different ways to make learning environments that are intrinsically
rewarding. Activities are intrinsically motivating if "people engage in it for its own sake,
rather than in order to receive some external reward or avoid some external punishment." The
words fun, interesting, captivating, enjoyable, and intrinsically motivating are used
interchangeably to describe such activities.
Question: 4
Define the term inquiry approach. What is meant by Inductive
reasoning?
Inquiry-based learning is an approach to learning that emphasizes the student’s role in the
learning process. Rather than the teacher telling students what they need to know, students
are encouraged to explore the material, ask questions, and share ideas. Inquiry-based learning
uses different approaches to learning, including small-group discussion and guided learning.
Instead of memorizing facts and material, students learn by doing. This allows them to build
knowledge through exploration, experience, and discussion.
Is inquiry-based learning effective?
Just like experiential learning, inquiry-based learning actively engages students in the
learning process. Students aren’t just hearing or writing what they are learning. Instead,
students get the chance to explore a topic more deeply and learn from their own first-hand
experiences. We retain 75% of what we do compared to 5% of what we hear and 10% of
what we read. Inquiry-based learning allows students to better understand and recall material
by actively engaging with it and making their own connections.
Benefits of Inquiry-Based Learning
1. Reinforces Curriculum Content
A pen and graph paper sits on a desk with an open math textbook. Whereas some see inquiry-
based learning as a departure from the curriculum, you can use it to reinforce relevant content
and improve understanding of core concepts. This is due to curiosity’s effect on the brain.
When a concept sparks curiosity, there is increased activity in the hippocampus -- the region
of the brain responsible for memory creation. When students show more curiosity than

normal regarding a specific topic, satiate it by using their questions to introduce an inquiry
activity in the coming days. In doing so, they should effectively retain essential information
gleaned during the exercise, according to a study from the Association for Psychological
Science.
2. Enhances learning experiences for children
Sitting in a classroom taking notes isn’t always the most effective (or fun) way to learn.
Rather than memorizing facts from the teacher, inquiry-based learning enhances the learning
process by letting students explore topics themselves.
3. Teaches skills needed for all areas of learning
As they explore a topic, students build critical thinking and communication skills. The
cognitive skills that students develop can be used to improve comprehension in every subject,
as well as in day-to-day life.
4. Promotes a Deeper Understanding of Content
By delving into a concept through inquiry, students should see it as more than a simple rule,
idea or formula. Many of them will understand:
 How the idea was developed
 Why the rule or formula works
 When they can properly apply the rule, idea or formula
This is because the process of asking open questions, solving them through original
strategies, empowers students to take ownership of their learning. Barring hiccups, they
should be able to build understanding of a concept through their own methods and thinking
styles. The same principle applies to experiential learning, which puts students at the center
of the learning experience.
5. Builds Initiative and Self-Direction
A teacher stands at a whiteboard with three students, as one of them solves math problems on
the board. Students can improve certain transferable skills through inquiry-based learning,
many of which relate to initiative and self-direction. This is evident when examining the steps
of the inquiry process. Students learn how to ask questions, investigate, discuss, collaborate,
cooperate and reach their own conclusions. Although they can separately build these skills
through other activities, self-guided inquiry and analysis synthesizes this development. Such

skills will not only prove useful as students reach higher grades, but enter post-secondary
school and beyond.
6. Works in Almost Any Classroom
Inquiry-based learning can also benefit teachers, as you can repurpose activities for almost
any classroom. Even regardless of grade and individual skill levels. This is because you can:
 Adapt the pace and content to suit the needs of students
 Appeal to students who struggle to grasp content through traditional lessons
 Deliver exercises that greatly differ, using distinct content and investigation methods
 Use an inquiry exercise as either a “minds-on” activity, review, full lesson or
standalone project
 Reinforce and expand upon any relevant concept, as long as students have shown
curiosity towards it
 In these ways, you’ll have the flexibility to provide inquiry exercises to the majority
of your classes year after year.
7. Offers Differentiated Instruction
A teacher hovers over a table where a group of students are using tablets, paper and markers
to solve problems. Running an inquiry-based learning activity will give you a chance to use
differentiated instruction strategies, appealing to the diverse learning styles of your students.
Students can work by themselves, or as part of a small or large group. Inquiry itself typically
involves methods such as discussion and guided research. You can also provide content in
form of text, audio, video and virtual or physical manipulatives such as building blocks.
Delivering a range of content and ways to process it, inquiry activities can allow you to meet
your students’ distinct learning needs and preferences.
What Is Inductive Reasoning?
Inductive reasoning is an approach to logical thinking that involves making
generalizations based on specific details. Inductive reasoning is an important critical
thinking skill that many employers look for in their employees. Inductive reasoning is an
example of an analytical soft skill. Unlike hard skills, which are job-specific and generally
require technical training, soft skills relate to how you interact with people, social situations,
and ideas.

Importance and usage of inductive reasoning
Examples of Inductive Reasoning
In practice, inductive reasoning often appears invisible. You might not be aware that you’re
taking in information, recognizing a potential pattern, and acting on your hypothesis. But if
you’re a good problem-solver, chances are that these examples will feel familiar:
1. A teacher notices that his students learn more when hands-on activities were
incorporated into lessons. He decides to include a hands-on component in his future
lessons regularly.
2. An architect discerns a pattern of cost overages for plumbing materials in jobs and
opts to increase the estimate for plumbing costs in subsequent proposals.
3. A stockbroker observes that Intuit stock increased in value four years in a row during
tax season and recommends clients buy it in March.
4. A recruiter conducts a study of recent hires who have achieved success and stayed on
with the organization. She finds that they graduated from three local colleges, so she
decides to focus recruiting efforts on those schools.
5. A defense attorney reviews the strategy employed by lawyers in similar cases and
finds an approach that has consistently led to acquittals. She then applies this
approach to her own case.
How inductive reasoning works?
With inductive reasoning, you make observations to reach a conclusion. This skill is useful in
making predictions and creating generalizations. Your conclusion may not always be true, but
it should be reasonable based on the evidence.2
For example, you notice that customers have bought more of your product during the third
quarter of the year for the past three years. Based on that information, you predict that your
customers will buy more of your product during the third quarter of the coming year and you
increase production to be prepared.

Question No. 5
What Is Problem Solving approach? Specify the role of teacher in
problem solving learning.
Problems are at the center of what many people do at work every day. Whether you're solving
a problem for a client (internal or external), supporting those who are solving problems, or
discovering new problems to solve, the problems you face can be large or small, simple or
complex, and easy or difficult. A fundamental part of every manager's role is finding ways to
solve them. So, being a confident problem solver is really important to your success. Much of
that confidence comes from having a good process to use when approaching a problem. With
one, you can solve problems quickly and effectively. Without one, your solutions may be
ineffective, or you'll get stuck and do nothing, with sometimes painful consequences.
 Problem-solving is what we do when we look at a task and don’t know what to do.
This makes strategies very important – they are how we begin. When a child looks at
a problem and says, “I don’t know,” our role as a teacher is to help them persevere –
to stick with it and find a solution. For many learners, the problem on the left, while
not always easy to solve, is easier to start. There are some numbers given, along with
clues about the fact that this involves addition and/or subtraction. The problem on the
right has no numbers at all!
 Here is a list of problem-solving strategies adapted from the book What’s Your Math
Problem? by Linda Gojak. Which of these could you use to start working on the
heartbeat problem?
 Look for a pattern
 Make a model
 Solve a simpler problem
 Work backward
 Identify a sub-goa

 Create a table
 Create an organized list
 Draw a picture or diagram
 Account for all possibilities
 To develop these strategies thoughtfully, try this. Pose a problem like the heartbeat
problem to your students. Give them time to think individually and to work with a
partner or in a small group on the problem. Notice what strategies your students are
using. Has one team thought about how many beats in a minute? Has one team drawn
a calendar as an organizer for their information? Has one team recorded useful
information like the number of days in a year and the number of hours in a day?
 Take time to talk about the strategies students are using. For more fun, name the
strategies for the students. Allow students to share their work and build on it. If you’re
going to list important facts like days in the year and hours in a day, how can you
sequence those to be most helpful? That is organizing your list. If students are acting a
problem out but spending a great deal of energy on costumes and scripts, encourage
them to focus on the elements essential for math class.
 Students benefit from seeing a variety of strategies used by their classmates. Some
will be more effective or efficient than others. That’s okay. By making problem-
solving a regular part of math class, students have opportunities to practice strategies
and learn from seeing them used by others. Strategies are discussed as they are used,
keeping the focus on how this strategy supports this problem.
What Is the Teacher's Role in PBL?
 In a Problem-Based Learning scenario the teacher's traditional role changes, and some
teachers may need some time to adjust. No longer is the teacher and text the source of
all knowledge in the classroom. The role of the teacher in a PBL classroom is as a
coach or guide.
 The teacher should not expect students to be effective problem solvers right away.
Since learning to solve problems is one of the main goals of PBL, students will need
to be guided during the searching and solving process. By asking questions along with
the students, a teacher can serve as a model problem solver. As students get better at
problem solving, the teacher's involvement may change slightly.

 However, there is a fine line between guiding and modeling and being overly
involved. If the teacher guides all the students in the same direction, the students will
assume there is only one correct answer and will most likely try to figure out what
answer the teacher wants. Also, the students will not take ownership of the problem if
the teacher does the work for them. Therefore, it is important that the teacher allows
students to question things differently.
1. Provide encouragement and appreciation, appreciate different solutions and strategies,
encourage students to find multiple solutions to a problem, encourage students to take
time to solve problems, compliment students on good problem solving strategies
whether they reach a solution or not, make sure students know what a compliment or
praise specifically relates to about the problem and problem solving, encourage
students to keep trying and to learn by correcting mistakes. let students know that
problem solving is difficult and rewarding, share and discuss attitudes and
dispositions that are conducive to problem solving
2. Be a role model to solve problems yourself, make problem solving a top priority, let
students know that problem solving is an integral part of your curriculum, look for
and comment on problem - solving situations anywhere they occur, imbed teaching
and learning in a problem - solving format, use sketches, manipulatives, charts,
graphs, and any other kind of representation that can thought of. Use problem solving
strategies and vocabulary
3. Ask questions that encourage students to think divergently, explain how they are
thinking, to share strategies, think of other ways that the same problem could be
asked, think of real life problems that are or relate to the problem, discover different
problems that can be solved with the same strategy, discover multiple ways to solve
the problem, reflect or check their solutions, reflect and discuss how they imagined a
certain strategy might be possible, explain why they have confidence in their
solutions.