Bloom's Digital Taxonomy

Revised Taxonomy and Outcome based Education

                  Examples of Learning Outcomes

Good learning outcomes are focused on what the learner will know or be able to do by the end of a defined period of time and indicate how that knowledge or skill will be demonstrated.

• Upon completing this assignment, students will be able to provide accurate diagrams of cells and be able to classify cells from microscopic images.
• By the end of this course, students will be able to identify and develop data collection instruments and measures for planning and conducting sociological research.
• By the end of this workshop, participants will be able to identify and classify their spending habits and prepare a personal budget.

By the end of this course, students will be able to:

• predict the appearance and motion of visible celestial objects
• formulate scientific questions about the motion of visible celestial objects
• plan ways to model and/or simulate an answer to the questions chosen
• select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen
• communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats
• describe, evaluate, and communicate the impact of research and other accomplishments in space technology on our understanding of scientific theories and principles and on other fields of endeavour

Learning outcomes can address content, skills, and long-term attitudes or values.

Content

• By the end of this course, students will be able to categorize macroeconomic policies according to the economic theories from which they emerge.
• By the end of this unit, students will be able to describe the characteristics of the three main types of geologic faults (dip-slip, transform, and oblique) and explain the different types of motion associated with each.

Skills

• By the end of this course, students will be able to ask questions concerning language usage with confidence and seek effective help from reference sources.
• By the end of this course, students will be able to analyze qualitative and quantitative data, and explain how evidence gathered supports or refutes an initial hypothesis.

Values

• By the end of this course, students will be able to work cooperatively in a small group environment.
• By the end of this course, students will be able to identify their own position on the political spectrum.

Learning outcomes should use specific language, and should clearly indicate expectations for student performance.

Examples of Goals, Objectives, and Outcomes

Goal	Objective	How this objective might be reformulated as a Learning Outcome
To become acquainted with topographic maps and their usage.	To use topographic maps and employ these maps to interpret the physiography and history of an area.	Students should be able to Locate and identify features on topographic maps by latitude and longitude and township and range. Contour a topographic map and construct a topographic profile. Identify major landform features on topographic maps and relate them to basic geologic processes of stream, groundwater, glacial or marine erosion and deposition. Interpret geologic maps and geologic cross-sections.

Bloom’s Taxonomy
Original (1956)	Revised (2001)
Evaluation                    Synthesis                    Analysis                    Application                    Comprehension                    Knowledge	Creating                    Evaluating                    Analyzing                    Applying                    Understanding                    Remembering
Noun	Verb
Thinking is an active process and verbs describe actions. Knowledge does not describe a category of thinking and was replaced with Remembering. Comprehension and synthesis were retitled to Understanding and Creating, respectively, to better reflect the nature of thinking for each category. One can be critical without being creative (i.e., judge and idea and justify choices) but creative production often requires critical thinking (i.e., accepting and rejecting ideas on the path to creating a new idea, product or way of looking at things).

http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

Bloom’s Revised Taxonomy
Remembering	Retrieving, recognizing, and recalling relevant knowledge from long-term memory
Understanding	Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining
Applying	Carrying out or using a procedure through executing or implementing
Analyzing	Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing
Evaluating	Marking judgments based on criteria and standards through checking and critiquing
Creating	Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing

Source: Anderson & Krathwohl as cited in Forehand, 2008

Learning outcomes, aims and objectives

One unit of instruction – whether a course, assignment, or workshop – might have multiple learning outcomes that span a range level of learning as described by Bloom’s Taxonomy and indicated by relevant, active verbs. 

 The difference between learning outcomes and aims is that aims are written in terms of teaching intention and indicate what it is that the teacher intends to cover in the block of learning (curriculum coverage). Learning outcomes are descriptions of what the learner is expected to learn in the period of learning defined. Aims are therefore more about teaching and the management of learning, and learning outcomes are more about the learning that is actually to be achieved by the learner.

 The word ‘objectives’ complicates the situation since objectives may be written in the terms of teaching intention or expected learning outcome.

Criticisms

In order to master all outcomes, children with a particular talent are required to forfeit time in their area of strength. Because no child moves ahead until all demonstrate mastery, the inevitable happens: the faster learners quickly learn to slow their pace in order to avoid extra work, and they just give the answers to the slower learners so the group can move forward. Incentive and motivation are reduced, and boredom and resentment increased. The result is that all students demonstrate "mastery" of mediocrity, and none can aspire to excellence. Every child loses under this system.

OBE raises the fundamental question of who should decide what values, attitudes, and beliefs a child should be taught. Should it be the parents or the U.S. Department of Education, which funded OBE? Should the public schools be allowed to teach values that may be controversial and sometimes even contradictory to values taught to children by their parents?

Behaviour modification is fundamental to achieving OBE-type results. OBE uses a "stimulus-response-stimulus" pattern, a rewards-and-punishment process based on Ivan Pavlov's and B.F. Skinner's programmed learning/behaviour modification techniques. Under OBE, students are recycled through the process until they meet the mandated outcomes.

The best test of an OBE-type system was Chicago's experiment in the 1970s with Professor Benjamin Bloom's Mastery Learning (ML), which is essentially the same as OBE. ML was a colossal failure and was abandoned in disgrace in 1982. The test scores proved to be appallingly low and the illiteracy rate became a national scandal. Bloom, the father of ML, is well known for his statement that "the purpose of education is to change the thoughts, feelings and actions of students."

Saturday, 30 November 2013

Appendix –Social Science (B.Ed. revised curriculum 2013)

Appendix –Social Science (B.Ed. revised curriculum 2013)

EDU 04.10

Practicum- (CE-4)

• Problem based learning in Social Science- How far it possible?
• Multimedia approach in Social Science Teaching
• Compare traditional and modern instructional strategies and its effectiveness in Teaching Social Science
• Critical pedagogy and the teaching of Social Science
• How far knowledge construction is possible in Social Science at secondary level?

 (Prepare practicum on any one of the topics listed above with theoretical and practical aspects (5 to 7 pages) and with a Power Point to present the topic)

EDU 05.10

Practicum- (CE-4)

• Application of learning theories in the pedagogic practices- Problems and prospects
• Learning activities for developing Multiple Intelligences in Social Science (with examples from content area)
• Changing evaluation systems in school education
• Different approaches in lesson planning
• Prepare a report comparing Social Science text books of NCERT and SCERT of Kerala in standard 8 or 9 or10 (Contents included, content organization method, scope for process oriented learning, chances to go beyond text book information etc. should be considered)

(Prepare practicum on any one of the topics listed above with theoretical and practical aspects (5 to 7 pages) and with a Power Point to present the topic)

EDU 09.10

Practicum- (CE-3)

·         Developing higher order thinking skills through the teaching of Social Science

·         How Meta cognition leads to open mindedness through the teaching learning process of Social Science?

·         Select a community resource of your choice and prepare a programme of action of its effective utilization while transacting a content area.

·         Prepare Local History of your choice

·         Teaching of current events and controversial issues in Social Science

(Prepare practicum on any one of the topics listed above with theoretical and practical aspects (5 to 7 pages) and with a Power Point to present the topic)

EDU 10.10

Practicum (CE- 3)

·        Any one Unit plan prepared for the units allotted to the student teachers during teaching practice

Practical courses (semester 1)

1. College based

1. Discussion: 10 (3 models of teaching)
2. Observation of 2 model video lessons & reporting( teacher monitored)
3. Demonstration lessons:5(different categories)
4. Micro teaching:1skill/student(video recording & lesson notes)
5. Criticism:10 (all are practiced with school student/peers) includes 3 models of teaching
6. Computer/ICT lesson : 1(group work 3-4 members)
7. Development of script of video lessons): 2 (group work- 3 to 4 members)

Practical courses (semester 1)

2. School based

Initiatory school experiences- school visit & reporting

•       School induction 4 days with 3 periods teaching/shared practice( 3 members). ( teaching : 15 marks + diary 5 marks)

•       Notes:

Ø  4 continuous working days

Ø  Observation of senior teacher’s class individually/small groups

Ø  Informal meeting with teachers

Ø  Observe learning facilities & social climate

Ø  Maintain a detailed dairy

Ø  Reflection session

PRACTICALS –SEMESTER II

a. College based

                Edu201.1: submission of online assignment

                                  :presentation of innovative work

                                  Preparation and uploading of Power Point slides

b. School based

Ø  Teaching practice – 40 lessons

Ø  Peer review records-10

Ø  Diagnostic test & Remedial measures

Ø  Achievement test, statistical analysis & interpretation

Ø  Reflective journal

c. Community based

ü  Community living camp – 4 days residential camp

ü  Study tour

PRACTICAL EXAMINATION WITH VIVA

ITEM FOR ASSESSMENT	MARKS
EdU 09&10 : CE of optional subject Edu 201.1   : online assignment                    :innovative work                    :record of tg. practice                    :peer review record                    :teaching                    :Diagnostic test                    :achievement test                    :reflective journal	2x20 10 10 40 10 130 10 20 10

Model reflective journal

Name of student:                                        Unit:  

Topic:                                                         Date:

How do the activities listed make a link with what was learnt the previous day?

Describe the process I went through to complete the teaching task:

Where I got the idea from and how I explored the topic or subject:

What are the strengths of my work? What still makes me uneasy?

What problems I encountered and what revision strategies I used:

What makes this lesson different from the previous one?

Whether I able to achieve my objectives?

Own judgement of overall effect of the class:

Own suggestions if any for betterment in next class:

Signature of student teacher                                      Teacher Educator                                                                                       

                                               

DRAFT FORMAT OF PEER REVIEW RECORD

NAME OF THE PEER:                                                                 TOPIC:                                 Date:
                                             TEACHER COMPETENCIES/SKILLS

Strengths

1

2

3

4

5

6

Weakness

1

2

3

4

5

Peer observation comment:

How to evaluate?

Seminar

1. Planning and organizing-  Topic, ways for collecting data, Supporting ,materials forpresentation                                                                                                        5/4/3/2/1

2. Data collection               - Literature Review, relevance, sources       5/4/3/2/1
3. Content covered             - Structure, depth and quality of content     5/4/3/2/1
4. Preparation of paper       - Organization of ideas, clarity, creativity, analysis, interpretation and

                                        evaluation                                               5/4/3/2/1

5. Presentation of paper      - Communication, participation and discussion, clarification and      

                                          reporting                                              5/4/3/2/1

                                                    (Find average score in 5)

Problem based study (Practicum)

1. Planning                       - Relevance of the study, identification of the problem, selection of      

                                       appropriate tools for data collection and analysis     
                                                                                                ( 5/4/3/2/1)

2. Data collection                -Adequacy, relevance and reliability of the data(literature review,  

                                                field visit, interview, observation, discussion)    
                                                                                                ( 5/4/3/2/1)

3. Analysis and interpretation- Systematic arrangement of data analysis, interpretation, findings   

                                          and conclusions                                                    
                                                                                                 ( 5/4/3/2/1)

4. Presentation of report -        Logical and sequential order, authenticity of report                                                                                                                                       ( 5/4/3/2/1)

5. Timeliness                      -       Time bound completion                   ( 5/4/3/2/1)

                                                    (Find average score in 5)

Pedagogical analysis and Planning

Pedagogy is the art (and science) of teaching. Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groups of students to improve their learning outcomes. Some teaching strategies are better suited to teaching certain skills and fields of knowledge than are others. Some strategies are better suited to certain student backgrounds, learning styles and abilities. Pedagogy, incorporating an array of teaching strategies that support intellectual engagement, connectedness to the wider world, supportive classroom environments and recognition of difference, should be implemented across all key learning, and subject areas. Pedagogical practice promotes the wellbeing of students, teachers and the school community - it improves students' and teachers' confidence and contributes to their sense of purpose for being at school; it builds community confidence in the quality of learning and

teaching in the school.

Pedagogical Analysis and Effective Teaching

In its simple meaning the term pedagogical analysis (a composition of two words pedagogy and analysis) stands for a type of analysis based on pedagogy. For its further understanding let us try to be acquainted with the term analysis and pedagogy. Analysis as a term stands for a process of breaking or separating a thing into its smaller parts, elements or constituents. We break a teaching unit into its constituents –subunit, topics or single concepts etc. through the process of unit analysis. In addition, we can break the contents of the prescribed course in a subject into its various constituents – major and minor sections, sub-sections, units and sub-units, major concept and minor concepts, topics etc by carrying out a process of content analysis. Therefore, “the analysis of a given content material in any subject any topic carried out well in the spirit of the science of teaching (Pedagogy) is known by the term pedagogical analysis of the contents”.

Components and Operations Involved in the task of

Pedagogical Analysis

Looking in the way, by the term pedagogical Analysis of any subject content we certainly aim to carry out the task of the analyzing the prescribed course material or a particular unit/sub-unit/topic/single concept of the subject being taught to a particular class by systematically executing the following four operations in a close interactive style.

A. Content analysis of the unit/topic/single concept being taught by the teacher in the subject.

B. Setting of the objectives of the content material of the topic in hand by writing them in a learner centered approach.

 C. Suggesting methods, techniques, teaching learning activities, aids and equipments helpful for the teaching learning of the topic in hand quite in tune with the realization of the set instructional objectives.

D. Suggesting appropriate evaluation devices in the form of oral, written or practical activities and test questions etc for evaluating the outcomes of the teaching learning process carried in relation to the teaching of the topic in hand.

In this way when a teacher is asked to perform pedagogical analysis of the contents of a subject/unit or topic to be taught in the class he has to go through the cycle of the above mentioned four components namely (i) content analysis (ii) objective formulation (iii) selection of the teaching method and material and (iv) selection of the evaluation devices.

Planning for Instruction

Year Plan

Points to consider

• Total no. of working days
• Total no. of periods available for the subject
• Term wise units to be covered
• Unit wise strategies/ methods to be selected
• C E items to be completed- term wise/ Unit wise

Unit Plan

Name of Teacher:…………………………….. Standard……………………..
Name of Unit…………………………………. Total periods available…………
Learning objective/ Outcome	Ideas, concepts, Principles	Method/ strategies for transaction	inputs/ material support required	product/ outcome/  CE	No.of periods

Lesson Plan

Name of Teacher:                                                                                                Standard:

Name of School:                                                                                                  Division:

Unit:                                                                                                                     Topic:

Learning objective/ learning outcome:

•  

Issue/ sub issue: (for standard VIII only)

(Refer unit wise learning objectives and issues in teachers’ handbook)

Content analysis:

                    Facts: (Core facts of the area concerned- small statements only)

•  
•  
•  

§   

§   

Concepts/Principles:

Pre requisits:

Materials/ resource support needed:

(Two column lesson plan is needed)

Classroom interaction procedure                   (Learning Process)	Response/           Evaluation

Point to consider

• Learning objectives/ Outcomes are formulated by the education department for each unit. We can select one or more objective for a period considering the content area to be covered in a period.
• If content area included in an objective is not possible to cover within a single period, a specific objective has to be furnished (after the listed objective from hand book) delimiting the content area for the particular period.
• Learning process should start with introductory activity and ends with proper review cum consolidation. Activities should have learner participation/ involvement ie activity means learning activity.
• If group work is planned, grouping technique, no of groups etc should be mentioned. Each group should be allotted specific area and learning tasks should be mentioned as discussion points:
•  

§   

§   

As far as possible one discussion point for each group should help to develop divergent thinking/ critical thinking related to the area of study. If more groups get same area for discussion, that should be mentioned.

• Groups should get chance to present what they have identified. Proper suggestion should be there in lesson plan for presentation aspects
• Provide material support to groups wherever needed and attach a copy the reading material provided( in addition to the text book), with lesson plan during criticism/ practice teaching classes. Those copies can be clubbed in to a separate scrap book later.
• At last there should be proper consolidation from the part of teacher. Teacher can consolidate properly through asking review questions.
• Follow up activities should be there at the end.

Response/ evaluation

The term expected pupil’s response is a behaviourist concern. Now we consider the actual response only. At every stage of lesson process the response/ involvement/ outcome of learners are to be noticed and mentioned in lesson plan.

• involvement/ success of the introductory part
• strategy adopted to develop lesson- involvement of learners, task allotment- success and outcome
• Personal attention to some students- active participation, leadership, coordination, those who are not involving and need more attention
• Presentation aspects – how it benefitted- time management
• Overall assessment of lesson process and outcome

The above said points to be considered while writing response/ evaluation column.

Saturday, 7 December 2013

Video script Format

Wednesday, 4 December 2013

MICRO TEACHING

Micro-teaching

Introduction:

Micro-teaching is one of the most recent innovations in teacher education or training programme which aims at modifying teacher’s behavior according to the specific objectives. It is a process of subjecting samples of human behavior to 5 R’s of video tape- ‘recording’, ‘reviewing’, ‘responding’, ‘refining’, and ‘redoing’. Micro-teaching is a controlled practice that makes it possible to concentrate on teaching behavior in the student-teacher training programme.

Definitions of Micro-teaching

Micro-teaching has been defined in a number of ways. Some selected definitions are given below:

Allen,D.W (1966): Micro-teaching is a scaled down teaching encounter in class size and class time.

Allen,D.W. and Eve,A.W. (1968): Micro-teaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behavior and to practices teaching under controlled conditions.

Bush,R.N (1968): Micro-teaching is a teacher education technique which allows teachers to apply clearly defined teaching skills to carefully prepared lessons in a planned series of 5-10 minutes encounter with a small group of real students, often with an opportunity to observe the result on video-tape.

Singh,L.C.(1977): Micro-teaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5-20 minutes. Such a situation offers a helpful setting for an experienced or inexperienced teacher to acquire new teaching skills and to refine old ones.

Concept of Micro-teaching:

Micro-teaching is a training concept that can be applied at the pre-service and in-service stages in the professional development of teachers. Micro-teaching provides teacher with a practice setting for instruction in which the normal complexities of class- room are reduced and in which the teacher receives a great deal of feedback on his performance. To minimize the complexities of the normal teaching encounter, several dimensions are limited. The length of the lesson is reduced. The scope of the lesson is narrowed, and the teacher teaches only a few students.

Basically in micro-teaching, the trainee is engaged in a scaled-down teaching situation. It is scaled down in terms of class size, since the trainee is teaching a small group of 5-10 pupils. The lesson is scaled down in length of class-time and is reduced to 5-10 minutes. It is also scaled down in terms of teaching tasks. These tasks may include the practicing and mastering of a specific teaching skill such as lecturing or teaching explanation, questioning or leading a discussion; mastering of specific teaching strategies; flexibility, instructional decision making, alternative uses of specific curricula, instructional materials and class- room management. Only one skill or task is taken up at a time. If possible micro-lesson is video-taped or tape-recorded. The student-teacher immediately views his lesson, evaluates it, amends his approach, reteaches the lesson to another group of pupils, reviews and evaluates.

Features of Micro-teaching

1.    Micro-teaching is relatively a new innovation in the field of teacher education

2.    Real teaching: Micro-teaching is real teaching but focuses on developing teaching skills.

3.    Scaled down teaching: Micro-teaching is a scaled down teaching:

           (i)       To reduce the class size to 5-10 pupils.

          (ii)       To reduce the duration of period to 5-10 minutes.

         (iii)       To reduce the size of the lesson.

         (iv)       To reduce the teaching skill.

4.     Individualised device: Micro-teaching is a highly individualized training device.

5.    Providing feedback: It provides the adequate feedback for trainee’s performance.

6.    Device for preparing teachers: Micro-teaching ia a device to prepare effective teachers.

7.    Selection of one skill: It provides opportunity to select one skill at a time and practice it through scaled down encounter and then take others in a similar way.

8.    Use of videotape and closed circuit television makes observation very effective.

9.    Micro-teaching is an analytic approach to training.

Main Assumptions of Micro-teaching

In the words of Allen and Ryan, micro-teaching is an idea at the core of which lie five essential assumptions:

1.    Real teaching: Micro-teaching is real teaching. Although the teaching situation is a constructed one in the sense that teacher and students work together in a practice situation, nevertheless, bonafide teaching does take place.

2.    Reducing complexities: Micro-teaching lessens the complexities of normal class-room teaching. Class size, scope of content, and time are all reduced.

3.    Focus on training: Micro-teaching focuses on training for the accomplishment of specific tasks. These tasks may be the practice of techniques of teaching, the mastery of certain curricular materials, or the demonstration of teaching methods.

4.    Increased control of practice: Micro-teaching allows for the increased control of practice. In the practice setting of microteaching, the rituals of time, students, methods of feed back and supervision, and many other factors can be manipulated. As a result, a high degree of control can be built into the training programme.

5.    Expanding knowledge of results: Micro-teaching greatly expands the normal knowledge of results or feedback dimensions in teaching. Immediately after teaching a brief micro-lesson, the trainee engages in a critique of his performance. To give him a maximum insight into his performance, several sources of feedback at his disposal.

Procedure in Micro-teaching:

1.    Defining the skill: A particular skill is defined to trainees in terms of teaching behaviours to provide the knowledge and awareness of teaching skills.

2.    Demonstrating the skills: The specific skill is demonstrated by the experts or shown through video-tape or film to the teacher trainee.

3.    Planning the lesson: The student teacher plans a short (micro) lesson with the help of his supervisor, in which he can practice a particular skill.

4.    Teaching the lesson: The pupil-teacher teaches the lesson to a small group of pupils (5-10). The lesson is observed by supervisor or peers or video-taped or audio-taped or televised at close circuit television (CCTV).

5.    Discussion: The teaching is followed by discussion to provide the feedback to the trainee. The video-tape or audio-tape may be displayed to observe his own teaching activities by the trainee. The awareness of his own teaching performance provides the reinforcement to the pupil-teacher.

6.    Replanning: In the light of the discussion and suggestions the pupil-teacher replans the lesson in order to practice the small skill effectively.

7.    Reteaching: The revised lesson is retaught to another small group of students of same class for the same class duration to practice the small skill.

8.    Rediscussion: The reteaching is again followed by discussion, suggestions and encouraging the teaching performance. Thus the feedback is again provided to the trainee.

9.    Repeating the cycle: The ‘teach-reteach’ cycle is repeated till desired level of skill is achieved.

Thus we find that in micro-teaching the pupil-teacher tries to complete the 5 R’s viz, Recording, Reviewing, Responding, Refining and Redoing.

Phases of Micro-teaching:

According to J.C. Clift and others, micro-teaching procedure has three phases:

(i)               Knowledge acquisition phase

(ii)              Skill acquisition phase

(iii)            Transfer phase

		Observe	Analyze and
	1. Knowledge Acquisition Phase	Demonstration	Discuss
	(pre-active phase)	Skill	Demonstration
	2. Skill Acquisition Phase	Prepare	Practice	Evaluate
	(inter-action phase)	Micro Lesson	Skill	Performance
		Re-teach
	3. Transfer Phase	Transfer of Skill to actual
	(post-active phase)	Teaching Situation
Phases of Micro Teaching

1.    Knowledge acquisition phase: In this phase, the student teacher attempt to acquire knowledge about the skill- its rational, it role in class room and its component behaviours. For this he reads relevant literature. He also observes demonstration lesson-mode of presentation of the skill. The student teacher gets theoretical as well as practical knowledge of the skill.

2.    Skill acquisition phase: On the basis of the model presented to the student-teacher, he prepares a micro-lesson and practices the skill and carries out the micro-teaching cycle. There are two components of this phase:

(a)  feedback

(b)  micro-teaching settings.

Micro-teaching settings includes conditions like the size of the micro-class, duration of the micro-lesson, supervisor, types of students etc.

3.    Transfer phase: Here the student-teacher integrates the different skills. In place of artificial situation, he teaches in the real classroom and tries to integrate all the skills.

Micro Teaching Cycle

The above diagram gives us an out look about Micro teaching process. The cycle continues up to the extend when a trainee will able to master a specific skill.

Comparison between Micro Teaching and Traditional Teaching

1	Objectives are specified in behavioural terms	Objectives are general and not specified in behavioural terms.
2	Class consists of small group of 5-10 students.	Class consists of 40-6- students.
3	The teacher takes up one skill at a time	The teacher practices several skills at a time.
4	Duration time for teaching is 5-10 minutes.	The duration is 40-50 minutes.
5	There is immediate feed-back.	Immediate feed-back is not available
6	Teaching is carried on under controlled situation.	There is no control over situation.
7	Teaching is relatively simple.	Teaching become complex.
8	The role of supervisor is specific and well defined to improve teaching.	The role of the supervisor is vague.
9	Patterns of class room interaction can be studied objectively.	Patterns of classroom interactions cannot be studied objectively.