My Research

 

MICRO-TEACHING AN EFFECTIVE TECHNIQUE FOR IN SERVICE TEACHERS

Urooj Qureshi[1]

 

Abstract

Micro-Teaching is used in many countries but has limited use in Pakistan. The main objective of this research is to evaluate and increase the effectiveness of Micro-Teaching and determine perspective through their reflections on their own experiences. Also examine the experiences competence and perceptions of service teachers. This research is conceptually by practice of Pedagogies: representation, decomposition and approximations actualized through new technologies, reflective practice strategies and challenging learning experiences. Core skills of microteaching such as presentation and reinforcement skills help the in-service teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely in various forms of education and its areas. Combination of qualitative techniques, questionnaire will be used for collecting data. Identify the issues and find out their solutions with the help of questionnaire and constructive feedback. For this purpose, I also read articles as well as at least two or more books related to Micro-Teaching. I found out those ways by reading articles that will help me to proceed with my research to make better learning. In findings, the population is teachers of private schools and for sampling, I used maximum variations. I used questionnaire method and qualitative interviews for literature working to explore, perception, experience of people, problems and for their solutions and developed questions to use the required data. For questionnaire interview protocol used open ended, close ended questions and tried to explore and understand feelings, perceptions, and experiences of people. In the purpose sampling, fifteen participants were selected on the basis that which improvements they wants in the microteaching in their organizations and what was their experience about micro-teaching.

Keyword: Micro teaching, reflective practice, evaluate, observation skills, constructive feedback, pedagogical reasoning and implementation.

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[1] Urooj Tahir

Lesson plan

 Lesson plan

 Concept : Cooperative learning 

 Topic : Office Automation ( MS Excel ) 

 Class: 12 

 Subject : Computer. 

 Duration: 35 minutes

 Strength: 30 

Cooperative Learning 

Think , Pair , Share 

Focus Of Lesson • In this lesson plan we focus just MS Excel 

Significance • A basic review of excel tool bars , functions, cursors , and introduction to the use of formulas and students will create their own MS Excel sheet 

Learning objectives •

Students will work in pairs and share knowledge , ideas learning Outcomes with each other ( skill ) •

 Pose a question., Allow think time. Have students pair up discuss and share out ( knowledge) 

• Give each student a question card , students pair up , ‘ Quiz each other’ then trade cards and find new partner for sharing ideas. ( skill )

 • In pairs , pupils discuss a topic , talking one at a time in turns , it is helpful to have an object which can be passed. ( Attitude) 

• Computer to create grading rubric ( knowledge) • students fill Quick peer evaluation form . ( skill )  Resources

 • Text Book • Internet access from computer lab • Worksheet , photocopies , sample provided by the teacher

 • Students will be given a copy of the rubric to refer to while working on this lesson.

  Day wise planning

 • Day 1 : Introduction of Microsoft Excel 

 • Day 2 : Introduction to Microsoft Excel presentation • Day 3: Budget Activity

 • Day 4: Microsoft Excel Components Quiz and Introduction to Microsoft Excel session survey Day 1. Introduction to Microsoft Excel lesson plan ( 30 minutes) 

 Student computer setup

 • Copy the computer the student folder onto each desktop

 • Prepare printed copies of the following 

 • 1. Introduction to Microsoft Excel students Manual ( from students folder )

 • 2. Introduction to Microsoft Excel session survey  Instructor Computer setup 

 • Ensure that the LCD projector and computer are working properly

 • Complete the student computer setup on the presentation computer 

• Open the following documents on your computer and then minimize them so only your desktop appears

. • 1. Introduction to Microsoft Excel presentation ( from students folder)

 • 2. Microsoft Excel screen components Quiz

 • 3. Budget activity 

  In class 

 • Tell students that Introduction to Microsoft Excel is a two or four hours course designed to familiarize students with terminology , screen components and the most commonly used functions by Microsoft Excel . Emphasis will be placed on file naming and file management conventions , students will create and save a working budget with they may use for their own personal benefits . and showing basics of Microsoft Excel . Like this

  Complete Introduction 

 • Ist ask students if they have any prior experience . Explain that we will only be going over basics because this is an introductory course . Ask about their expectations .. i.e. .what do you hope to learn today ?and define it they will work in pairs and will define all learning objectives 

. Day 2 Introduction to Microsoft Excel presentation PPT. ( 25 minutes)

  Go through the PPT slides using the information below to guide you Ask students to take notes in students handbook ( dotted lines are provided in the handbook for this purpose) when necessary. Encourage students to stop you if they have any questions.

 Learning Goals 

 • Identify the main parts of the Excel window

 • Identify the purpose of the commands on the menu bar.

 • Work with the buttons on the toolbar

 • Explain the purpose of options available for printing a spread sheet.

 • Enter and format text and numbers into cells • Successfully move from one cell to another containing formulas and text 

 • Copy , cut and paste text and formulas . 

• Understand cell references. 

 • Perform basic mathematical operations in a spreadsheet. Help students open Microsoft Excel on their computers so that they can follow you as you demonstrate the following Excel option on the screen . It may help you to look at a printed copy of the student manual . You can spend more or less time on the options and include options not listed if you know students will be using those for particular reasons. Teacher can also skip options if she feel that students will not benefit. Teacher can tell students that when you meet a second time you will review options and then go over the options that you do not cover during a first session.

 • Top of Excel window 

  Quick access bar 

  Tittle Bar 

 Minimize/ Maximize Bar

  Tab Bar • Navigation options 

  I- Beam 

  Horizontal scroll Bar

  Vertical Scroll Bar • File tab options 

  Save 

  Save As

  Print , Orientation, Scaling Ribbon components ( Tab Bar ) 1. Home Tab Groups

  Clipboard Cut , copy , paste

  Font Face , color , size , style (B,I,U ), Border , shading Alignment Horizontal, vertical, wrap ,text ,merge cells

  Number

  Styles ( format as table ) 

 Cells ( format )

  Editing Autosome, sort / filter , find/select 2. Insert Tab groups 

  Tables

  Illustration ( pictures / shapes)

  Charts 3. Page layout table groups 

  Page setup _ margins orientations 

 4. Formula Tab groups ( more advanced options -can skip fir most students) 

5. Data tab groups ( more advanced options – can skip for most students) 

6. Review Tab groups

  spelling.

 7. View tab groups 

 8. View Tab Groups:

  freeze panes 

 Day 3 Budget Activity ( 30 minutes)

 Make certain you have a printed copy of Budget activity to follow before you begin to demonstrate the activity while students follow along . Maximize the Budget Activity and tell students to refer to the instructions as they create the monthly budget . Point out the completed budget example

. Now close the Budget Activity. 

 Open a new Excel document and help students do the same. Use File / save as to save the file to your student folder on the desktop and help students do the same before you begin following the activity instructions. 

 Step 1. Enter and format text Cell Text to type in Formatting A1

 Monthly Income Bold A2 

through A19 Your income categories N/A C1 Monthly Expenses Bold C2

 through C19 Your expense categories N/A E1 Balance Bold 2. Enter and format numbers Cell Text to type in Formatting B2 through B19 Your income amounts Currency D2 through D19 Your expense amounts Currency Step 3. Enter and format formulas Cell Formula Formatting B20 AutoSum Currency D20 AutoSum Currency E20 =B20-D20 Currency and Bold; Red if negative and Green if positive With your mouse , click on cell A1 and drag until your mouse pointer is on cell E20. Release your mouse . You should have the table highlighted in blue . Under the Home/ Font group , find the borders icon . Use the drop down menu to choose all borders . Additional Online resources and information in student Manual. Show the students the Microsoft Excel online Resources document on the screen have them find the documents in the student folder on their desktop and open it. Ensure they can use the Ctrl/Mouse click to open the links . Then depending on the students skill levels and time constraints, you can choose to cover any additional material in the student manual or on the resource list . Assist students with coping their student folder files to their own USB drive or their own online drive . Day 4 Introduction to Microsoft Excel session survey ( 10 minutes) Ask students to complete the above Introduction to Microsoft Excel session survey and collect these and fill this rubric before students leave . Microsoft Excel screen components Quiz ( 35 minutes) 1. Display the Microsoft Excel screen components Quiz on the screen. 2. Ask students to locate and open the Microsoft Excel screen components Quiz in their students folder on their desktop computers. 3. Face to face interaction Ask students to work in peer or group to complete the Microsoft Excel screen components Quiz . 4. Create a spread sheet of employees payroll in MS Excel  Quick peer Evaluation Form Write the names of your partners In the number boxes , then assign your self a value for each listed attribute finally do the same for each of your group members and total of the values. Values : 5. Superior 4. Above average 3. Average 2 below average 1 weak Attribute Myself 1 2 3 4 Participated in group discussions Helped keep the group on task Contributed useful ideas How much work has done Quality of completed work Totals Rubric Category 1 2 3 4 Contribution to group goals Score :_______ Consistently and actively work toward group goals : willingly accepts and fulfills individual role within the peer Work towards group goals without occasional prompting : accepts and fulfills individual role within the peer Work towards peer goals with occasional prompting Work towards peer goals only when prompting. Consideration of others Score:_________ Shows sensitivity to the feelings and learning needs to others ; values the knowledge , opinion , and skill of all group members Shows and Expresses sensitivity to the feelings of others ; encourages the participant of others Show sensitivity to the feelings of others ; encourage the participants of others Needs occasional reminders to be sensitive to the feelings of others. Contribution of knowledge Score:__________ Consistently and actively contribute knowledge; opinions and skills without promoting or reminding Contribute knowledge opinion and skills without promoting and reminding Contributes information to the group with occasional prompting or reminding Contribute information to the group only when prompted Working and sharing with others Score :__________ Helps the group identify necessary changes and encourages group action for change ; does assigned work without reminders Willingly participates in needed changes usually does the assigned work and rarely needs reminding Participates in needed changes with occasional prompting ; often needs reminding to do the assigned work Participates in needed changes when prompted and encouraged always or often relies on others to do the work . Total overall score. Comments.

Institutional and Educational Goals

        Institutional and Educational Goals 

Educational goals are based on the tradition of liberal learning which encourages the growth of broadly educated citizens, and promotes reflection, self-understanding, and a sense of self-worth in all students. 

》Student Learning Outcomes: The Core Curriculum

 • The following are student learning outcomes that describe our current Core Courses, meant to be descriptive, not prescriptive. They are a snapshot of our current Core and may evolve over time. 

• Each Core Course provides the opportunity for students to demonstrate at least one of the following abilities: 

》Critical Thinking/Reasoning 

•  Recognize, understand, and construct appropriate patterns, structures, and models to solve problems in novel contexts (Fluency). 

 • Analyze or construct arguments, considering underlying assumptions and potential counterarguments where appropriate (Critical Thinking). 

 • Each sound conclusions based on logical analysis of evidence (Sound Reasoning). 

 • Formulate new questions for active inquiry, and demonstrate the competence and confidence to build on one’s knowledge base. (Active Engagement). 

 • Identify, evaluate, analyze, synthesize, and document appropriate sources (Information Literacy). 

》 Disciplinary Thinking 

• Articulate the beauty, power, and promise of our core disciplines (Disciplinary Appreciation). 

• Consider problems from the perspective of each discipline, applying concepts and techniques from that discipline (Disciplinary Thinking). 

• Apply the scientific method, including hypothesis formation, data collection, analysis, and interpretation (Scientific Method). 

》 Interdisciplinary Thinking 

 • Integrate strategies from multiple disciplines to solve problems (Interdisciplinary Thinking). 

• Appreciate key ideas in the discipline from a variety of perspectives, including historical perspectives and the contribution of diverse cultures (History and Culture).

 》 Societal Impact/Application 

• Link theory to applications of technical work in society (Applications). 

 • Explore the relationship of technical work to society and contemporary cultures (Societal Impact). 

》 Collaboration and Communication 

• Communicate clearly and persuasively for the intended audience, in oral and/or wrhitten form (Oral and/or Written Communication). 

• Collaborate effectively as part of a team (Teamwork). 

Urooj Qureshi 

Differences between organization and management

Differences between Organization and Management 

Definition of Organization 

George R. Terry ,

" Management is an distinct process consisting of plaining , organizing , actuating and controlling ; utilizing in each both  

Science and arts , and followed in order to accomplish pre determined objectives " 

                                             

Definition of Management 

Louis Allen,

 “Organization is the process of identifying and grouping work to be performed, defining and delegating responsibility and authority and establishing relationships for the purpose of enabling people to work most effectively together in accomplishing objectives.” In the words of Allen, organization is an instrument for achieving organizational goals. The work of each and every person is defined and authority and responsibility is fixed for accomplishing the same .

● Differences between organization and Management 

1. Organization.

 

》 Organization’s business is to connect works and staff of an institution Management’s aim is to manage the work done by others according to specific ethics. 

》 It is a component of management.

》Organization works as a neuron of a human body.

》As to the planning, It is the foundation of the workplace.

》Organization is the field of working together staff-groups of every grade of an institution.

》It’s work is Organizational .

》Organizations work expressed through work and applying. 

》Organization is effective machinery for accomplishing company objectives in a team spirit .

》Organization has been termed the keystone on which the entire structure of any enterprise is based.

》Organization’ is the struc¬ture by which a harmonious inter-relation is established between the workers and their work.

》Through organization autho-rity and responsibility are delegated. These are organizational activities.

》Organization is one of the various functions of manage-ment. As a part of management, organization helps it to execute its other functions.

》Organization acts as a tool in the hands of the managers.

》Organization aims at performing the planned activi¬ties through creating proper work environment.

》The setting up of effective organization structure depends on efficient management.

2. Management 

》Management’s aim is to manage the work done by others according to specific ethics.

》 It’s working periphery is comprehensive. Along with planning and organization it also includes: adding of command, direction.

》Management works as a whole body. 

》 It supervises the works execution of staffs according to planning.

》Management is the applying field of given works to higher and lower level staffs.

》It’s work is to convert rules and regulations to wor.Managemental work also expressed through work and apply.

》Management properly executes, it is a execution function.

》for effective functioning of management proper strun cturing of the enterprise is must.

》Management’ is the executive process of getting works accom¬plished by the subordinate employees.

》Management is the sum total of several activities—making plan, setting up organization, giving command and direction, motivating the employees, coordinating and controlling various functions of the enterprise.

》The functions of management are administrative activities.

》With the help of organization the managers perform their duties and responsibilities.

》The objective of management is to supervise the accomplishment of work of the subordinate employ¬ees and to give necessary direction for getting the desired result for achieving the pre-determined target.

》Efficient management largely depends on strong organization.

National Educational Policy

   National Educational Policy 

Interpretation 

Education in Pakistan is overseas by the federal ministry of education and provisional governments, whereas the federal government mostly assists in curriculum development,  accreditation and in the financing of research and development.  Article 25.A of constitution of pakistan obligates the state to provide free and compulsory quality education for children. " The state shall provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law".

The education system in pakistan is generally divided in to six levels.  Pre school , primary,  middle,  high,  secondary school , intermediate,  higher secondary,  undergraduate and graduate degrees .

The literacy rate ranges from 85/ in islamabad to 23/ in the torghar district.  Literacy rates very regionally, particularly by gender . In tribal area female literacy rate 74/ . Moreover, English is fast spreading in Pakistan. 

Pakistan produces about 445,000 university graduates and despite these statistics,  Pakistan still has one of the lowest literacy rates in the world.  

This is just a little bit point of view it's a huge debate able topic.

                                                   Urooj Qureshi 

Introduction of Microeconomics

                      Introduction of Microeconomics





Microeconomics is the study of individuals, households and firms' behavior in decision making and allocation of resources. It generally applies to markets of goods and services and deals with individual and economic issues. Microeconomic study deals with what choices people make, what factors influence their choices and how their decisions affect the goods markets by affecting the price, the supply and demand.



                                                                  Urooj Qureshi

Macroeconomic

Macroeconomics | Projects | Institute for New Economic Thinking Macroeconomics Many aspects, both general and detailed, of empirical macroeconomic models used for economic policy analyses fail to match the existing evidence. It is essential to model the key aspects of the interaction between the financial sector and the real economy using flow-of-funds balance sheet data, investigate financial fragility resulting from credit booms and over-valued house prices, while allowing for institutional heterogeneity across countries. We illuminate the roles of housing in the economy, emphasizing the importance of institutional arrangements (differing greatly between economies), and on how changes in house prices and mortgages in turn affect economic outcomes.We have also provided a critique of the mathematical basis of current macroeconomic theory, primarily represented by dynamic stochastic general equilibrium (DSGE) models, demonstrating its invalidity when distributions shift, and hence undermined the theory of so-called `rational expectations’.




                                                                     Urooj Qureshi