Nueva Ecija University of Science and TechnologyGraduate School

Teaching Strategies and Evaluation (ST 223)

Cheriedel L. Villorante

MAT – Science

Meaning & Importance of AssignmentBases of AssignmentKinds of AssignmentFunctions of the Assignment

Things to be Assumed inGiving AssignmentRequisites of a Good Assignment

When to Give the AssignmentThe Amount of AssignmentGiving Assignments inVarious Grades

Devices Used in ImprovingAssignmentPrinciples to Be ObservedIn Giving Assignment

• One of the important elements in classroom management if the assignment.

• It is generally recognized as the most important phase of teaching-learning activities carried on outside the classroom.

• Assignment is the pupil’s sailing direction toward the accomplishment of the desired goal. • It is a specific piece of work to be done by the pupils under certain conditions and in certain ways.

• Assignments is the chief means of directing the pupils’ learning activities outside the classroom or during the study period set aside for the preparation of the lesson for the next day.

• There are four factors as implicit in the concept of the assignment, namely: (1) the task to be done

(2) appropriate procedure for accomplishment

(3) pupil-acceptance of the task and procedure

(4) learning is the product of pupil self-activity.

• The assignment applies to that part of the instructional activity devoted to the clear recognition and acceptance of the pupil of the next unit of learning to take place and of the processes by which this learning may be achieved most effectively.

• The assignment offers the greatest opportunity for giving direction to learning activities through the setting up of objectives. • Assignment provides one of the teacher’s excellent opportunities to adapt work to individual activities.

• The fundamental aim of the assignment is to give the pupils definite work to do and to guide and stimulate them to the performance of such work which will result in educative experience.

• In giving the assignment the teacher should try to bring out the interesting aspect of the lesson and suggest interesting types of activities. The teacher must also regard the assignment period as a time for cooperative thinking and suggestion.

• The assignments determine the learning to be experience by the pupils and the teaching to be done by the teacher.

• The assignment offers the greatest opportunity for the teacher to do good teaching. It also provides an excellent opportunity to grasp indications of interests when it is at its height and to adapt work to individual needs and abilities.

• The assignment gives the teacher opportunity to select from his wider and richer experience of range of activities that will meet the educational goals which have been established.

• The assignments have also been considered as a specification by the teacher of materials to be read or studied or work to be accomplished by the students.

• The assignment is largely a matter not of information but of motivation, i.e. helping students find a direction for their energy.

• Assignment should also arouse interest and make for continuing motivation through a unit of work, or problem.

• Good assignments give pupils a mental set which makes them anticipate future steps in learning. The youngster learns what to look for, and how to go about doing so. Suggestions about how to look at a problem leads to more rapid and efficient learning.

• The general practice in colleges and universities here and abroad is to base the length of the assignment to the length of the recitation period.

• Classroom teachers should avoid long assignment; that successful accomplishment is impossible in the time available for preparation, with consequent loss of interest on the part of the learner.

• The teacher should gauge the difficulty of work so that success is possible for each pupil or student. • The teacher must always bear in mind that the pupil is taking other subjects that require assignments.

The Pupils

The subject matter

The method of teachingsThe aim of the subject-matterInstructional materials available

Page-by-Page AssignmentChapter Assignment

Problem Assignment

Topical Assignment

Project Assignment

Contract AssignmentUnit Assignment

Cooperative or group Assignment

Syllabus Assignment

Drill Assignment

• Old-type assignments - This general type of assignment is the characteristic of the traditional school. It is based upon the nature of the child.

• New-type assignments –This general type of assignment is characteristic of the child-centered movement. This type considers the child’s ability, experiences and interests, and makes learning more stimulating, encouraging and directive.

1. To point out clearly and concisely to the pupils just what is to be done or what they are supposed to do.

2. To show how the work is to be done.

3. To make the pupils see why they should do the work.4. To connect the new lesson with one just

completed so that the pupil may gain a whole view of the subject.5. To create the proper attitude toward the performance of the work assigned.

6. To anticipate special difficulties in the advance lesson, and to suggest ways to overcome them.

7. To provide adequate provisions for individual differences.

1. That the pupils have the ability to do the work independently, to grasp its thought and meaning, and to comprehend its ideas and interpret them.

2. That the pupils have the time, the ability, the necessary means, and a favorable opportunity to prepare the lesson assigned.3. That the pupils will be accountable for

the assignment.4. That the teacher has mastered the subject-matter sufficiently well to know how to plan the work to be assigned and how to divide the unit lesson units.

5. That the teacher, in all honestly, has made preparation for assigning the lesson; has measured the lesson carefully, not by the number of pages or chapters or of problems, but by the amount of thinking and mental energy and time required for its preparation; and has formed a plan of study for the class that is reasonable, helpful, and suggestive.

1. The assignment should be perfectly clear and definite.

2. The assignment should be concise but detailed enough to enable the pupils to understand the task assigned.3. The assignment should be well understood by the pupils.4. The assignment should be adjusted to the time available to the pupils.

5. The assignment should be well planned and well organized.

6. The assignment should be flexible and adapted to the needs of the individual pupils.7. The assignment should be adapted to the pupil’s ability, experience, interest, home conditions, and available time for study.

8. The assignment should be carefully planned and should call more or less reorganization of subject-matter.9. The assignment should be, if possible, of some practical, use in itself, or be useful in the pupil’s daily life.

10. The assignment should stimulate the thinking and reasoning power of the pupils.

11. The assignment should prepare the pupils for the effective execution of their work.

12. The assignments, if long, should be written on the board for explanation.

13. The assignment must be checked by the teacher to see that it can be effective.

1. The assignment may be given at the beginning of the period.

2. It may be given at the end of the period.

3. It may be given in the course of the discussion or recitation.

• The length of the assignment should be determined taking into consideration the difficulty of preparation on the part of the pupils and their ability to accomplish the work assigned.

• The amount of material to be assigned must vary with the age and maturity of the pupils and the nature and newness of subject-matter to be learned.

• In our school system the assignment in the primary grades has been neglected on the belief that pupils are too young to do independent work. As a matter of fact, one can hardly begin too early to form study habits.

• The primary school pupils can, however engage in exercises which give practice in reading, numbers, drawing, coloring, and the like.• The pupils in the intermediate grades should be learning to work independently for longer and longer periods of time.

• They should be given constant practice in the collection, organization, and assimilation of knowledge, drawing conclusions, or following directions.

• The teacher must bear in mind that the student is not adequately trained of future life until he will go to outside sources on his own initiative and verify and supplement the text of the discussion.

• The teachers in the intermediate grades should always be conscious of the necessity of developing the best possible habits of study.

1. The use of guide questions or problems.

2. The use of guide study sheet.

3. The use of pre-test.

4. The use of audio-visual aids or objects.

1. The purpose or aim of the assignment must be known to the pupils.

2. The assignment must be well motivated to create a desire or willingness on the part of the pupils to do the work.

3. The method to be employed and the materials to be used by the pupils should b discussed.4. The teacher difficulty must be cleared or be unlocked.5. The teacher should employ visuals aids or material devices to stimulate interest and to make the assignment clear in the minds of the pupils.

6. The method of checking up to be used in the assignment must be indicated by the teacher.

7. The pupils must be given an opportunity to ask questions about the assigned lesson or the task to be performed.

8. The content of the assignment must be well known to the teacher so that he can evaluate it in terms of the needs of the class.9. The chief function of the assignment is to teach the pupils how to study.

10. The psychological principles of apperception should be utilized in giving an assignment of a developmental nature.

11. The teacher must make use of the blackboard in explaining the assignment

12. The reference materials selected by the teacher must be made available to all students.13. The assignment must be meaningful to the students.14. The teacher must never give the assignment as a form of punishment.