stimulus variation skill.pdf

Stimulus Variation Skill Concept & Micro Model plan.

1. Micro Teaching Skill
Stimulus-Variation Skill

18/3/2023 Dr. R. D. Nautiyal 1
mn~nhiu ifjorZu f”k{k.k dkS”ky
Concept & Model Plan

2. 18/3/2023 Dr. R. D. Nautiyal 2
उद्दीपन वह प्रक्रिया है क्रजसके घक्रित होने पर अचानक हमारे
ज्ञानेन्द्रियोों में कु छ एक्शन हो जातें हैं ।


उदाहरण –

1. क्रमष्ठान/ खट्टा के क्रवषय मेेँ सोचा या उसे देखा तो मुेँह मेेँ पानी आ
गया।
2. अन्धेरे मेेँ कोई वस्तु छू गयी और आप क्रसहर गये।
3. गुलाब सूेँघा और आनन्द्रित हो गये।
5. गाना सुना और मस्त हो गये।

3. mn~nhiu ifjorZu dkS”ky
Stimulus Variation

The Chief objective of a teacher while teaching is to make the lesson effective. For
this, he uses different types of methods and techniques. He can present different
types of stimuli in order to focus student’s attention and motivate them. The
teacher himself too functions like a stimulus by his body movements, gestures,
focusing, interaction and change of form, change in interaction style, pause, change
in sequence of audio-video aids, etc. A teacher can bring diversity or change in them
in order to draw student’s attention to himself. The above mentioned aspects
function like stimuli. The skill in changing these stimuli is called the skill of
stimulus variation.



18/3/2023 Dr. R. D. Nautiyal 3

4. mn~nhiu ifjorZu dkS”ky

mn~nhiu&ifjorZu dkS”ky dk rkRi;Z gS fd Nk=ksa ds /;ku dks viuh vksj
vkdf’kZr djuk vkSj ml fLFkfr dks cuk,s j[kus ds fy, Ik;kZoj.k esa
mn~nhiuksa dks cnydj Nk=ksa dks vkdf’kZr vkSj dsfUnzr djuk gSA bl
izdkj Nk=ksa esa vf/kd :fp vkSj miyfC/k mRiUu djus gsrq f”k{kd }kjk
gko&Hkko] vkokt esa ifjorZu] Hkko dsUnzhdj.k] n`”;&JO; dze ifjorZu
vkfn lHkh fdz;kvksa esa ifjorZu ikB dks izHkko”kkyh cukrs gq, Nk=ksa dks
viuh vksj vkdf’kZr djuk mn~nhiu&ifjorZu dgykrk gSA

18/3/2023 Dr. R. D. Nautiyal 4

5. 18/3/2023 Dr. R. D. Nautiyal 5
mn~nhiu ifjorZu dkS”ky ds ?kVd
(Component)
1- “kjhj lapkyu (Body Movement)
2- gko&Hkko (Gestures)
3- Loj esa ifjorZu (Change in speech or Voice)
4- /;ku@Hkko dsUnzhdj.k (Focusing)
5- fojke (Pause)
6- Nk=&f”k{kd vUr%fdz;k “kSYkh esa ifjorZu (Change in Interaction pattern)
7- JO;&n`”; dze ifjorZu (Change in Audio-Visual Sequence)
8- Nk=ksa dh lfdz; lgHkkfxrk (Active Participation of Students)

6. 18/3/2023 Dr. R. D. Nautiyal 6
?kVd (Component)



1- “kjhj lapkyu (Body Movement)-

“;keiV~V dh vksj
fo|kfFkZ;ksa dh vksj
JO;&n`”; dh vksj

7. 18/3/2023 Dr. R. D. Nautiyal 7
?kVd (Component)


2- gko&Hkko (Gestures)

eq[k eqnzk
Uk;u eqnzk vFkok u;u ladsr

flj eqnzk ¼flj dk fgykuk½
gLr eqnzk ¼gLr ladsr½& blesa maxfy;ksa dk iz;ksx fd;k tkrk gSA

8. 18/3/2023 Dr. R. D. Nautiyal 8
?kVd (Component)


3- Loj esa ifjorZu (Change in speech or Voice)

“kkfCnd izLrqfr dh rku] Loj rFkk xfr esa vpkud ifjorZu
vkokt dks vkjksfgr o vojksfgr djuk
laosx O;Dr djus ds fy, ;k [kkl fcUnq ij cy nsus ds fy,

9. 18/3/2023 Dr. R. D. Nautiyal 9
?kVd (Component)


4- /;ku@Hkko dsUnzhdj.k (Focusing)
bldk iz;ksx fo|kfFkZ;ksa ds /;ku dks fdlh fof”k’V fcUnq ij dsfUnzr djus ds fy, fd;k tkrk gSA ;g rhu
izdkj ls fd;k tkrk gS&

1- “kkfCnd dsUnzh;dj.k (Verbal Focusing)
2- eqnzkRed dsUnzh;dj.k ( Gestural Focusing)
3- “kkfCnd eqnzkRed dsUnzh;dj.k (Verbal and Gestural Focusing)

10. 18/3/2023 Dr. R. D. Nautiyal 10
?kVd (Component)


5- fojke (Pause)
fojke dk vFkZ gS f”k{k.k ds nkSjku dqN le; ds fy, :duk vFkok pqi gks tkuk] bls fojke dkS”ky
dgk tkrk gSA

rhu lsds.M dk fojke mi;qDr gksrk gSA
vf/kd le; dk fojke f”k{k.k dks izHkkoghu cukrk gSA

11. 18/3/2023 Dr. R. D. Nautiyal 11
?kVd (Component)


6- Nk=&f”k{kd vUr%fdz;k “kSYkh esa ifjorZu
(Change in Interaction pattern)

d{kk esa f”k{kd o Nk=ksa ds ijLij varfdz;k rhu izdkj dh gks ldrh gS&

v/;kid d{kk var%fdz;k (Teacher-class Interaction)
v/;kid&fo|kFkhZ var%fdz;k (Teacher-Student Interaction)
fo|kFkhZ&fo|kFkhZ varfdz;k (Pupil-Pupil Interaction)

12. 18/3/2023 Dr. R. D. Nautiyal 12
?kVd (Component)


7- JO;&n`”; dze ifjorZu
(Change in Audio-Visual Sequence)

i<krs le; d{kk esa iz;ksx dh tkus okyh lgk;d lkexzh ds dze esa fujUrj ifjorZu djrs jgus ls
fo|kfFkZ;ksa dk /;ku fo’k;oLrq ,oa f”k{kd dh vksj dsfUnzr jgrk gSA
JO; lk/ku
n``”; lk/ku
JO;&n`”; lk/ku

13. 18/3/2023 Dr. R. D. Nautiyal 13
?kVd (Component)


8- Nk=ksa dh lfdz; lgHkkfxrk
(Active Participation of Students)

bl dkS”ky ds vUrxZr Nk= dh HkkSfrd :Ik ls Hkkxhnkjh gksrh gSA tSls&
midj.kksa dk iz;ksx djuk
“;keiV~V ij cqykdj fy[kokuk
ukVdhdj.k
uD”ksa lEcU/kh tkudkjh esa Nk=ksa dh lgHkkfxrk vkfnA

14. mn~nhiu ifjorZu dkS”ky
fujh{k.k @ewY;kadu rkfydk
18/3/2023 Dr. R. D. Nautiyal 14
dze
la[;k
iqucZYku ds vo;o
(Component)
U;wure @vf/kdre
1-
2-
3-
4-
5-
6-
7-
8-


1- “kjhj lapkyu (Body Movement)
2- gko&Hkko (Gestures)
3- Loj esa ifjorZu (Change in speech or Voice)
4- /;ku@Hkko dsUnzhdj.k (Focusing)
5- fojke (Pause)
6- Nk=&f”k{kd vUr%fdz;k “kSYkh esa ifjorZu (Change in Interaction pattern)
7- JO;&n`”; dze ifjorZu (Change in Audio-Visual Sequence)
8- Nk=ksa dh lfdz; lgHkkfxrk (Active Participation of Students)
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6
0] 1] 2] 3] 4] 5] 6

15. mn~nhiu ifjorZu dkS”ky
¼Lkw{e ikB;kstuk½
18/3/2023 Dr. R. D. Nautiyal 15
fnukad& d{kk& 7
Nk=k/;kid dk uke& vof/k& 6 feuV
fo’k;& mifo’k;& Topic& Conjunction
Model Micro Plan- Stimulus Variation Skill

16. 18/3/2023 Dr. R. D. Nautiyal 16
f”k{k.k fcUnq
Teaching
Point
f”k{k.k mn~ns”;
Objective
Nk=k/;kid fdz;k,sa
Pupil-Teacher Activity
Nk= fdz;k,sa
Student
Activity
Component


‘Conjunction’



To give
knowledge about
conjunction

Good afternoon class,
I will write two sentences on the black
board (Indicating with her finger)
•Hari is a smart boy
•Keshav is a smart boy
You have to combine these two sentences
in to one sentence.
(P.T. moves toward black board to
write on it.)
(After pausing for a second P.T. raises a
student and asked how can you join these
two sentences in to one? )
Yes, Good
(pointing the word)

Students look at the
black-board







Sir, Hari and
Keshav are smart
boys.
Gesture






Body movement

Change in style


Change in speech pattern

17. mn~nhiu ifjorZu dkS”ky ¼Lkw{e ikB;kstuk½
18/3/2023 Dr. R. D. Nautiyal 17
f”k{k.k fcUnq
Teaching
Point
f”k{k.k mn~ns”;
Objective
Nk=k/;kid fdz;k,sa
Pupil-Teacher Activity
Nk= fdz;k,sa
Student
Activity
Component






These words have joined two sentences.
They are called conjunction.
Today, we will read about conjunction.
Now tell me what is conjunction
(Pointing a student).
So, by now you might have understood
conjunction.
These are some more examples of
conjunction as-
(and, but, as, because) P.T. told them
where they are used.
Now P.T. asks students to give one more
example of conjunction.
Now, P.T. finally gives definition of
conjunction and asks students to note-
down in their copies from black-board.




Students gives right
answer.


Students listen
attentively


Sir, As well as-

Students are busy
in noting down
from black-board
silently.


Focusing
Gesture



Pause



Focusing

Body movement

18. 18/3/2023 Dr. R. D. Nautiyal 18