tag:blogger.com,1999:blog-50112446167535290432024-02-20T01:33:22.115-08:00My teaching my studentstuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-5011244616753529043.post-40405145891804444832011-06-09T21:49:00.000-07:002011-09-29T02:17:47.898-07:00SEMESTER II 2011 PRACTICUM<span style="font-weight:bold;">SEMESTER II 2011</span> <br />CORE PAPER VI THEORETICAL BASE OF EDUCATION-NATIONAL<br />PROBLEM BASED LEARNING SCENARIO FOR PRACTICUM<br /><span style="font-weight:bold;">PRACTICUM I - Online ‘BINGO’ on Indian Education</span><br /> The objective of this activity is to help student teachers acquire certain basic ICT skills as well as to develop a comprehensive picture of the development of Indian education. The activity is very simple; student teachers have to ask a set of questions - one each to one of their peers- using e-mail. Student teachers have to collect all the answers, compile them and submit it in a file electronically. The questions will be supplied individually to student teachers as an attachment to email. Select questions and ask one by one to each one of your peers. <br />PRACTICUM II<br />How do the print and the visual media address the needs and issues of our education system? – A documentary analysis.<br /> Student teachers are advised to look critically at various educational news items and special educational pull outs of print media and special educational programs of various channels for a period of two weeks and note down your observations and comments on these programs. On the basis of your observation develop a report of about 6-8 pages. Show evidences by pasting a sample of the news item or titles of the visual programs.<br />PRACTICUM III – <br />How much relevant and viable are the recent innovative schemes and programs of education development at national and state level? A critical analysis.<br /> Student teachers are advised to go thru the websites or original documents regarding the various schemes and programs started recently by central and state governments for educational development or regulation. Prepare your notes on at least ten such schemes and submit your practicum. <br />PRACTICUM IV- <br />How do Local Self Governments (LSGs) plan and implement educational development programs? A micro level study of …….Panchayath / municipal corporation/council.<br /> Student teachers are advised to discuss with chairpersons of education standing committee of LSGs about education plans and their implementation. You may also collect Plan Document from the LSG office Meet the Education Implementing officer (HMs) and discuss the issues related to implementation of development projects. Prepare your report on the basis of your discussions and on the basis of the plan documents.tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-84965182293838094852010-11-25T20:59:00.000-08:002010-11-26T02:22:19.832-08:00CORE PAPER I - PRACTICUM I/2010 - PROBLEM BASED LEARNING SCENARIO<strong><strong><strong>How Far Has the School Scenario Changed in Recent Times</strong>?</strong></strong><br /><br />Now- a- days people are much worried about the changes in school curricula. For example, the recent decision of the Central Board of Secondary Education to do away with 10th standard examination – that once considered being very sacrosanct- has been received with shock by many. The Kerala school system also has been in a flux of sweeping curricular changes for more than a decade. What is the true nature of these changes? Are these changes influenced by the system itself or by outside forces? Have the teachers, headmasters and the general public imbibed the real spirit of curricular changes? Is there a shift in the very purpose of schooling itself? What will be the nature of schooling in the coming decades? Are we going in the right direction?<br />To raise more questions and search for answers you are requested to have a revisit of the school scenario in terms of the following four sets of components. <br />1. Physical appearance of the school, buildings, facilities, profile of students and teachers, management, cost of education, interest of various stake holders etc.<br />2.Curriculum and syllabus, teaching- learning approaches, assessment practices, technological inputs for learning, importance of co- curricular activities etc.<br />3. Planning and implementation of lessons, students’ role in learning, student- teacher relationship, professional development of teachers, etc.<br />4. Parents’ involvement, community participation, local bodies and government initiatives etc.<br />Have a close look at them taking at least one component each from the above four areas. Prepare your report and share your findings.tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com1tag:blogger.com,1999:blog-5011244616753529043.post-25998067066772802372010-02-01T06:38:00.000-08:002010-03-23T23:50:29.445-07:00PRACTICUM III<span style="font-weight:bold;">Semester I</span><br /><span style="font-weight:bold;">Core Paper I </span><br /><span style="font-weight:bold;">THEORETICAL BASE OF EDUCATION</span><br /><br />PRACTICUM IV<br /><br />WHAT SOCIAL CHANGES ARE NOW BEING FOSTERED BY EDUCATION?<br />A MICRO-LEVEL STUDY ON THE IMPACT OF MODERN EDUCATION ON 20th CENTURY KERALAM.<br /><br /> Many studies have identified modern education as one of the agencies that has brought out radical social changes in Kerala. Kerala now has become the most the most literate state in India. But at the dawn of the third millennium, the Kerala society is at crossroads; Kerela now spends more on liquor than on rice; agriculture, which is the backbone of our society is in shambles; fissiparous tendencies find fertile soil here; poor sections find increasingly difficult to make both ends meet; environmental disasters are common and people are ruthlessly displaced ; there are strong forces getting ready to commercialize the education sector and so on . What kind of social change does education now want to foster? One really doubts the role education now plays at this crucial juncture. <br />An appraisal of the dynamics of social changes initiated by modern education a century ago in Kerala shall provide an insight into the current imbroglio. Our forefathers have considered modern education as the torch bearer of social change. This Practicum aims to identify the role modern education has been playing since the dawn of the 20th century in the social transformation of Kerala<br /><br />Guidelines.<br /><br />To undertake this micro-level study you please select the first educational initiative in your locality /area. It may be a school, an initiative by an enlightened individual to popularize modern education, a community effort to build a school etc. Please meet people who are associated with such events and movements, refer documents and interview people who got benefited from these educational efforts. Study the social changes which have been brought about by education in your area.tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com1tag:blogger.com,1999:blog-5011244616753529043.post-86817568086774028922010-01-19T03:41:00.000-08:002010-01-19T03:44:02.380-08:00A FINE LINK TO CONSTRUCTIVIST LEARNINGPlease go to the following link to have a good description of constructivist principles.<br />http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html<br />best regrdstuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-13850446290521485532010-01-19T03:32:00.000-08:002015-11-26T23:41:21.267-08:00FEW TIPS ON CONSTRUCTIVIST LEARNING<div dir="ltr" style="text-align: left;" trbidi="on">
Constructivist approaches to teaching and learning have emerged from the work of psychologists and educators such as: Jerome S.Bruner,Jean Piaget and L.Vygotsky.<br />
Jonassen (1994) proposed that there are eight characteristics that differentiate constructivist learning environments:<br />
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1. Constructivist learning environments provide multiple representations of reality.<br />
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2. Multiple representations avoid oversimplification and represent the complexity of the real world.<br />
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3. Constructivist learning environments emphasize knowledge construction instead of knowledge reproduction.<br />
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4. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.<br />
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5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction.<br />
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6. Constructivist learning environments encourage thoughtful reflection on experience.<br />
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7. Constructivist learning environments enable "context- and content- dependent knowledge construction."<br />
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8. Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition."</div>
tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-60543575262350272832009-12-17T18:35:00.000-08:002009-12-17T18:38:05.711-08:00PRACTICUM II PROBLEM BASED LEARNING SCENARIO<div style="text-align: center;"><span style="font-weight: bold; color: rgb(255, 0, 0);font-size:130%;" >How Does Issues-Based Lesson Look Like?</span><span style="color: rgb(255, 0, 0);font-size:130%;" ><br /></span><span style="font-weight: bold; color: rgb(255, 0, 0);font-size:130%;" >An Experiment with a Prototype Lesson. </span><br /></div><br /><span style="font-size:130%;"><span style="font-weight: bold;">Issues-Based Approach (IBA) to curriculum transaction is a novel and unique one in the history of school curriculum development in Kerala. This approach is a clear departure from the traditional ‘knowledge transmission’ models of curriculum transaction and focuses on ‘knowledge generation’ by the learners. The IBA aims to sensitize the learners about the numerous issues faced by our society through the learning material itself. These issues are developed and sensitized using various discourses which provide a linguistically rich environment in the classroom.</span><br /><span style="font-weight: bold;"> Being a novel one, the IBA poses a number of challenges to facilitators with respect to the preparation of teaching manual, lesson transaction, learner assessment etc. in the classroom. It is really a hard task to the facilitator to bring in various social issues in an appropriate form into the framework of formal education. The challenge of the facilitator is to generate contextualized knowledge in developing and transacting IBA lessons. Let us address this challenge by exploring the problem in detail with the following question.</span></span><br /><div style="text-align: center;"><span style="color: rgb(255, 0, 0); font-weight: bold;">HOW DOES ISSUES-BASED LESSON LOOK LIKE?</span><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">AN EXPERIMENT WITH A PROTOTYPE LESSON.</span><br /></div><br /><span style="font-style: italic; font-weight: bold;">Student teachers are requested to </span><br /><span style="font-style: italic; font-weight: bold;">1) Generate Contextual knowledge on each issue domain discussed in the teachers’ handbook;</span><br /><span style="font-style: italic; font-weight: bold;">2) List out micro-issues related to each issues domain</span><br /><span style="font-style: italic; font-weight: bold;">3) Elaborate and contextualize each micro issue</span><br /><span style="font-style: italic; font-weight: bold;">4) Develop (in small groups) a unit plan on a r topic in IBA</span><br /><span style="font-style: italic; font-weight: bold;">5) Prepare, individually, a proto-lesson in IBA </span><br /><span style="font-style: italic; font-weight: bold;">6) Transact the lesson in the school or in informal settings.</span><br /><span style="font-style: italic; font-weight: bold;">7) Reflect on the experiences.</span>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-36434680555814454502009-12-17T18:21:00.000-08:002009-12-17T18:25:52.979-08:00The banking concept of educationThe banking concept of education views students as empty vessels to be filled by the teacher. According to Paulo Freire in Pedagogy of the Oppressed, education is traditionally framed as "an act of depositing, in which the students are the depositories and the teacher is the depositor" (Pedagogy of the Oppressed 58). In this framework, the teacher lectures, and the students "receive, memorize, and repeat" (58). Freire explains that banking education is generally characterized by the following oppressive attitudes and practices:<br />• the teacher teaches and the students are taught; <br />• the teacher knows everything and the students know nothing;<br />• the teacher thinks and the students are thought about;<br />• the teacher talks and the students listen-meekly;<br />• the teacher disciplines and the students are disciplined;<br />• the teacher chooses and enforces his choice, and the students comply;<br />• the teacher acts and the students have the illusion of acting through the action of the teacher;<br />• the teacher chooses the program content, and the students (who are not consulted) adapt to it;<br />• the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students;<br />• the teacher is the Subject of the learning process, while the pupils are mere objects <br />http://mingo.info-science.uiowa.edu/~stevens/critped/terms.htm#contuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com1tag:blogger.com,1999:blog-5011244616753529043.post-29632922599806134042009-12-17T18:13:00.000-08:002009-12-17T18:20:03.576-08:00What is Constructivism?<meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 11"><meta name="Originator" content="Microsoft Word 11"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CADMINI%7E1.GOD%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {color:purple; text-decoration:underline; text-underline:single;} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1022828459; mso-list-template-ids:1029605966;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p style="font-weight: bold; text-align: center;"><span style="font-size:130%;"><span style="font-size:130%;"><span style="font-size: 10pt; font-family: Arial;"><span style="color: rgb(255, 0, 0);">Constructivism is a philosophy that views learning as an active process in which learners construct their own understanding and knowledge of the world through action and reflection.</span> Constructivists argue that individuals generate rules and mental models as the result of their experiences with both other human subjects and their environments and in turn use these rules and models to make sense of new experiences.</span></span><o:p></o:p></span></p> <p style="font-weight: bold;"><span style="font-size:130%;"><span style="font-size: 10pt; font-family: Arial; color: rgb(51, 255, 255);">Three important concepts emerge from this definition:</span><o:p></o:p></span></p> <ol style="font-weight: bold;" start="1" type="1"><li class="MsoNormal" style=""><span style="font-size:130%;"><span style="font-size: 10pt; font-family: Arial;"><span style="color: rgb(255, 0, 0);">Knowledge is socially constructed.</span> It is not something that exists outside of language and the social subjects who use it. Learning--obtaining knowledge and making meaning--is thus a social process rather than the work of the isolated individual mind; it cannot be divorced from learners' social context. </span><o:p></o:p></span></li><li class="MsoNormal" style=""><span style="font-size:130%;"><span style="font-size: 10pt; font-family: Arial;"><span style="color: rgb(255, 0, 0);">Learning is an active process. </span>Students learn by doing rather than by passively absorbing information.</span><o:p></o:p></span></li><li class="MsoNormal" style=""><span style="font-size:130%;"><span style="font-size: 10pt; font-family: Arial;"><span style="color: rgb(255, 0, 0);">Knowledge is constructed from experience. S</span>tudents bring prior knowledge into a learning situation, which in turn forms the basis for their construction of new knowledge. Upon encountering something new, learners must first reconcile it in some way with their previous ideas and experiences. This may mean changing what they believe, expanding their understanding, or disregarding the new information as irrelevant. </span><o:p></o:p></span></li></ol> <p><span style="font-size:130%;"><span style="font-size: 10pt; font-family: Arial; font-weight: bold;">In this framework then, learning is not a process of transmission of information from teacher to student, a model which positions the student as a passive receptacle, but an active process of construction on the part of the learner that involves making meaning out of multiplicity stimuli.</span><span style="font-size: 10pt;"><o:p></o:p></span></span></p> <p><span style="font-size: 10pt; font-family: Arial;"><span style="color: rgb(255, 102, 102);font-size:130%;" >In practice, educators use active techniques (experiments, real-world examples, problem solving activities, dialogues) to introduce students to information and issues and then encourage students to reflect on and talk about what they did and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions and guides activities to address and build on them. Constructivism also often utilizes collaboration and peer criticism as a way of facilitating students' abilities to reach a new level of understanding.</span><o:p></o:p></span></p> <span style="font-size: 10pt; font-family: Arial;">Ref:</span><span style="font-size: 12pt; font-family: "Times New Roman";"> </span><span style="font-size: 10pt; font-family: Arial;"><a href="http://mingo.info-science.uiowa.edu/%7Estevens/critped/terms.htm#con">http://mingo.info-science.uiowa.edu/~stevens/critped/terms.htm#con</a> retrieved on 17/12/09</span>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-68670816750860675852009-12-08T22:51:00.000-08:002009-12-08T23:01:06.067-08:00A Few Tips on Learner-Centered Approach.<p align="center"><strong><span style="font-size:130%;">Assumptions of the Learner-Centered Model</span></strong> </p><p><strong>1. Learners are distinct and unique. Their distinctivenessand uniqueness must be attended to and takeninto account if learners are to engage in and takeresponsibility for their learning.</strong></p><p><strong>2. Learners' unique differences include their emotionalstates of mind, learning rates, learning styles, stages ofdevelopment, abilities, talents, feelings of efficacy, andother academic and nonacademic attributes and needs.These must be taken into account if all learners are tobe provided with the necessary challenges and opportunitiesfor learning and self-development. </strong></p><p><strong>3. Learning is a constructive process that occurs bestwhen what is being learned is relevant and meaningfulto the learner and when the learner is activelyengaged in creating his or her own knowledge andunderstanding by connecting what is being learnedwith prior knowledge and experience.</strong></p><p><strong>4. Learning occurs best in a positive environment, onethat contains positive interpersonal relationships andinteractions, comfort and order, and in which theleaner feels appreciated, acknowledged, respected,and validated.</strong></p><p><strong>5. Learning is a fundamentally natural process; learnersare naturally curious and basically interested inlearning about and mastering their world. Althoughnegative thoughts and feelings sometimes interferewith this natural inclination and must be dealt with,the learner does not need to be "fixed." </strong></p><p><strong>Key Characteristics of Learner-Centered Classrooms.</strong></p><p><strong>In learner-centered classrooms, the teacher </strong></p><p><strong>* Organizes learning activities around themes that aremeaningful to students. </strong></p><p><strong>* Provides complex and challenging learning activitiesthat promote conceptual and analytic thinking.</strong></p><p><strong>* Helps students develop and refine their understandingthrough critical and higher order thinking skills.</strong></p><p><strong>* Provides opportunities for students to choose theirown projects and work at their own pace. </strong></p><p><strong>* Provides opportunities for students to collaborate withpeers of different ages, cultures, and abilities, andincludes peer teaching as part of instruction.</strong></p><p><strong>* Uses a variety of instructional strategies and methodsto match student needs.</strong></p><p><strong>* Includes learning activities that are personally andculturally relevant to the students.</strong></p><p><strong>* Encourages shared decision making and student autonomy,and gives students increasing responsibilityfor their learning.</strong></p><p><strong>* Listens to and respects students' points of view.</strong></p><p><strong>* Monitors student progress continually and providesfeedback on individual growth and progress.</strong></p><p><strong>* Uses standardized and alternative forms of assessment,and allows competencies and achievement ofeducational standards to be demonstrated in a varietyof ways.</strong></p><p><strong>Source</strong>: McCombs, B., & Whisler, S. (1997). The Learner-centered classroom and school. San Francisco: Jossey Bass.</p><p><strong>* Uses heterogeneous grouping practices that promotecooperation, shared responsibility, and a sense ofbelonging.</strong></p>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-69809601266140069052009-12-03T09:31:00.000-08:002009-12-03T09:34:54.902-08:00How reflective journal is different from a daily diary?<p style="font-weight: bold;"><span style="font-size:130%;">Many a times it is asked that how reflective journal is different from a daily diary;<br /></span></p> <ul style="font-weight: bold;"><li><span style="font-size:130%;"> Reflective journal involves reasoning whereas daily diary is descriptive;</span></li><li><span style="font-size:130%;"> Reflective journal is focused on problem solving whereas daily diary is focused on identification of problem;</span></li><li><span style="font-size:130%;"> Reflective journal is analytical whereas daily diary is narrative;</span></li><li><span style="font-size:130%;"> Reflective journal is all about raising questions related to individual concerns whereas daily diary signifies sequence of events etc</span></li><li><span style="font-size:130%;"> Reflective journal deals in taking initiatives for further learning whereas daily diary deals in depending on others </span></li></ul>(http://socyberty.com/education/reflective-practice-for-classroom-teachers/ retrieved on02/12/09)tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-16971479720427027202009-12-03T09:23:00.000-08:002009-12-03T09:35:19.435-08:00What is learner cetered approach in education?<span style="font-weight: bold;font-size:130%;" >"Learner-centered education means putting students at the center of their own learning. Hence, the responsibility of learning is placed on the students while the teacher becomes the facilitator. In a learner-centered environment, students are actively engaged in creating, understanding and exercising control over their learning. Therefore, learner-centered education is grounded in a constructivist perspective where teachers center their planning, teaching and assessment according to the different capabilities of students. So, instead of the teachers being the sole instructors, they become collaborators with students in creating knowledge."</span><br /><br />Ref. <span class="metaback"> <a target="_blank" href="http://www.triond.com/users/Tiny08">Tiny08</a> in <a href="http://socyberty.com/category/education/" title="View all posts in Education" rel="category tag">Education</a>, November 24, 2008</span> http://socyberty.com/education/learner-centered-education/ retrieved on 02/12/09tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-66058057992976669032009-12-03T08:40:00.000-08:002009-12-03T08:58:50.257-08:00School Trip is a unique component of Kerala University B.Ed. Program<div style="text-align: center;"><div style="text-align: left;"><div style="text-align: center;"><span style="font-weight: bold;font-family:trebuchet ms;font-size:130%;" > </span><span style="font-weight: bold;font-family:trebuchet ms;font-size:100%;" >"School Trip" </span><span style="font-weight: bold;font-family:verdana;font-size:100%;" >is a unique component proposed in the<br /> restructured curriculum of Kerala University B.Ed. programme.<br />The major purpose of this component is to help student teachers<br />get acquainted with the school environment.The curriculum describes the details of this component as follows.</span><span style="font-size:130%;"><br /></span></div><br /><br /></div><span style="font-weight: bold;font-family:verdana;font-size:100%;" >School Trip</span><br /><br /><br /></div><span style="font-weight: bold; color: rgb(255, 0, 0);font-family:verdana;" >Purpose:</span><span style="font-weight: bold;font-family:verdana;" > to ‘see’ and ‘understand’ the school and the students</span><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);font-family:verdana;" >Discussion:</span><span style="font-weight: bold;font-family:verdana;" > Student teachers discuss with the school staff.</span><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);font-family:verdana;" >Place:</span><span style="font-weight: bold;font-family:verdana;" > The school in which the student teacher is proposed to do teaching practice.</span><br /><br /><span style="font-weight: bold;font-family:verdana;" >Preparing a plan for the trip: A plan for the visit may be discussed and finalized by the teaching staff of the college by consulting the Headmasters/Principals of the practising schools .</span><br /><br /><span style="font-weight: bold;font-family:verdana;" >An outline for guidance is presented below:</span><br /><br /><span style="font-weight: bold;font-family:verdana;" ><span style="color: rgb(255, 0, 0);">Day 1</span> </span><span style="font-weight: bold;font-family:verdana;" >(i) Meeting with Headmasters/Principals and teaching staff of participating schools to get an overall acquaintance with the schools and their day-to-day work.</span><br /><br /><span style="font-weight: bold;font-family:verdana;" > (ii) Observe in small groups the classes of the subject teachers</span><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);font-family:verdana;" >Day 2</span><span style="font-weight: bold;font-family:verdana;" >. (iii) Meeting the students; free talk for a short period of time to collect information about their family learning environment. Inquire about their interest in learning and also the difficulties they are experiencing in learning. </span><br /><br /><span style="font-weight: bold;font-family:verdana;" > (iv) Learning facilities and resources provided.Curricular provisions for less able students and more able students.</span><br /><br /><span style="font-weight: bold;font-family:verdana;" > (v) Provision for internal evaluation.</span><br /><br /><span style="font-weight: bold;font-family:verdana;" > (vi) Supervision of classes by the Head and inspection by Educational Officers </span><br /><br /><span style="font-weight: bold;font-family:verdana;" >The full programme need not be discussed in detail. Give freedom to student teachers to decide what information they should collect from students. </span><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);font-family:verdana;" >Day 3</span><span style="font-weight: bold;font-family:verdana;" > Work in small groups as Apprentices with the school teacher.</span><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);font-family:verdana;" >Day 4</span><span style="font-weight: bold;font-family:verdana;" > (in the college) Reflection session.</span><br /><br /><span style="font-weight: bold;font-family:verdana;" > The student teachers of each subject will reflect on their experiences under the leadership of the subject teacher in the presence of the Principal and other members of the staff and student teachers of other subjects.</span><br /><br /><span style="font-family:verdana;"><span style="font-weight: bold;"><span style="color: rgb(255, 0, 0);">Note:</span> Student teachers should maintain journal/diary to record their experiences.</span> </span>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-79579840750606737242009-11-27T08:45:00.000-08:002009-11-27T09:01:59.363-08:00PRACTICUM I<meta http-equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 11"><meta name="Originator" content="Microsoft Word 11"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CADMINI%7E1.GOD%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C03%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:2064059553; mso-list-type:hybrid; mso-list-template-ids:1546274308 67698707 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-number-format:roman-upper; mso-level-tab-stop:.5in; mso-level-number-position:right; text-indent:-9.0pt;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span style="font-size: 16pt;">
<br /><o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span style="font-size: 16pt;">PROBLEM BASED LEARNING SCENARIO
<br /></span></b></p><p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span style="font-size: 16pt;">
<br /></span></b></p><p class="MsoNormal" style="text-align: center; color: rgb(204, 0, 0);" align="center"><font style="font-weight: bold; font-style: italic;" size="4"><span style="font-size: 14pt;">How Do Philosophies Influence Curriculum Reforms
<br /></span></font></p><p class="MsoNormal" style="text-align: center;" align="center"><font style="font-weight: bold; font-style: italic;" size="4"><span style="font-size: 14pt;"><span style="color: rgb(204, 0, 0);">and How Do People React to It?</span> </span></font>
<br /><b style=""><span style="font-size: 16pt;"><o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><u><span style="font-size: 19pt;"><o:p><span style="text-decoration: none;"> </span></o:p></span></u></b></p> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: 1in;"><span style="font-size: 14pt;"><span style=""> </span>The Kerala school education system has been witnessing continuous up gradation of curriculum for more than a decade. These reform attempts have currently reached the university stage. Started in the middle of nineties with the <span style="color: rgb(51, 51, 255);">Learner- Centered Approach</span>, the school curriculum has embraced dimensions like <span style="color: rgb(51, 51, 255);">Activity-Oriented Approach</span>, <span style="color: rgb(51, 51, 255);">Constructivist Approach</span>, <span style="color: rgb(51, 102, 255);">Social Constructivism</span>, <span style="color: rgb(51, 51, 255);">Critical Pedagogy</span> and <span style="color: rgb(51, 102, 255);">Issues-Based Pedagogy</span>. Different sections of our society like teachers, parents, media, and students’ organizations responded to these reform attempts in a variety of ways. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: 1in;"><span style="font-size: 14pt;">Through this practicum we are looking into the dynamics of curricular reform attempts. What really prompted these changes? To what extend Educational Philosophy influenced these reforms? How do people look at these changes? How do these reform efforts affect the lives of their wards? In a broader sense let us focus our enquiry on this essential question;
<br /></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: 1in;"><span style="font-size: 14pt;"><b style=""><span style="font-style: italic; color: rgb(204, 0, 0);">How Do Philosophies Influence Curriculum Reforms and How Do People React to It? </span><o:p></o:p></b></span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: 1in;"><b style=""><span style="font-size: 14pt;"><o:p> </o:p></span></b></p> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><i style=""><span style="font-size: 14pt;">Student teachers are requested to start their enquiry on the following lines.<o:p></o:p></span></i></p> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><i style=""><span style="font-size: 14pt;"><span style=""><span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span>I.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span></i><!--[endif]--><i style=""><span style="font-size: 14pt;">Search online and library resources for understanding the philosophical foundations of the various approaches mentioned above in the problem scenario. How do these new approaches differ from other schools of philosophy?<o:p></o:p></span></i></p> <p class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><i style=""><span style="font-size: 14pt;"><span style=""><span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span>II.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span></i><!--[endif]--><i style=""><span style="font-size: 14pt;">Meet various sections of our society and collect their opinion about the recent curricular reform efforts<o:p></o:p></span></i></p> <p class="MsoNormal" style="margin-left: 27pt; text-align: justify;"><i style=""><span style="font-size: 14pt;"><o:p> </o:p></span></i></p> <i style=""><span style="font-size: 14pt; font-family: "Times New Roman";">School Textbooks and Teachers Handbooks will be a good source for first hand information. </span></i>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-23046829455075349072009-10-28T07:40:00.000-07:002009-10-28T07:46:56.114-07:00SYLLABUS OF CORE SUBJECT PAPER I<div style="text-align: center;"><strong><span style="font-size: 15.5pt; font-family: Georgia;"><span style=""> </span>PAPER I<o:p></o:p></span></strong><b><span style="font-size: 15.5pt; font-family: Georgia;"></span></b><br /><b><span style="font-size: 15.5pt; font-family: Georgia;"></span></b></div><p class="MsoNormal"><b><span style="font-size: 15.5pt; font-family: Georgia;"> </span></b><span style="font-size: 15.5pt; color: rgb(153, 0, 0);"><span style=""> </span>Theoretical Base of Education - Philosophical and Sociological<br /></span><strong><span style="color: rgb(0, 153, 0);"></span></strong></p><strong><span style="font-size: 12pt; color: rgb(0, 153, 0);">Objectives.</span></strong><b><span style="font-size: 12pt; font-family: "Times New Roman"; color: rgb(0, 153, 0);"><br /></span></b><span style="font-size: 12pt; font-family: "Times New Roman"; color: rgb(0, 0, 102);">The major objective of Theoretical Base of Education is to build up the efficiency of student teachers to start their career by applying the philosophical and sociological theories and principles. The following specific objectives are formulated for the study of this subject:<br />The student teachers:<br />1. Realize the scope of educational philosophy and how it determines the entire system of education<br />2. Apply, during curriculum transactions, the major philosophical systems and the educational ideas of great thinkers in the world.<br />3. Study how education can bring in desired social changes<br />4. Understand the significance of education for conscientization of people, and<br />5. Plan their teaching to develop students’ skill to work in future for the welfare of the society and social cohesion by achieving economic stability and creating new knowledge.<br /></span><strong><span style="font-size: 15.5pt;">Content.</span></strong><span style="font-size: 12pt; font-family: "Times New Roman";"><br /><strong>Unit-I.</strong> <strong>Relationship between Philosophy and Education</strong><br />1. Scope of educational philosophy<br />2. How philosophy determines the education system.<br /><strong>Unit-II</strong> <strong>Major Philosophical Systems</strong><br />1. Views of Aristotle, Socrates, Plato, Rousseau, Buddhists, Dewey, Tagore,<br />Mahatma Gandhi.<br />2. Features and educational implications of Idealism, Realism, Naturalism,<br />Pragmatism and Humanism<br /><strong>Unit–III</strong> <strong>Contributions to Education by Great Thinkers</strong><b><br /></b>Pestalozzi, Herbert, Froebel, Rousseau, Comenius, Montessori, Dewey, Paulo, Fraire, Mahatma Gandhi<br /><strong>Unit–IV</strong> Relationship between Education and Society<br />1. Interactive role of education and society.<br />2. Factors that threaten the relationship<br />3. Ways of improving the relationship<br /><strong>Unit–V</strong> <strong><span style="color: rgb(51, 51, 51);">Education and Social Change</span></strong><b><span style="color: rgb(51, 51, 51);"><br /></span></b>1. Nature of Indian society<br />2. Factors influencing social change<br />3. Major changes occurred in the Indian society<br />4. How social changes take place<br />5. Role of education in promoting desired social change<br /><strong>Unit-VI Conscientization</strong><br />1. Role of education for conscientization of people<br />2. Areas where conscientization is needed.<br /><strong>Unit-VII Education and Welfare of the Society</strong><b><br /></b>1. Education for peace and coexistence<br />2. Education for economic stability<br />3. Education an instrument for Intellectual Property and inventions and discoveries for the welfare of the society </span>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-24605031583061012712009-10-27T07:52:00.000-07:002009-10-27T08:23:20.020-07:00My Teaching Plan for 2009-2010<div style="text-align: center;"><span style="font-size:180%;"><span style="color: rgb(51, 51, 255);">Suggested titles for PBL scenario for 2009-2010</span></span><br /></div>As with the previous batches,I will adopt PBL approach in my transaction this academic session also.<br /><div style="text-align: center;"><br /></div><span style="font-size:130%;"><span style="font-family: times new roman;">I plan the first practicum as follows</span>.<br /><span style="color: rgb(204, 0, 0);">TITLE</span><br />How much Resourceful is the Internet in Learning Educational Philosophy?A Comparative Study of Digital and Traditional sources.<br /><span style="color: rgb(204, 0, 0);">Plan of Action.<br /><span style="color: rgb(0, 0, 0);"> Student teachers will work in small groups and each group will concentrate on a particular school of educational philosophy of the contributions of an educational philosopher.Student teacher are expected to search,identify, find,retrieve, share both digital and print materials available to them.They will be helped to use various online interactive tools to enhance their reach and interaction.<br /> Each group will share their learning experiences on a day to day manner to the whole group.<br />There will a final presentation by each group using presentation softwares<br />Te final products expected from each student teacher are a report of their learning experiences in black and white and a CD containing all the digital files they downloaded.<br /><span style="color: rgb(204, 0, 0);">The duration </span>.<br />1 st November to 15 th Dec.2009.<br /><br /><br /><br />The titles of the other three practicums will be as follows.Details will be given later<br /><br /><span style="color: rgb(153, 0, 0);">2.How do teachers cope up with curriculum change?A study in the context of recent curriculum changer in the state.<br /><br />3.How does education initiate changes in the society?A microscopic study of a village community in Kerala.<br /><br />4.Reflections on the philosophical and sociological issues of ICT enabled education in Kerala<br /></span></span></span></span>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0tag:blogger.com,1999:blog-5011244616753529043.post-26970126999866218732009-10-27T07:25:00.000-07:002009-10-27T07:47:49.703-07:00On the Eve of the New Academic Session<div style="text-align: center;"> <span style="font-family: times new roman;font-size:130%;" > </span><span style="font-family: times new roman; color: rgb(51, 51, 255);font-size:180%;" >This is a new Blog created just now.</span><br /></div><div style="text-align: left;"> The new academic session will commence from tomorrow. I just wanted to reflect on my experience in the previous session. This new blog will be used for student interaction during the new session.<br /> Last year I tried, to a great extend, to integrate ICT in my day to day teaching.The result was not very enthusiastic. There are a number of of reasons for that, the major one being the lack of access to ICT for student teachers.The other ones are hectic academic activities, apathy of a small group of student teachers,lack of my ICT skills etc. Luckily I got two opportunities to enhance my ICT skills, a week long <span style="color: rgb(204, 0, 0);">'Intel Teach Programme'</span> and again a week long <span style="color: rgb(204, 0, 0);">Orientation in Informatics organised by the <span style="color: rgb(0, 0, 153);">KSHEC</span>. <span style="color: rgb(0, 0, 0);">Both progammes,I hope, will enhance my ICT skills. Therefore during the coming session I will try to integrate ICT tools in a more efficient manner in my day to day teaching. </span></span><br /></div><span style="color: rgb(0, 0, 0);"> </span>tuzhuvath@gmail.comhttp://www.blogger.com/profile/09243109748902483625noreply@blogger.com0