SEMESTER II 2011
CORE PAPER VI THEORETICAL BASE OF EDUCATION-NATIONAL
PROBLEM BASED LEARNING SCENARIO FOR PRACTICUM
PRACTICUM I - Online ‘BINGO’ on Indian Education
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.
PRACTICUM II
How do the print and the visual media address the needs and issues of our education system? – A documentary analysis.
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.
PRACTICUM III –
How much relevant and viable are the recent innovative schemes and programs of education development at national and state level? A critical analysis.
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.
PRACTICUM IV-
How do Local Self Governments (LSGs) plan and implement educational development programs? A micro level study of …….Panchayath / municipal corporation/council.
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.
Thursday, June 9, 2011
Thursday, November 25, 2010
CORE PAPER I - PRACTICUM I/2010 - PROBLEM BASED LEARNING SCENARIO
How Far Has the School Scenario Changed in Recent Times?
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?
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.
1. Physical appearance of the school, buildings, facilities, profile of students and teachers, management, cost of education, interest of various stake holders etc.
2.Curriculum and syllabus, teaching- learning approaches, assessment practices, technological inputs for learning, importance of co- curricular activities etc.
3. Planning and implementation of lessons, students’ role in learning, student- teacher relationship, professional development of teachers, etc.
4. Parents’ involvement, community participation, local bodies and government initiatives etc.
Have a close look at them taking at least one component each from the above four areas. Prepare your report and share your findings.
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?
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.
1. Physical appearance of the school, buildings, facilities, profile of students and teachers, management, cost of education, interest of various stake holders etc.
2.Curriculum and syllabus, teaching- learning approaches, assessment practices, technological inputs for learning, importance of co- curricular activities etc.
3. Planning and implementation of lessons, students’ role in learning, student- teacher relationship, professional development of teachers, etc.
4. Parents’ involvement, community participation, local bodies and government initiatives etc.
Have a close look at them taking at least one component each from the above four areas. Prepare your report and share your findings.
Monday, February 1, 2010
PRACTICUM III
Semester I
Core Paper I
THEORETICAL BASE OF EDUCATION
PRACTICUM IV
WHAT SOCIAL CHANGES ARE NOW BEING FOSTERED BY EDUCATION?
A MICRO-LEVEL STUDY ON THE IMPACT OF MODERN EDUCATION ON 20th CENTURY KERALAM.
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.
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
Guidelines.
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.
Core Paper I
THEORETICAL BASE OF EDUCATION
PRACTICUM IV
WHAT SOCIAL CHANGES ARE NOW BEING FOSTERED BY EDUCATION?
A MICRO-LEVEL STUDY ON THE IMPACT OF MODERN EDUCATION ON 20th CENTURY KERALAM.
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.
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
Guidelines.
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.
Tuesday, January 19, 2010
A FINE LINK TO CONSTRUCTIVIST LEARNING
Please go to the following link to have a good description of constructivist principles.
http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
best regrds
http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
best regrds
FEW TIPS ON CONSTRUCTIVIST LEARNING
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.
Jonassen (1994) proposed that there are eight characteristics that differentiate constructivist learning environments:
1. Constructivist learning environments provide multiple representations of reality.
2. Multiple representations avoid oversimplification and represent the complexity of the real world.
3. Constructivist learning environments emphasize knowledge construction instead of knowledge reproduction.
4. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction.
6. Constructivist learning environments encourage thoughtful reflection on experience.
7. Constructivist learning environments enable "context- and content- dependent knowledge construction."
8. Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition."
Jonassen (1994) proposed that there are eight characteristics that differentiate constructivist learning environments:
1. Constructivist learning environments provide multiple representations of reality.
2. Multiple representations avoid oversimplification and represent the complexity of the real world.
3. Constructivist learning environments emphasize knowledge construction instead of knowledge reproduction.
4. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction.
6. Constructivist learning environments encourage thoughtful reflection on experience.
7. Constructivist learning environments enable "context- and content- dependent knowledge construction."
8. Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition."
Thursday, December 17, 2009
PRACTICUM II PROBLEM BASED LEARNING SCENARIO
How Does Issues-Based Lesson Look Like?
An Experiment with a Prototype Lesson.
An Experiment with a Prototype Lesson.
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.
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.
HOW DOES ISSUES-BASED LESSON LOOK LIKE?
AN EXPERIMENT WITH A PROTOTYPE LESSON.
AN EXPERIMENT WITH A PROTOTYPE LESSON.
Student teachers are requested to
1) Generate Contextual knowledge on each issue domain discussed in the teachers’ handbook;
2) List out micro-issues related to each issues domain
3) Elaborate and contextualize each micro issue
4) Develop (in small groups) a unit plan on a r topic in IBA
5) Prepare, individually, a proto-lesson in IBA
6) Transact the lesson in the school or in informal settings.
7) Reflect on the experiences.
The banking concept of education
The 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:
• the teacher teaches and the students are taught;
• the teacher knows everything and the students know nothing;
• the teacher thinks and the students are thought about;
• the teacher talks and the students listen-meekly;
• the teacher disciplines and the students are disciplined;
• the teacher chooses and enforces his choice, and the students comply;
• the teacher acts and the students have the illusion of acting through the action of the teacher;
• the teacher chooses the program content, and the students (who are not consulted) adapt to it;
• the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students;
• the teacher is the Subject of the learning process, while the pupils are mere objects
http://mingo.info-science.uiowa.edu/~stevens/critped/terms.htm#con
• the teacher teaches and the students are taught;
• the teacher knows everything and the students know nothing;
• the teacher thinks and the students are thought about;
• the teacher talks and the students listen-meekly;
• the teacher disciplines and the students are disciplined;
• the teacher chooses and enforces his choice, and the students comply;
• the teacher acts and the students have the illusion of acting through the action of the teacher;
• the teacher chooses the program content, and the students (who are not consulted) adapt to it;
• the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students;
• the teacher is the Subject of the learning process, while the pupils are mere objects
http://mingo.info-science.uiowa.edu/~stevens/critped/terms.htm#con
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