Tuesday, August 16, 2016

133. Unit 4: EDU 0.13

[Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

The following is a brief  summary of the topics prescribed for study under Unit 4 of EDU 0.13. A presentation of the same was made during the Academic Meeting of KUETEF held at Govt. CTE,Thiruvananthapuram on 11 August 2016.

Continuing Professional Development (CPD)
CPD stands for Continuing Professional Development. It refers to the process of tracking and documenting the skills, knowledge and experience that you gain both formally and informally as you work, beyond any initial training. It's a record of what you experience, learn and then apply. The CPD process helps you manage your own development on an ongoing basis.

Reflecting on own teaching
As professionals we care about our students and the quality of the lessons we prepare and deliver.
Reflecting on what you do in the class can reveal plenty about you as a teacher – your attitude to your work and your students, your role in the classroom, your management techniques, your lesson planning abilities…

Rubrics as assessment tool
Rubrics are a valuable tool for self-assessment. Rubrics not only list the success criteria but also provide descriptions of levels of performance, students are able to use them to monitor and evaluate their progress during an assessment task or activity.

Teacher Performance Standards
Teaching standards describe what teachers should know and be able to do in today’s learning context to ensure students attain these learning goals, as well as encourage teachers to build literacy and thinking skills across the curriculum, and help students address multiple perspectives in exploring ideas and solving problems.

Ideally teaching standards  should include a focus on 21st century knowledge and skills; personalized learning for diverse learners; a collaborative professional culture; improved assessment literacy; and new leadership role for teachers and administrators.

Total Quality Management (TQM)
TQM is a   management system for a customer-focused organization that involves all employees in continual improvement. It uses strategy, data, and effective communications to integrate the quality discipline into the culture and activities of the organization.
In English Language Teaching, TQM is perceived as a systematic approach to achieve appropriate level of quality and meet students’ needs and requirements. In short TQM is a both a mind-set and a set of practical activities being able to promote continuous improvement.


I do not want India to be an economic superpower…

 I want India to be a happy country.  


Friends….  will  Indians be happy when the free content of this  Blog is published as  a text book which is priced?....Remember ….sharing knowledge helps you build connections between disparate circumstances…

Prepared and posted by                                                             
Dr. C. Praveen
President, KUETEF

132. Unit 3: EDU 0.13

[Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

The following is a brief  summary of the topics prescribed for study under Unit 3 of EDU 0.13. A presentation of the same was made during the Academic Meeting of KUETEF held at Govt. CTE,Thiruvananthapuram on 11 August 2016.

Brihaspati e-learning platform
It is a Learning Management System launched by  IIT Kanpur . They build e-Learning courses and deliver them across wide area networks.

It encompasses eTexts and digital learning resources.These could be digital textbooks, workbooks, articles, videos, or multimedia. Switching from traditional textbooks to digital course materials is a growing trend in higher education. Advantages for students and faculty include greater interactivity, customizability, and opportunities for social collaboration. (Electronic-content) Digital content that can be transmitted over a computer network such as the Internet. 

e-content  design and development
The AADDIE  (Analysis, Design, Development, Implementation, Evaluation) Model is a popular model for design and development of e-content.  The material developed could in  Textual format  and may include Graphical Content, Audio/Video Content and also Animated Content.

e-PG Pathshala
The Ministry of Human Resource Development in India under its National Mission on Education through ICT (NME-ICT), has assigned work to the University Grants Commission (UGC) for development of e-content in 77 subjects at  the Post Graduate level. The content and its quality is the key component of this education system.

It stands for National Mission on Education through ICT (NMEICT) and is  funded by the Ministry of Human Resources Development. "Train 10 thousand teachers" is a major initiative under the NMEICT, in which IIT Kharagpur and IIT Bombay are working as partner institutes to improve the teaching skills of engineering college teachers of the country in core Engineering and Science subjects.

Reusable Learning Objects (RLO)
Reusable Learning Objects (RLOs) are based on a new way of thinking about learning and provide a digital educational resource that can be reused, scaled and shared from a central online repository in the support of instruction and learning. Each RLO supports a single learning objective. They vary in size, scope and level of granularity ranging from small chunks of instruction to a series of combined resources to provide a more complex learning experience.


  “If there is one place on the face of earth where all the dreams of living men have found a home from the very earliest days when man began the dream of existence, it is India!” - Romaine Rolland


Remember friends…sharing knowledge is uplifting  and it makes you a happier Indian….PLEASE overcome the temptation  to use this  content to publish a text book to match the guidelines  of the UGC for career growth!

Prepared and posted by                                                              
Dr. C. Praveen
President, KUETEF

131. Unit 2: EDU 0.13

[Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

The following is a brief  summary of the topics prescribed for study under Unit 2 of EDU 0.13. A presentation of the same was made during the Academic Meeting of KUETEF held at Govt. CTE,Thiruvananthapuram on 11 August 2016.

 Continuous and Comprehensive Evaluation (CCE)
The term Continuous and Comprehensive Evaluation (CCE) is used for school based evaluation of pupils in which their assessment is done on a continuous basis throughout the year and which is also comprehensive in nature, in the sense that it is not confined to assessment in scholastic subjects but also covers co-scholastic areas such as performance in games/sports, Physical education, Creative Education, Art, Music, Dance, Drama, other cultural activities and Personal  and  Social qualities.

Common Core Standards-European Framework
Please view the following document available online

Criteria of  a good test
A good test is Valid, Reliable, Practical, Relevant, Appropriate and Comprehensive

A portfolio is a collection of work developed across varied contexts over time. The portfolio can advance learning by providing students and/or faculty with a way to organize, archive and display pieces of work.

Higher and Lower Order Thinking Skills
Higher-order thinking skills are reflected by the top three levels in Bloom’s Taxonomy: Analyzing, Evaluating, and Creating.
Lower-order Thinking Skills
Lower-order thinking skills are reflected by the lower three levels in Bloom’s Taxonomy: Remembering, Understanding, and Applying.

Peer assessment  and Self assessment
In Peer assessment, students individually assess each other's contribution using a predetermined list of criteria. Grading is based on a predetermined process, but most commonly it is an average of the marks awarded by members of the group.
Self assessment is similar to peer evaluation but students assess their own contribution as well as their peers using an established set of criteria.

Remedial Teaching
Remedial teaching is identifying slow learners and giving them the necessary guidance to help them overcome their problems, after identifying their areas of difficulty.

A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria.

Technology in Assessment
 For Learners:
* Gets instant feedback through e-mail 
*Can  see progression in  own learning.
*Participation becomes strong.
*Develops  social skills, research skills and thinking skills.
For  teachers:
*Can easily store the assessment information online and access it.
* Can provide  timely feedback.

Tests for Language Skills
Testing phonemic discrimination, Discriminating stress and intonation, Understanding sentences and dialogues, Tasks using visual materials, Tasks involving talk and lecture
Oral presentation, Tell a personal anecdote, Talk about  yourself, Participate in discussion
C .Reading
Focus on Reading comprehension  and language comprehension. Decoding, Checking knowledge of   Semantics and Syntax, Checking background knowledge and Linguistic knowledge.
D. Writing
Checking the ability to respond critically to text, ability to develop an idea, ability to communicate, ability to structure ones  response and ability to use appropriate word, sentence and grammar.

Types of tests
A. Based on Purposes
1. Proficiency Test
2. Diagnostic Test
3. Placement Test
4. Achievement Test
 5. Language Aptitude Test
B. Based on Response
1. Subjective Test
2. Objective Test


“India is not, as people keep calling it, an underdeveloped country, but rather, in the context of its history and cultural heritage, a highly developed one in an advanced state of decay.” 
                                                                                                                       -Sashi Tharoor

Friends… do not add to the decay by  exploring a commercial benefit   for this free content  by publishing  it as  your own  text book...

Prepared and posted by                                                              
Dr. C. Praveen
President, KUETEF

130. Unit 1: EDU 0.13

[Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

The following is a brief  summary of the topics prescribed for study under Unit 1 of EDU 0.13. A presentation of the same was made during the Academic Meeting of KUETEF held at Govt. CTE,Thiruvananthapuram on 11 August 2016.

Blended Learning
Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning.

Cloud-based learning 
Online education is rising in popularity. Learning platforms were traditionally static software-based courses filled with single-source content and at best patchy technology options for collaborating. Today, online-learning platforms are flexible, dynamic and can be accessed on the user’s preferred device, including smart phones and tablets, making any time any where learning possible.

Collaborative learning
Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.

It is a new theory that knowledge consists of the connections between entities in a network, and that learning consists of developing and traversing these networks. Nurturing and maintaining connections is needed to facilitate continual learning as seen in Massive Open Online Courses.

Cooperative learning
Cooperative learning, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.

At its simplest, e-learning is electronic learning, and typically this means using a computer to deliver part, or all of a course whether it's in a school or a full distance learning course.

e-tutoring can be defined as teaching, support, management and assessment of students on programmes of study that involve a significant use of online technologies (TechLearn, 2000).

Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. "Metacognition" is often simply defined as "thinking about thinking."

Modern Instructional Strategies
They include Cooperative Learning: The Jigsaw; Inquiry-Based Instruction; Differentiated Instruction; Use of Graphic Organizers; Utilizing Technology in the classroom.

Massive Open Online Course (MOOC)
Massive Open Online Courses   aim at unlimited participation and open access via the  web. In addition to traditional course materials such as filmed lectures, readings, and  problem sets, many MOOC’s provide interactive user forums to support community interactions among students, professors, and  teaching assistants. 

Video Conference
A videoconference is a live connection between people in separate locations for the purpose of communication, usually involving audio and often text as well as video. At its simplest, videoconferencing provides transmission of static images and text between two locations. At its most sophisticated, it provides transmission of full-motion video images and high-quality audio between multiple locations.

Virtual Learning
Computers and Internet technology are transforming the way students learn. This emerging education paradigm is often called virtual learning. Today, it is possible for billions of people around the world to share ideas in a matter of seconds, mostly at a very low cost using Facebook, Twitter, YouTube, Skype and other online communications media.

It is the short form for web-based seminar. Webminars  usually contain a presentation, lecture, workshop or seminar that is transmitted over the Web using video conferencing software. A key feature of a Webinar is its interactive elements: the ability to give, receive and discuss information in real-time.
Please view the following link for webminars for teachers of English:

As Indians, we must of course learn from the past; but we must remain
focused on the future. In my view, education is the true alchemy that can bring India its next golden age.

- Mr.Pranab Mukherjee, President of India

 So friends …share this knowledge…do not be tempted to  copy it and publish a text book to  boost your  API  Score.

Prepared and posted by                                                              
Dr. C. Praveen
President, KUETEF

129. Academic Meeting

[Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

An academic meeting of  KUETEF was held in the  Government College of Teacher Education, Thiruvananthapuram on 11 August 2016. It was presided over by Dr.Mini a very senior member of the  KUETEF fraternity.

Dr.B.Suresh, Principal, Govt. College of Teacher Education, Thiruvananthapuram, inaugurated the session.

Ms.Anila Chacko, Treasurer of KUETEF welcomed the gathering and       Mr. Jijan, Secretary,  KUETEF briefed the participants about the proposed programmes of  KUETEF.

Dr.C.Praveen, Former Secretary and Convenor of the Revised BEd. Curriculum briefed the participants  on all the topics prescribed for study in Sem. III EDU 0.13  : Emerging Trends and Practices in English Language.

Specimen Task sheets for the Practicum-Reading and Reflecting on Texts were circulated. The participants  could also  peruse  specimen Innovative Work submitted by trainees  during Practical Examinations held in previous years.

By  noon, a doubt clearing session commenced  and Mr.Jijan   engaged a session on Action Research.

During the General Body meeting,  Dr. C. Praveen was selected as  the new President of KUETEF.

Posted by                                                                                    
Dr. C. Praveen

Wednesday, March 9, 2016

128.Workshop on MCQ

[Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

The Government College of Teacher Education, Thiruvananthapuram hosted a Creative Workshop on preparation of  Multiple Choice Questions (MCQ’s) on  09 March  2016.  Dr.G.R.Santhosh Kumar  welcomed the Resource Person Prof. Reghunatha Pillai. Guidelines to be followed while preparing MCQ’s  were provided with illustrative examples.  Subject convenors of  the revised   BEd Curriculum and  several other invited  teacher educators  from different colleges  in the  State,  participated in the Workshop.

The following  are  based on notes  prepared during  the Workshop.

* The focus  should be on preparation of questions based on conceptual, theoretical and pedagogical aspects of the BEd course.
* Reduce to  the minimum questions  which merely checks  memory (Eg; Who is the author of……?)
*Prepare  more questions which involves application of theoretical knowledge.
*A question will have a stem and it should have only one correct answer. All the other distractors should give the impression that they are correct too.
*While  preparing  an MCQ, assume the role  of  a judge…overcome the urge to punish the learner.
*The stem should be  simple….No attempt should be made to make the stem display the knowledge of the  question setter…Long quotations   from  books  if used as stem would make it look pedantic.
*The distractor must  be  real, sensible and plausible.
*None of the distractors  should  give the student a clue about the correct answer.
*All distractors should be of the same length(Number of words used in each distractor should be more or less the same.)
*If the distractor contains ‘Year’, arrange them in chorological order.
*If the distractor contains ‘Names’ , arrange them in alphabetical order.
*If distractors contain names of people, all the names should be full.( Avoid ‘Tagore’ for Rabindranath Tagore)
*Do not include  questions that display bias. (Eg; The best work of Tagore is  Gitanjali.  Here  a dramatist or a novelist might  regard  a play by Tagore as  the best work!)
Lapses commonly found in MCQ’s
*Check agreement of subject and verb in the stem.  (Boys  like  Soccer ΓΌ  The boy like  Soccer X)
*Check for correct use of comma.
*For a statement ending with a  blank, do not put question mark.
Do’s and Don’t
*Give proper instruction..  An  instruction  such as : ‘Select the most appropriate answer from the brackets’   is  not appropriate  because   four distractors A,B,C,D  are given.
*Avoid humourous statements  as  distractors.
*Be impartial.  Avoid  questions that hurt  religious  or political sentiments.
*Follow a pattern. If for  the first letter of the first word of   a distractor  capital letter is used,  follow the same pattern for all the other distractors  of the same question.
*Double check answers. Some answers might give  a  different idea  related to the question for the student.
*Avoid stems  that begin :Which  of the  following  is not a…..   If forced to use  ‘not’ make it bold …not .
*As far as possible   begin  a  stem with a question word. Where this is not possible go for  a statement.
*Since  the computer will be shuffling distractors, never include  a distractor  such as ‘None of  the above’ or ‘All of  the above’.

Notes prepared based on material   on  MCQ  emailed  to participants  before the Workshop:
*The goal in  preparing  a  MCQ is to test the student’s  expertise.
*As  far as possible  avoid repeating in  the distractor  the same words  used in the stem.
*Avoid using  ‘never true’  or  ‘always true’.
*Remember: Questions  that are clear to one person  often are imprecise  to another. Find a friend or colleague who is willing  to review  your  questions.
*Start by writing the stem first.  Aim for a stem  that presents  a single problem and make it a problem  related to a significant content in the course. Using  a  verb in the  stem helps ensure  it presents a  problem clearly.
*Check for grammatical consistency between the stem and the options. If a distractor isn’t grammatically  correct, students usually guess that the  distractor is not the correct answer.
*Remember: It is easy to prepare questions based on Bloom’s level 1 and 2-Knowledge  and Comprehension. Only a truly professional test question writer  can prepare a well designed multiple choice items that  can test high levels of student learning.

Posted by                                                                                    
Dr. C. Praveen
Former Secretary, KUETEF and
Convenor, Curriculum Revision Two-year BEd (English)
University of Kerala

Wednesday, March 2, 2016

127. Reference materials sent

 [Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

Dear  colleagues,

As requested,  a few  available reference materials on the second semester syllabus  were  sent  by email to members  of KUETEF.

Those  teacher educators who have not become a member of KUETEF   can contact the Secretary,  Mr.Jijan    ekjijan@gmail.com

Kindly visit the following sites for  Online tutoring resources/tools:

Khan Academy is a free online resource and can be accessed at   https://www.khanacademy.org/

Online Writing Guides and Citation Help

Online English Grammar

25 Tutoring Tools For The 21st Century

Warm regards

Posted by                                                                                    
Dr. C. Praveen
Former Secretary, KUETEF and
Convenor, Curriculum Revision Two-year BEd (English)
University of Kerala