Sunday, July 27, 2014

112. Do you nurture the creativity of your students?

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

The other day I had been to BEMP  High School, Thalassery to observe the class of a trainee undergoing Practice Teaching. On the walls of the classroom was displayed the following drawing prominently.


The train in the background, not the normal full bogie which is convenient to draw, but  the parts of two bogies, struck me. Can any one but a  creative mind conceive so? After the class, I inquired  who drew it? All fingers pointed to an amiable looking chap who was all smiles. I   asked him what the drawing is about. The children immediately opened their prescribed Hindi Course Book of Standard IX and showed me the following.



Now compare  this black and white drawing with the drawing by the  student. Don’t you think he is creative? Well...he indeed is!
Here are a couple of other drawings  by the little artist displayed on the walls of  his classroom.




                             Here is the talented artist, on request  posing  for me...





It was possible  for me  to know about his  boy only because his teacher, a thoughtful person must have  encouraged him to explore themes, draw and display  it on the walls of his classroom.

The same day, I had been to another school, in Thalassery to observe the class by a trainee. Find  posted below a  drawing  by a trainee on yellow coloured chart paper, based on the   content prescribed for study.


The following Black and White illustration is from the Course Book




I am sure you will agree that the little artist whom I introduced to you in this blog post, Mohammed Alsam,  has superior drawing skills than  Ms Shincy,  my trainee. Perhaps you will also agree that Shincy  has the makings of an artist.

But pause for a moment....
 Ask yourself... do you nurture the  creativity of  the students you teach?


Posted by Dr.C. Praveen
Former Secretary, KUETEF



Tuesday, June 24, 2014

111. Suggested Process: EDU- 10.2

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


The Process,- a hint of the mental-pedagogical-instructional-experiential contexts felt/received by student teachers for various units  prescribed for study in Paper X: Techno-Pedagogic Content Knowledge Analysis : English were identified during  the BEd Curriculum Reification Workshop in April 2013. But it was not uploaded on the abridged version of the New BEd  Curriculum  available on the University Website. The same is now being  posted for use by Teacher Educators. Hope you will  find  them useful.

Dr.C. Praveen
Former Secretary, KUETEF


Unit 1 : Teacher as a techno-pedagogue  
*Assimilation  *Accommodation

Unit 2: Professionalizing  Language Education in a Techno-pedagogic scenario 
*Collaborative interaction *Intellectual accommodation

Unit 3:  ICT-enabled teaching of  Prose, Poetry, Grammar and Vocabulary

* Information Processing *Aesthetic sensibility *Creative imagination
* Becomes receptive to  Grammatical forms and  the choice
              of vocabulary for communication

Unit 4: ICT integrated assessment practices

*Logical thinking   *Accommodation

Unit 5: Self-instructional strategies

*Accommodation   *Integrative reconciliation



110. Suggested Process EDU- 09.2

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

The Process,- a hint of the mental-pedagogical-instructional-experiential contexts felt/received by student teachers for various units  prescribed for study in Paper IX: Theoretical Base of English Education II  were identified during  the BEd Curriculum Reification Workshop in April 2013. But it was not uploaded on the abridged version of the New BEd  Curriculum  available on the University Website. The same is now being  posted for use by Teacher Educators. Hope you will  find  them useful.

Dr.C. Praveen                                                                                   
Former Secretary, KUETEF


Unit 1: Curriculum and Syllabus
*Controlled listening *Discriminating framework  *Introspection *Assimilation

Unit 2.Teaching Learning Resources: School  and Community linkage
*Demonstrating thinking skills  *Manifesting  social intelligence
*Skill of discrimination

Unit 3. Instructional Materials and strategies
*Narrative expression *Thematic  Visualization *Divergent thinking

Unit 4. Collaborative and Cooperative Learning
*Collaborative interaction *Self expression

Unit 5. Inclusive Education
*Cognitive challenge  *Controlled listening *Meta cognition

Unit 6.Research in ELT
*Inductive  Reasoning  * Analysis *Synthesis *Higher Order thinking
           *Generalization




109. Suggested Process EDU- 05.2

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

The Process,- a hint of the mental-pedagogical-instructional-experiential contexts felt/received by student teachers for various units  prescribed for study in Paper V: Pedagogic Content Knowledge Analysis: English were identified during  the BEd Curriculum Reification Workshop in April 2013. But it was not uploaded on the abridged version of the New BEd  Curriculum  available on the University Website. The same is now being  posted for use by Teacher Educators. Hope you will  find  them useful.

Dr.C. Praveen
Former Secretary, KUETEF



Unit 1: Pedagogic Content Knowledge Analysis(PCKA)
*Focussed attention and accommodation  *Reflects *Analytical outlook

Unit 2: Instructional Objectives
*Assimilation and accommodation  *Synthesis  *Higher Order Thinking

Unit 3: Planning and designing  the Teaching Manual/Lesson Plan
*Organization of ideas  *Progressive differentiation
*Systematic thinking   *Discriminates * Identifies specific uses *Reflects

Unit 4: Micro Teaching Skills and Psychological Principles
*Discriminates     *Thinks sequentially  *Gains confidence *Accommodation *Integrative reconciliation

Unit 5: Design and Development of Teaching Aids
*Discrimination   *Reflective thinking    *Collaborative Interaction
*Explores possibilities

Unit 6: Assessment and Evaluation

*Cognitive challenge  *Reflection * Self expression

108. Suggested Process EDU- 04.2


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

The Process,- a hint of the mental-pedagogical-instructional-experiential contexts felt/received by student teachers for various units  prescribed for study in Paper IV: Theoretical Base of English Education I  were identified during  the BEd Curriculum Reification Workshop in April 2013. But it was not uploaded on the abridged version of the New BEd  Curriculum  available on the University Website. The same is now being  posted for use by Teacher Educators. Hope you will  find  them useful.


Dr.C. Praveen
Former Secretary, KUETEF




Unit 1: General Introduction to Teaching and Learning
 *Reflects, adjusts,     adapts  *Accommodation  of  role expected to play

Unit 2: Nature and Scope
 *Collaborative interaction      *Intellectual accommodation

Unit  3 : Language Theories and Psychological Principles
 *Collaborative interaction      *Intellectual accommodation
           *Higher Order thinking          *Integrative reconciliation

Unit 4 : Approaches and  Methods
*Knowledge retrieval    *Knowledge utilization    *Integrative reconciliation

Unit 5: Strategies for Developing Language Skills and Communication Skills
*Feels need to master sub skills to communicate effectively
*Develops confidence  in using particular sub skills
*Reflects on need for improving different dimensions of Communication Skills
* Identifies own undeveloped aspects  related to effective communication
             and makes conscious effort to improve


107. First Semester Examination April 2014

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

Hello all,

Recently  I  had a look at the First Semester Question Paper. In EDU 04.2 Theoretical  Base of English Education-I, I was  rather shocked to find an Essay Question on Neurolinguistic Programming. Well...How did your  trainees find the  First  Semester Examination?...  A  couple of  trainees whom  I met at Trivandrum  appeared a  bit  confused.  They were of the opinion that some  distracters of the Multiple  Choice  Questions for  Paper I,I,II,IV and V were particularly difficult to tackle.  So  it is not surprising  that  when the  teacher educators met at Karmela Rani Training College, Kollam on 06  and 07  June 2014,  many suggested the  setting up of a Question Bank for  English!


Incidentally, you can view the  following link for  a  collection of questions framed by the English Optional  trainees of the 2012-13 batch of Government College of Teacher Education, Thiruvananthapuram.






Regards

Dr.C. Praveen
Former Secretary, KUETEF


Monday, December 23, 2013

106. Tips for transacting New BEd. Curriculum

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

Hello all,

A few members of KUETEF had arrived quite early at  Mar Theophilus Training College on 23 December. While waiting for the commencement of the Workshop, we shared our concerns about the new Curriculum now being implemented.  We soon realized  a few tips  for transacting the new Curriculum,  need to be communicated to the members.  And so as agreed during the Farewell, I am now posting the tips.

Time to commence Micro Teaching

* It is high time we commenced the Micro Teaching sessions.  The components of the different Micro Teaching skills have already been uploaded in  earlier posts of this Blog.
                                          

Addressing  expenses of  Videography

A. Perhaps you would have realized by now that  on  an average, each trainees’ video recording would comprise 20 minutes for Micro Teaching (ie; 10 minutes  Teach Phase + 10 minutes for  Re-teach Phase) That means, for each Optional Subject  comprising 15 students, [15 x 20m= 300m] five hours videography  would be essential.

B. Video recording  of a duration of  30 minutes  on an average of  three groups per class is essential for  1.Computer/ICT-based  Lesson
2. Shooting the Video Script
That is,  roughly  three hours videography  for each Optional Subject is essential. 

So time  for videography per Optional Subject,
(A+B)=  5 hrs+ 3 hrs= 8 hours.

Imagine the exorbitant  rate it would incur if  we employ  the services of a professional videographer!  Now, in every college,  there would be  trainees adept at shooting with  a Handicam. They would also be familiar with editing using Windows Movie Maker.

During Micro Teaching, we should make the trainees do the recording  and the editing themselves. This in fact would be an excellent  preparation for shooting and editing, of the Computer/ICT-based lesson and  the Video Script.

Time to prepare for  Shared Practice during  School Visit

*If three trainees choose three different skills {Eg; Skill of  Introduction, Skill of  Explaining and Skill of Questioning} respectively,  and if a  tiny reading  passage is chosen  as common content,  the three Skills  would be appropriate for  the Shared Practice  sessions  during  School visit.

*Alternatively,  trainees can:
1.Choose three other Micro Teaching Skills
2.Focus on  providing  practice in Listening, Speaking, Reading and Writing
3.Teach a Proverb with suitable illustration
4.Teach a grammar item

Teacher Educators should remember that the objective of  the Shared Practice is not  to assess the ability of the trainee to teach,  but to familiarize  themselves with  classroom climate, issues related to classroom management,  learner behaviour and aspects of  classroom communication.

Though the trainees  need not prepare a Lesson  Plan  with the rigidity of  regular  Lesson Plans,  they should have  a Plan for  effectively utilizing the  three classes (40 x 3=120  minutes) 

* Prior to the  Shared Practice, do familiarize the trainees with  classroom conditions  by  making them view video recordings of teaching sessions of  trainees of previous batches. The Video Observation Schedule already uploaded in this Blog may be used to help the trainees grasp the different stages of  each  teaching encounter.


Lesson Plan or Lesson Template?

By ‘Template’, we mean  a pattern generally used as a guide.
A couple of years ago, when Lesson Plans  began to be prepared following the Constructivist paradigm,  Behaviourist  model, 4-Column Lesson Plans  were  dropped. The rationale was that, in a Constructivist classroom, the teacher cannot exactly  predict the nature of  learning or  learner behaviour. So, as per instructions given during Cluster Meetings of  School teachers,  the favoured term was ‘Teaching Manual’. The implication was, that the teacher after  engaging the class makes notes of the effectiveness of the strategies employed and  gets ready for a fresh teaching encounter with a new batch of students.

So, for all practical purposes, let us continue to call the  written material (plan) which the trainees prepare as  LESSON PLAN


Note: It is proposed to uploaded the following  in this Blog shortly :
* Specimen two column Lesson Plans for teaching  a content in Std XI
* Specimen two column Lesson Plans for teaching a content in Std VI/VII
* Specimen  Lesson Plan on Direct Instruction Model




Sl.No.
Names of participants  who attended the meeting on 23 December 2013
                                     Institution
1
Mr.Laji Varghese
Mar Theophilus Training College, Nalanchira
2
Mr. Anoop R.S
KPM BEd.Training College, Ayur
3
Mr. Lijin V.L.
SN GK BEd College, Pothencode
4
Dr.Reetha Ravi H.
SN Training College, Nedunganda
5
Ms.Aswathy T.V.
Jamia Training College, Kollam
6
Ms.Anila Chacko
St.Thomas Training College, Mukollakal
7
Ms. Rany G.J.
CSI College of Education, Parassala
8
Ms.Vijusha V
P.T.M. College of Education, Marutoorkonam
9
Ms.Manjusha S
KUCTE, Kallambalam
10
Mr. Prasanth R
KUCTE, Kumarapuram
11
Ms.Rajna Rajendran
BNV CTE, Thiruvallom
12
Ms.Raji V R.
KUCTE, Nedumancaud
13
Mr.E.K.Jijan
Mount Tabor Training College, Pathanapuram
14
Dr.C.Praveen
GBCTE, Thalassery
 






Dr.C. Praveen
Former Secretary, KUETEF