[Kerala
University English Teacher Educator’s Forum - KUETEF]
Some questions
requiring clarification have
already found mention in Post # 86 and #
87 of this Blog.
The
following are questions on EDU
5.2 Pedagogic Content Knowledge Analysis-English requiring
clarification mailed by Mr.Velayudhan Nair, one of the leaders of the two groups which
discussed the Optional Papers
during the Workshop held on 26 October
2013. I have tried to answer them.
Unit I
*Q. Use of a checklist
has been suggested as a strategy – how do we develop one?
Ans. We need to
develop appropriate Checklists during
our meetings.
*Q. What does one exactly
mean by ‘Phased monitoring’?
Ans.
This has direct reference to the role of the teacher
educator in providing instruction related to Lesson Planning based on the Course
Book. The trainee grasps the concepts
related to Lesson Planning in Phases.
(Eg;
Specification, different types of learning experience,
types of evaluation etc.)
This
implies that the teacher educator should monitor in each phase-
{ie; in writing of
Behaviourist Lesson Plan for Poem, Behaviourist Lesson Plan for teaching Grammar,
Constructivist Lesson Plan for tasks
related to Social issues etc.}
While
monitoring the teacher should try to find out whether the
trainees are able to
achieve the objectives of each lesson.
In fact the teacher educator’s
role is to monitor at key points during instruction to
determine whether the trainees are progressing adequately towards the expected standard. Sometimes, based on the monitoring, the
teacher educator may have to change the
pace of instruction, re-teach the content based on the evidence gathered and
check for and address common trainee misconceptions and misunderstandings.
*Q. Should the Content Analysis of the Course Books from Standards
VI to XII be done?
* Ans: Yes and this means
the different objectives for teaching English for each level (Upper Primary, Secondary and
Higher Secondary) mentioned in the
Source Book of SCERT have to be closely followed.
*Q.
It has been suggested that the ability to write lessons plans must be developed
in students. How do we plan to do that since students are introduced to Bloom
and his taxonomy only in the second unit?
*Ans:
It is nowhere mentioned in the curriculum that
the Units have to be covered in
the specific order in which it has been
presented! It is also mentioned that the course should commence with an
orientation... Perhaps during that stage
the aims and objectives of education
along with the three domains (Cognitive, Affective and Psychomotor) may
be mentioned.
Unit II
Q. Do we plan to stick on to the Process Skills of Science?
*Ans:
In earlier days the teacher of English used to be bothered only about the final
product. Today in the Constructivist
classroom, the focus is on Process.
So for example when a topic
is given for writing, the
following sequence is followed:
1. The student
attempts to write on his own.
2. Students work in pairs, share
ideas and refine their writing.
3. Each pair presents
their write-up to the group.
4. The group prepares a
write-up based on contributions
from the pairs.
5. Different groups present their products and display the same.
6.The teacher assists-
supplies correct use of
words etc. and help achieve clarity.
7. The final product is written.
[Here when the
students become part of the
process, they develop their writing
skill]
For relationship with
Science please view:
Unit IV
Q. A detailed instructional session on Micro Teaching is deemed
necessary.
*Ans: Perhaps some of us
can engage Demonstration classes!
Q. Observation of video lessons – by lessons, do we mean Micro
teaching lessons?
*Ans: The Micro teaching sessions are to be videographed.
The rationale is that when one watches a video recording of ones own teaching there is greater scope for self
correction.
Q. Demonstration and Criticism
lessons – the requisite number has to be specified.
*Ans: Please see Page
11 of the Curriculum for details
Unit V
Q. Models – still/working? How many?
*Ans: Does number really matter?
* For instance, Cuisenaire
Rods have been effectively used
for teaching grammar and pronunciation by teachers of English.
And some of us have
quoted the Chinese Proverb…
I hear, and forget
I see, and remember
I do, and I understand
a hundred times in our
classes without ever grasping its relation
to the use/ making of models!
In fact, Edgar Dale too referred to it in his work
entitled Audio-visual Methods in
Teaching (1957).
For a write-up on Models and its uses, please read the article
at the following link:
Unit
VI
Q. Presentation of samples – do we mean test samples?
*Ans: Types of Questions... The teacher educator should provide samples of different types- VSA,SA,
Essay; Easy, Average, Difficult;
Predicting; Global Comprehension; Probing
etc.
Q. Could we have a
model script for video lessons?
*Ans: We need to work
on it... Some are available Online.
Q. ICT integrated projects – more clarity required on what
exactly is meant, perhaps with a few examples.
*Ans: It could
be the use of online and offline content. A mix
of visuals, graphic, animation, video etc.
[Photos
of the Workshop- Courtesy Mr.Jijan]
Dr.
C. Praveen
Secretary,
KUETEF
