43. Another Practical Examination

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

In an article on Pre-service professional  development, Reynolds and Conroy wrote:

“The “Ivory Tower” concept is prevalent in society and higher education is regularly criticized for bloated beliefs involving an egotistical sense of superiority and a matching lack of familiarity with practical, real-life issues. Likewise teacher education courses are habitually criticized for being inauthentic and/or failing to address the real issues that future teachers will encounter...”

The context obviously is American....but don’t you think it  is relevant for our teacher education programmes too?

Well... another Practical Examination starts tomorrow.  What should be our expectations? What will we  be actually looking  for ?  Its going to be  a tough task... For the first time in Kerala University, we will not be given the marks awarded for Internal Assessment. We will be expected to evaluate the trainee based on  class room teaching which we will be observing for say, 15 to 20 minutes followed by  a face to face meeting  in which we ensure the trainee knows what  is expected to be known and then assess  and evaluate the work done by the trainee. 

Please share your experience as an examiner in the comments section of this blog  or email your views to cpteach@rediffmail.com

With warm regards

Dr. C Praveen

Secretary, KUETEF

42. A Lesson Plan based on Interactive Model

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

This is a specimen Lesson Plan received by eMail to be published in the KUETEF blog by one of its members, Ms. Bindhu TS, Assistant Professor, Fathima Memorial Training College, Kollam. She can be contacted by email at   ts.bindhu@gmail.com 

Std: Str: Period: Date:

Lesson Plan based on Interactive Model

Name of the teacher                :           Ms. Bindhu.T.S

Name of the School                :          

Topic                                       :           A Fable for Tomorrow (Prose)

Curricular Objectives

·         To enable the pupils to develop eco-friendly attitude for sustainable development

·         To think critically and take one’s own stand regarding issue related to development and indiscriminate use of pesticides.

·         To enable the pupils develop various discourses in language

·         To read and analyze texts and identify the theme.

Syntax	Class room process
Phase I Engager	A puzzle is provided to the students related to the name of ‘Kollam town’. Various visuals on the past and present condition of the town are displayed. Students are asked to go through the visuals and a discussion is initiated
Phase II Frame	The Major things listed out by the students in the visuals and discussion are analysed. “Development, Multi-storeyed buildings, Road widening, Cutting of trees”
Phase III Activity	Students are initiated to discuss about the negative impacts of the development process.
Phase IV Debrief	Teacher links the lesson ‘ A Fable for Tomorrow’ with their discussion; the 3rd , 4th, 5th and 6th paragraphs are read aloud and students are asked to discover the key aspects of the portion dealt.
Phase V Metaphor	The scope of students understanding is broadened by asking them to do the following task: Related to the ban of Endosulfan, a display of photographs with adequate captions are invited from the students of standard IX. Photographs are supplied to the group and are instructed to prepare captions.

Assignment     : Prepare a write up on the ‘Beautification of Kollam town’

DESCRIPTION OF THE MODEL

            The components of the Model consist of;

  SYNTAX

                        Syntax of the model comprises the following:

            Phases

                        The phases are

·         Engager

            The purpose of the stage is to help students mentally leave behind potential outside distractions and bring their attention fully into the classroom.

·         Frame

           This phase provides students with an answer to the question why they are going to spend time on this topic.  If possible how might the information be useful to them in their personal life?

·         Activity

           This involves the students’ physically, mentally, socially or emotionally making them feel or experience the importance of engaging in the topic/experience.

·         Debrief

           This is the teaching component of the session, where the teacher links the lesson with the experience in which the students have just participated, based on the presentation of the lesson the teacher can allow students to discover the key aspects of the lesson for themselves.

·         Metaphor

           In closing the lesson, the scope of student’s understanding can be broadened by making the students apply their understanding to a wider perspective; real life experience.

*SOCIAL SYSTEM

            Social system is moderately structured as the teacher and students share equal responsibility.

*PRINCIPLES OF REACTION

§  The teacher tries to bring about an improvement in the social efficiency of the students.
*SUPPORT SYSTEM

§  Support system consists of visuals based on the topic using LCD projector, newspaper cuttings and activity cards.
* INSTRUCTIONAL AND NURTURANT EFFECTS

The model has the following instructional and nurturant effects.

·         Instructional effects
*Sensitization of  social issues
* Meaningful assimilation of information

·         Nurturant effects
* Develops spirit of creativity
*Develops habit of critical thinking

41. Onam Greetings

[Kerala University English Teacher Educator’s Forum ( KUETEF)]

Wishing all the KUETEF fraternity

A Very  Happy Onam 

Dr. C. Praveen

Secretary, KUETEF

40. Some Teacher’s Day Thoughts

[Kerala University English Teacher Educator’s Forum ( KUETEF)]

The following are quotes on teaching and teachers by Swami Vivekananda:

The first test of true teaching must be,  that the teaching should not contradict reason. (II :390)

All teaching implies giving and taking. (IV: 178)

He alone teaches who  has something to give, for teaching is not talking, teaching is not imparting doctrines, it is communicating. (IV: 177-78)

Until the inner teacher opens, all outside teaching is in vain. (VII : 71)

[Source : The Complete Works of Swami Vivekananda, Advita  Ashrama]

 In an interview Laxman Gnawali of Nepal  was asked the question: “Are teachers in your country generally members of teachers’ associations?”

This was the answer given: “Yes, almost every teacher is a member of a teacher association but these associations are trade unions. These associations use their energy in putting pressure on the government for non academic issues. They hardly do any professional activity.”

[Source : http://www.teachingenglish.org.uk/blogs/laxmangnawali/laxman-gnawali-interview]

Are things different in  India or in God’s  Own Country, Kerala?

I have a nasty experience to narrate: The Head of a leading  Teacher Training College in our State,  recently stated :  At the Post Graduate Level, (MEd) any one (meaning even a teacher with a background in Psychology) can teach the paper, Advance Methodology of Teaching English and even assess and evaluate  Seminars and Assignments in  the Paper! 

What is pathetic about the whole issue  is that the ‘Head’ in question is a teacher of English! It appears that the Head’s sole objective was to grab a Professor’s  post in the  offing  should a MEd department be set up in the college in which the ‘Head’ teaches…

It is not surprising to note that this finds a parallel in Teachers’ Associations in Nepal. The   Teacher Educators Association  which the ‘Head’  is an active member,  pretends to be ignorant neither of the stance taken by the ‘Head’ nor of the uproar it has created in Teacher Training Colleges across the State  which  attempted to emulate the stance taken by the ‘erring Head’ in question.

Let us vow to keep our Forum clean of  individuals  with selfish  interests.

Let us pray that  the minds of such ‘opportunists’ open up through teachings similar to Swami’s  quoted above...  

                                                                                                                                     

A very warm Teacher’s Day greetings to all  KUETEF members…

Dr. C. Praveen

Secretary, KUETEF

39. Extract From the Circular on Practicums

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

During the IX Meeting of KUETEF, Fr. Joseph J provided copies of the Circular on Practicums to the members present. The following is an extract from the Circular.

[See Order No Ac.A.III/2/936/2008 dated 25.11.2008 issued by the Registrar, University of Kerala]

•Practicum is to be organized as an unique individualized, supervised experience that explores comprehensive written assignments, on-the-job practice, and innovative performance evaluation, so as to measure how a student has applied his/her talent, efforts and other resources towards achieving better professional performance.

•Practicum is to be conceived as a specialized essential experience designed to give students supervised practical application of the theoretical orientation to real instructional/allied situations where the supervisor will provide guidance to improve different aspects of practice and addressing varied student concerns in actual situations.

The following criteria should be kept in view while developing different components of the Practicum:

•Content-based
•Problem Oriented
•Inquiry Supported
•Socially Relevant
•Empirically Supported
•Personally Meaningful
•Based on established theory
•Professionally focused


It is necessary that special training be given to the would-be teachers in problem-solving following the scientific method.

Group/ individualized discussion work should be taken up by the mentor or a specialist as the problem demands.

Trainees should be given guidance in the following:

•Defining a problem and formulation of a hypothesis relating to the problem
•Collection of data for verification of the hypothesis, generalization, following confirmation/rejection of the hypothesis etc.

The practicums can be of the following type:

1.Based on analytical studies
2.Institutional case studies
3.Simple Action Research
4.Simple teaching models
5.Review of information such as textbooks/articles/websites
6.Design and application of simple teacher-made psychological tests
7.Environmental studies
8.Simple problem-based studies
9.Institutional Surveys
10.Construction of evaluation tools and techniques for specialized measurement
11.Preparation of software and technologically supported materials
12.Improvisation of learning materials

Guidelines for designing/reporting a problem for investigation

Note : The following steps are only suggestive and appropriate variation can be made according to the nature of the problem:
a.An introduction highlighting need and significance of the problem under study
b.Statement of the problem using appropriate terminology
c.Objectives
d.Methodology including the sample (if any)
e.Tools if any
f.Analysis and interpretation of data
g.Conclusions with suggestions
h.References

Note: The typed report should not exceed seven pages
For each semester the student teacher has to submit four practicums of which two will be problem-based and the rest could be of a general nature


LIST OF PRACTICUMS FOR ENGLISH

Note: The list is provided merely for developing an understanding of the scope and has to be modified with individual problems assigned to each student without repetition.

•Text book analysis Std VIII, IX and X (each student teacher may attempt at least one standard.[This Practicum is compulsory for students who have chosen language as optional]

•Module preparation ( For any one lesson they have taught during Teaching Practice)

•Book reviews ( Any one of the books in a particular language which has won reader’s acceptance)

•Case Studies / Institutional–based Case Studies

•Documentation (on a particular topic)

•Preparation of a Class Magazine – Collecting articles from each student teacher (manuscript or printed)

•An album (collecting pictures useful for learning a particular language)

•Preparation of psychological tests (teacher- made tests)

•Preparation of a year plan

•Summary of the visit to socially important places (like juvenile homes, orphanages, jail, hospitals etc.

•Making a list of audio visual aids used in their own institutions for making teaching/learning effective(with relevant explanation about the size, cost and purpose of the aid and how it is used)

•Film reviews (socially significant films)

Problem-based Practicum in the language section

Problems related to the following aspects of language learning are recommended:
a.Sounds of the language
b.Problems related to the basic skills of the language (listening , speaking, reading, writing and study skills)
c.Spelling
d.Vocabulary
e.Grammar/forms and functions
f.Teaching of prose lessons
g.Teaching of poetry lessons
h.Teaching of supplementary readers
i.Problem related to evaluation/examination
j.Problem related to Methods of teaching
k.Problem related to approaches


The problem-based practicums may contain the following steps

The number of pages of each practicum should not exceed 7 pages
1.Introduction (one or two pages)
Need and significance
Statement of the problem
Objectives
2.Methodology ( one or two pages)
Tools, sample chosen and procedure (if any)
3.Analysis and interpretation (one and a half page)
4.Conclusion and suggestion if any (one page)
5.References (at least three books/other references) (half page)

Note: There may be problems which do not have/need not have the above steps. In that case, reliable steps accepted for a qualitative research work can also be taken into consideration.

Secretary,
KUETEF

38. Consensus IX Meeting

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

After discussing issues related to curriculum transaction, the members present, arrived at the following consensus:

Lesson Plans

•The trainees should prepare thirty Lesson Plans for the thirty working days specified by the University during the Second Spell of Practice Teaching.

Models of Teaching

•Though during the Practical Examination for the 2009-10 batch, the examiners did not insist on trainees engaging a class based on Models of teaching, the teacher educator should direct the trainees to engage at least two periods on two models during Practice Teaching.

•It is a fact that not all Models of teaching prescribed in the syllabus is suitable for teaching of English. (Eg. The Inquiry Training Model which is a favourite of Science Teacher Educators) Hence, Teacher Educators should familiarize themselves with the Handbook on Models of Teaching brought out by the Department of Education, University of Kerala which has specimen Lesson Plans based on different models for the teaching of English)

•The Models of Teaching which are most suitable for English are

* Concept Attainment Model * Direct Instruction Model
* Advance Organizer Model and * Synectics Model

• Some Models do require more than 30 to 40 minutes (the normal duration of a school period) So, trainees may be encouraged to integrate relevant phases of models to normal classroom transaction (Eg.The presentation of Advance Organizers)

• A Model titled Constructivist Model which some trainees have adopted for writing Lesson Plans does not appear to be taken from any standard Reference Book similar to Models of Teaching by Bruce Joyce and Marsha Weil. As its origin appears dubious, its use should be discouraged.

The Interactive Model

•The Lesson Plan on Interactive Model available with some teacher educators if found suitable may be circulated among the members.

Criticism of the Three column Lesson Plan

•Many Supervisors in schools have dubbed the three-column-Lesson Plan prepared by trainees as outdated. But as teacher educators of colleges affiliated to the University of Kerala, it is obligatory on our part to instruct our trainees to follow directions specified in the syllabus regarding recording of principles drawn from Psychology, Sociology and Philosophy of Education in the Lesson Plans in the third column.

On teaching theories of Learning

• The irrational inclusion of Theories of Learning in the Second Semester which is invariably taught in many colleges after Practice Teaching need to be addressed when the curriculum is revised.

On the First Spell of Practice Teaching

• Many members found the First Spell of Practice Teaching (for ten days) failing to fetch the desired result as they are asked to teach in schools without being given a proper foundation in teaching and learning.! However, many felt that the ten-day exposure trainees receive during the First Spell of Practice Teaching prepares them for a better performance during the Second Spell of Practice Teaching.

On Micro Teaching

•There is a dire need to include Micro Teaching as a compulsory topic. If included it would ensure trainees familiarizing themselves with a few teaching skills prior to Practice Teaching. Hence, this should be brought to the attention of the Board of Studies.

Practicums in English

• Many trainees are finding the BEd course particularly taxing owing to the sheer number of Practicums they have to prepare – viz; four per paper and a total of forty Practicums! The members felt that two Practicums per paper would suffice. Hence this matter should be brought to the notice of the Board of Studies.


Specimen topics for Problem-based Practicums listed include the following:

• The Problems encountered by High School students in pronouncing certain sounds in English and suitable remedies to over come them.

•Addressing Problems in Spelling
•Problems ecountered in the teaching of Grammar.

Topics for General Practicums

Non-Problem based study which is more a Survey can include the following:

•A study on the practicability of organizing, Pair Work and Group Work
•A survey of the strategies employed for developing vocabulary in secondary school children.

Circular on Practicums

•The Circular from the Registrar regarding the kind of Practicums which may be given to trainees should be made available to the Teacher Educators who have recently joined the profession.

•The directions given in the Circular mentioned above is fairly comprehensive. But it is a fact that not all trainees are competent enough to take up Problem-based Practicums and complete them following all the steps. To overcome this, Teacher Educators should encourage brighter trainees to take up new topics on Problem–based Practicums. Let the weaker trainees take up the same topic for Problem Solving which is likely to have the same steps but ensure that they actually collect the relevant data from the schools they attend for Practice Teaching.

•While trainees choose a topic for their Practicum check whether it is manageable in terms of the ability of the trainee, the time available and the resources at hand. Necessary assistance should be provided to the trainee for identifying the problem, formulating a hypothesis (if necessary) and tips should be offered regarding ways of collecting data.

Innovative Work

As the current trend focuses on a shift to Computer–based learning , encourage trainees to prepare digital teaching materials or digital self-learning materials as part of their Innovative Work. Encourage trainees to exploit visuals, text, music, animation and video in the production of digital materials.

•While trainees suggest Innovative work which they intend to submit, ensure that it actually nurtures the production of novel and creative products that enhances language learning.

Extended Reading in the new Course Book

•While teaching topics under Extended Reading prescribed for study in the new Course Book, if the students require it let the trainee teach new words/ provide model reading. What is important is that the associated skill should be mastered by the students.

Intimating Board of Studies

All the issues discussed which affects proper curriculum transaction need to be brought to the notice of the Board of Studies through the Dean of the faculty of Education, Dr. M.S.Geetha.



Secretary,
KUETEF

37. Report of IX Meeting

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

Venue: Karmela Rani Training College, Kollam

Date: 11 June 2011

Overcoming minor inconveniences caused by the change of venue from Trivandrum to Kollam, the following teacher educators representing government-aided institutions, University Teacher Education centres and Self Financing Colleges, attended the IX Meeting of KUETEF.

Fr.Joseph John, Dr.C.Praveen, Mr. E.K.Jijan, Ms. Susan George, Mr. Scaria, Ms. Annie K Ommen and Ms. Ambili.

Two teacher educators, interested in joining the Forum Ms Nitha and Mr. Anoop also attended.

The meeting commenced at 10.45 AM with a prayer.

Fr. Joseph John, the Vice President of KUETEF welcomed the gathering. He expressed his immense happiness at the regular annual meeting organized by KUETEF albeit fall in attendance. He fondly recalled the day on which KUETEF was formally inaugurated in the very same venue a few years ago. He thanked all the members for volunteering to attend the IX meeting.

Fr. Joseph congratulated the President of KUETEF Dr. M.S.Geetha (in absentia) on her appointment as Dean of the Faculty of Education of the University of Kerala. Dr. C.Praveen, the Secretary of KUETEF was also congratulated on being awarded a doctorate by Kannur University.

After the Welcome speech, the participants introduced themselves.

Next Dr. C. Praveen, the Secretary, presented the Report of the eighth meeting and activities of the Forum since the VIII meeting. In the report mention was made of the refreshing trend among English Teacher Educators of the University of Kerala to get in touch with members of KUETEF to clarify doubts regarding curriculum transaction.

Since the eighth meeting, it was pointed out that the Blog posts have risen from 18 to 35 and the visitors to the KUETEF Blog have crossed the one thousand mark. The members present found the report quite satisfactory and it was accepted without any change.

Next, the Secretary presented the agenda for the day’s proceeding which included the following:
•Discussion regarding the introduction of the new Course Book for Standard X
•The change in duration of Teaching Practice
•Topics for Practicums
•The Interactive Model
•Innovative work


The discussions lasted nearly three hours.

Fr. Joseph arranged for a cake to be cut in honour of the Secretary’s achievement (for being awarded a doctorate). He also invited the participants to lunch.

The discussions during the short afternoon session focused on the ‘Innovative Work’ to be taken up by trainees. It was also decided to bring to the notice of the Dean of Studies in Education and the Board of Studies in Education of the University of Kerala, the problems in transaction of the BEd. Curriculum discussed during the day’s meeting.

Before the meeting concluded two proposals were made by the Secretary:
First, the organizing of annual meetings of KUETEF along with a regular Workshop or a Seminar which would draw more participants.

Second, if many members deem it necessary, a One-day Workshop to familiarize with the transaction strategy proposed by SCERT, Kerala for the newly introduced Standard X Course Book may be organized by KUETEF.

The meeting ended around 2 PM and Mr. Scaria offered the vote of thanks. All the members thanked Fr. Joseph who is now holding charge of the Principal of the college for his warm hospitality. The members were thanked for their whole-hearted participation in the discussions.


Secretary,
KUETEF