PBL No. 4. Code B.Ed. / SEM-I / 2008-09 / GP-I / PRCM / 04.
Title.
How Does Education Transform Society? A Microscopic Study of a Village Community in Kerala.
Introduction.
Education plays both conservative and transformative roles in society. As a conservative force, it tries to conserve the status co by perpetuating the age old values and beliefs. As a transformative force it tends to accelerate the process of modernization of the existing society. This role of education as a transformative force becomes crucial in developing societies like India. This practicum aims to analyze the role played by modern education in transforming Kerala society in the 20th century. Student teachers are requested to select their own respective villages/towns for the field of study.
Objectives.
Student teachers are expected to develop understanding on the role of education in initiating social changes.
Student teachers are expected to develop understanding the dynamics of social change occurred in Kerala.
Student teachers are expected to develop first-hand information about the social changes that took place in their respective communities.
Student teachers are expected to use ICT tools to a great extend heavily in their investigations and sharing.
Specific activities to be undertaken to accomplish the task.
1.Student teachers meet together in small groups and plan the investigation.
2.Student teachers meet people from various walks of life to collect data.
3.Student teachers discuss and share among themselves in small groups the information they collected.
4.Student teachers engage in online discussion with experts and with peers on the theoretical aspects of social change.
5. Student teachers reflect on the whole process of investigation and prepare scholarly reports and publish their reports online.
Suggested questions to be investigated.
Student teachers are advised to investigate the following.
1. When was the first modern education institution started in your village?.
2. Who were the people behind this progressive movement?
3. Who were the students who joined the school in the initial days?
4. What was the cross-section and social background of these students?
5. What are the major landmarks since then?
6. What social change did these initiatives bring to your community?
7. What are major indicators of social change in your community?
8. What is the current status of educational progress of your community?
9. What are the strengths and weaknesses of the education system?
10 What are major hurdles in the development of education in your area?
Work Schedule – December 10, 2008 –March 30, 2009
Monday, December 8, 2008
PRACTICUM III
PBL No. 3. Code B.Ed. / SEM-I / 2008-09 / GP-I / PRCM / 03
Title.
How Do Philosophies influence Curriculum Debate? An Analysis of the ‘Critical Pedagogy Debate’ in Kerala.
Introduction.
School and university curricula in Kerala are undergoing massive restructuring now a day. There is a hue and cry in the media regarding these reform proposals. The proponents argue that the need of the hour is to adopt the Philosophy of Critical Pedagogy as the guiding philosophy of the reform efforts. The National Curriculum Framework 2005(NCF 05) supports, they argue, their view. At the same time the opponents decry the efforts to base the new curriculum on the Philosophy of Critical Pedagogy. The debate that is going on in the media confuses the general public. To what extend these efforts reflect the realities of existing Kerala and Indian situations? What issues must be taken into account during curriculum restructuring? This practicum aims to look into issues related to the philosophy of current reform efforts.
Objectives.
1. To help student teachers develop understanding the dynamics of curriculum building.
2. To empower student teachers to participate themselves in the ongoing Critical Pedagogy Debate in Kerala.
3. To help student teachers raise the key issues in curriculum building process and make them the focal point of public discussion.
4. To help student teachers acquire the skill of using ICT tools in professional communication and development.
Specific activities to be undertaken to accomplish the task.
1. Observe and analyze the Critical Pedagogy Debate in the media keenly and develop a clear understanding of the various issues.
2. Collect relevant information from curriculum documents, Teachers’ Handbooks, Textbooks, Media etc.
3. Critically analyze the new set of textbooks and prepare reports.
4. Discuss the relevant issues with experts, parents, peers, teachers and the public.
5. Join online discussion groups on curriculum development and philosophy of education and participate in online discussion.
Suggested questions to be investigated.
1. What is Critical Pedagogy?
2. What is issues-based curriculum?
3. To what extend the newly produced textbooks reflect the above approaches?
4. How do school teachers perceive these changes?
5. To what extend are the teachers capable to carry out the reforms?
6. What is the level of participation of teachers in the curriculum restructuring process?
7. How do parents react to the reforms?
Work Schedule – December 10, 2008 –Feb.28, 2009
Title.
How Do Philosophies influence Curriculum Debate? An Analysis of the ‘Critical Pedagogy Debate’ in Kerala.
Introduction.
School and university curricula in Kerala are undergoing massive restructuring now a day. There is a hue and cry in the media regarding these reform proposals. The proponents argue that the need of the hour is to adopt the Philosophy of Critical Pedagogy as the guiding philosophy of the reform efforts. The National Curriculum Framework 2005(NCF 05) supports, they argue, their view. At the same time the opponents decry the efforts to base the new curriculum on the Philosophy of Critical Pedagogy. The debate that is going on in the media confuses the general public. To what extend these efforts reflect the realities of existing Kerala and Indian situations? What issues must be taken into account during curriculum restructuring? This practicum aims to look into issues related to the philosophy of current reform efforts.
Objectives.
1. To help student teachers develop understanding the dynamics of curriculum building.
2. To empower student teachers to participate themselves in the ongoing Critical Pedagogy Debate in Kerala.
3. To help student teachers raise the key issues in curriculum building process and make them the focal point of public discussion.
4. To help student teachers acquire the skill of using ICT tools in professional communication and development.
Specific activities to be undertaken to accomplish the task.
1. Observe and analyze the Critical Pedagogy Debate in the media keenly and develop a clear understanding of the various issues.
2. Collect relevant information from curriculum documents, Teachers’ Handbooks, Textbooks, Media etc.
3. Critically analyze the new set of textbooks and prepare reports.
4. Discuss the relevant issues with experts, parents, peers, teachers and the public.
5. Join online discussion groups on curriculum development and philosophy of education and participate in online discussion.
Suggested questions to be investigated.
1. What is Critical Pedagogy?
2. What is issues-based curriculum?
3. To what extend the newly produced textbooks reflect the above approaches?
4. How do school teachers perceive these changes?
5. To what extend are the teachers capable to carry out the reforms?
6. What is the level of participation of teachers in the curriculum restructuring process?
7. How do parents react to the reforms?
Work Schedule – December 10, 2008 –Feb.28, 2009
Sunday, December 7, 2008
PRACTICUM II
PBL No. 2. Code B.Ed. / SEM-I / 2008-09 / GP-I / PRCM / 02.
Title.
How Do Children Construct Knowledge? An Inquiry into the Theory and Practice Knowledge Construction in Classroom settings..
Introduction.
Constructivist approach to teaching and learning poses many challenges to student teachers. Traditional approach to teaching is mainly based on the behaviorist lines. Behaviorist approach demands direct teaching only and usually student teachers feel comfortable with such methods. In the constructivist approach, teachers are expected not to ‘teach’ but only facilitate learning by students. This means that a new set of skills are to be acquired by the ‘facilitators’. This PBL event aims to help student teachers acquire these facilitative skills.
Objectives.
1. Student teachers are expected to develop understanding the processes of knowledge construction in constructivist classroom settings by addressing the issues such as development of pedagogic content knowledge, activating prior knowledge, posing a discrepant event to motivate learners, facilitating knowledge construction, etc.
2. Student teachers are expected to acquire skills associated with constructivist teaching practices such as co-construction of knowledge, scaffolding, apprenticeship learning etc.
3. Student teachers are expected to engage in reflective practices individually and in small groups and to understand the role of reflective practices in professional development.
Specific activities to be undertaken to accomplish the task.
Student teachers prepare teaching manuals in constructivist approach for lessons to be engaged in ‘shared practice’ in the first phase of the teaching practice.
Student teachers reflect on the process of developing pedagogic content knowledge.
Student teachers engage lessons either in ‘shared practice’ or individually during the first phase.
Student teachers collect feedback or evaluation sheets from peers, students and from the supervisors and analyze them using self evaluation sheet.
Student teachers prepare reflective journal on the whole process of lesson planning and lesson engagement.
Suggested methods of investigation.
Student teachers search the library and the Net to collect information. Share their findings in small groups in the class and through online discussion groups.
Student teachers discuss with working teachers to share their experiences in lesson engagement and constructivist teaching practices.
Student teachers interact with experts using Email and discuss the theoretical underpinnings of the task.
Student teachers collect feedback from school students, mentors, peers and supervisors to reflect on the whole process of investigation.
Work Schedule - Dec.10, 2008 - Jan 30, 2009
Title.
How Do Children Construct Knowledge? An Inquiry into the Theory and Practice Knowledge Construction in Classroom settings..
Introduction.
Constructivist approach to teaching and learning poses many challenges to student teachers. Traditional approach to teaching is mainly based on the behaviorist lines. Behaviorist approach demands direct teaching only and usually student teachers feel comfortable with such methods. In the constructivist approach, teachers are expected not to ‘teach’ but only facilitate learning by students. This means that a new set of skills are to be acquired by the ‘facilitators’. This PBL event aims to help student teachers acquire these facilitative skills.
Objectives.
1. Student teachers are expected to develop understanding the processes of knowledge construction in constructivist classroom settings by addressing the issues such as development of pedagogic content knowledge, activating prior knowledge, posing a discrepant event to motivate learners, facilitating knowledge construction, etc.
2. Student teachers are expected to acquire skills associated with constructivist teaching practices such as co-construction of knowledge, scaffolding, apprenticeship learning etc.
3. Student teachers are expected to engage in reflective practices individually and in small groups and to understand the role of reflective practices in professional development.
Specific activities to be undertaken to accomplish the task.
Student teachers prepare teaching manuals in constructivist approach for lessons to be engaged in ‘shared practice’ in the first phase of the teaching practice.
Student teachers reflect on the process of developing pedagogic content knowledge.
Student teachers engage lessons either in ‘shared practice’ or individually during the first phase.
Student teachers collect feedback or evaluation sheets from peers, students and from the supervisors and analyze them using self evaluation sheet.
Student teachers prepare reflective journal on the whole process of lesson planning and lesson engagement.
Suggested methods of investigation.
Student teachers search the library and the Net to collect information. Share their findings in small groups in the class and through online discussion groups.
Student teachers discuss with working teachers to share their experiences in lesson engagement and constructivist teaching practices.
Student teachers interact with experts using Email and discuss the theoretical underpinnings of the task.
Student teachers collect feedback from school students, mentors, peers and supervisors to reflect on the whole process of investigation.
Work Schedule - Dec.10, 2008 - Jan 30, 2009
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