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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