Module : II – Planning for Instruction (20hrs)
Module II –Planning for Instruction (20 hrs)
2.1.Planning:Meaning,
Importance and Objectives
2.2.Different
types of planning: Year Plan, Unit Plan
, Lesson Plan
2.3 Approaches
in Lesson Planning - Herbartian and Constructivism
2.4.Lesson
planning for teaching Prose and Poetry.
PLANNING OF
INSTRUCTION IN ENGLISH
The term ‘pedagogue’, is derived from two Greek words ‘pais paidos’
meaning ‘boy’ and ‘agogos’, meaning
guide,which together connotes a teacher.
Pedagogic Analysis is a logical and systematic break up of the
curriculum from the point of view of a pedagogue(teacher) for the purpose of
its effective transaction.
Objectives of Pedagogic Analysis :
Analyze the curricular
content -Identify instructional
objectives.-Identify pre-requisites -Enumerate inputs -Design learning
experiences -Diagnosis and remediation -Strategies for continuous and
comprehensive evaluation.
On completion of Pedagogic Analysis, the teacher-learner should
be able to:1.effectively prepare
teaching manuals.2.construct achievement tests and diagnostic
tests.3.understand the concept of microteaching.4.enhance their proficiency by
learning the phonological,
morphological, semantic and syntactic structure of English
language.5.analyse the structural items in the prescribed school course books.
6.understand the nature of language as a dynamic entity.
1.1) MEANING, IMPORTANCE AND
PURPOSE OF PLANNING
PLANNING
FOR TEACHING ENGLISH
Planning
in Education starts with national level.
Various
levels of syllabus were prescribed by educational experts.
Present Kerala
state curriculum
“The present Kerala state curriculum is developed on
the basis of NCF2005 and KCF2007.
The curriculum of English in the state has a continuum
from standard I to standard XII.
Social constructivism, critical pedadogy, and issue
based learning are its theoretical foundations.
The treatment of the learning package for English
reflected in the learning materials envisions language as a set of discourses.”
(SCERT).
1.2) YEAR PLAN, UNIT PLAN AND
LESSON PLAN
Unit Plan
Year
Plan Preparation.
Year
plan is the plan prepared for an
academic year.
The
teachers of the same subject or faculty should assemble and report before the reopening of the school and discuss the objectives and techniques of
instruction.
Year plan
A
long term planning of the instructional process
Provides
the teacher with a design of work to be executed during the year as a whole
Here
the total course material is divided into units and units into daily lessons.
Relevance of the Year Plan
Year
planning helps to lay down clearly the objectives in teaching and helps to adopt suitable methods.
(Eg:
A lesson about rainy day in July and X-mas tree in december.)
Why
Year Planning?
It
makes teaching interesting,
makes evaluation easier, and objective based.
promotes professional
co-operartion
and mutual exchange of ideas as the teachers of a school plan for the year
jointly.
and
cultivates research attitudes.
To
Indicate the weightage to be given for various instructional objectives and
learning material.
It
points out the broad based strategies for achieving these objectives and the
methods and approaches to be adopted for each topic
To
make teaching systematic , economic and effective
Planning
for the year in a subject should indicate:
Planning
for the year in a subject should indicate units, the time required for teaching the period of
the year
When
it may be dealt with , the method of teaching to be adopted, and needed aims.
A year plan should indicate:
The
course Aim
Curricular Objectives
Number
of Lessons
The
time schedule for each Unit
Methods
of teaching and Techniques
Details
of equipments/aids
Resources
Evaluation
strategies.
Year Plan 2013-2014
Book
prescribed
1. Course
book in English
2. Practice
book in English
3. Supplementary
Reader
4. Audio
cassettes
5. Course
book---------8 units
7
poems
6.
Practice book --------8 units
26
tasks
CURRICULUM
OBJECTIVES
Listening
Speaking
Reading
Writing
Communication
Reference
skills
Study
skills
Time
allotment
No
. Of periods expected -180
Periods
needed for class room interaction-155
Evaluation
-25
Grand
total
-180
Unit
plan
A
related learning segment made up of a few lessons along with an outline of its
execution in the class room.
Consists
of both the subject matter and methodology of its delivery
Normally
ranges for 3-6 week
UNIT
PLAN
UNIT
PLANNING
Unit
demarcation and
unit wise analysis
:
are the most important step in teaching process.
WHAT
IS UNIT PLAN?
A
unit is a mutually related content area , consists of many teaching items.
The
teacher should state the content items clearly after a careful Content
Analysis.
Preparing
Unit Plan.
After
analyzing the content , the teacher has to list down the objectives of teaching
the unit, methods and techniques adopted, the teaching aids required for the
unit and the previous knowledge of the student.
After
this the activity intented for the unit (teaching /learning experiences) should
be given with the objectives to be attained.
Evaluation
Procedure.
Every
Unit plan should be followed by an
evaluation procedure.
(Achievement of the Curricular Objectives can
be tested by a Unit Test/ Achievement test.)
Unit
Plan consists of:
A
suggested design for transacting the curriculum material involved in a ‘unit’
with predetermined Objectives to be realized.
suggests
learning activities leading to experience for the realisation of Objectives.
Characteristics of a good unit plan
Unit
should be a compact whole
Scope
for activities
Aims
should be clear and well defined
It
should cater to the needs, interests and capabilities of students
It
has to be a complete integrated whole in its organization.
It
should allow flexibility to provide for individual differences.
Characteristics
of a good unit plan
There
should be a provision for evaluation and follow up activities.
It
should suggest specific teaching aids to be used for transacting curriculum
area.
It
should provide strategies for correlation with life and with other subjects.
It
should suggest projects , field trips etc appropriate for content and
objectives.
The
plan could be completed within time limit.
Advantages
of a unit plan
It
provides a basic course structure around which specific class activities can be
organized.
It
enables the teacher to integrate the basic course concepts and those of related
areas into various teaching experiences.
It
also provides an opportunity for the teacher to keep a balanced between various
dimensions of the prescribed course.
WHAT IS A UNIT PLAN?
A
plan of instruction designed for the study of the unit concerned.
For
the construction of a learning unit, the teacher selects and organizes ideas,
materials and activities for the purpose of producing daily lesson plans.
Steps in unit planning
1.
content analysis (what of the unit).
2.objectives
and specifications (why of the unit).
3.
learning activities (how of the unit).
4.
evaluation procedures (how much/how good of the unit).
FORMAT OF THE
UNIT PLAN RECORD
Content Analysis
Types
of unit plan
Learning
unit
Resource
unit
Resource
unit
A
pool of materials and ideas related to the theme or problem
A
collection of suggested teaching and learning aids and activities organized for
transacting the curriculum of a given unit
A
resource for unit
A
broad and deep reservoir of teaching contents, activities and instructional
aids
Steps in preparation of a resource
unit
Title
Introduction
General
objectives
Content
analysis
Activities
Teaching
materials and sources
Evaluation
procedures
editing
follow
up activity
Practical Work
Divide
in to two groups.
Group
I: Prepare a unit plan (Unit -1) of
the to teach English in Standard VIII.
Group
II: Prepare a unit plan(Unit -1) to
teach English in Standard IX.
LESSON PLAN
PLANNING FOR TEACHING ENGLISH
Unit Plan
Unit Plan
A lesson plan should indicate:
Content Analysis
Curricular Objectives
The time
schedule
Methods of
teaching and Techniques
Details of
equipments/aids
Resources
Evaluation
strategies.
Preparing
lesson Plan.
After analyzing
the content , the teacher has to list down the objectives of teaching the unit,
methods and techniques adopted, the teaching aids required for the lesson and the previous knowledge of the student.
After this the activity
intended for the lesson (teaching
/learning experiences) should be given with the objectives to be attained.
Evaluation
Procedure.
Every
lesson plan should be followed by an evaluation procedure.
Importance
of Lesson planning
Delimits the teacher’s
field of work.
Enables to
define aims and objectives clearly.
Makes maximum
use of time and enegy of teachers and students and prevent wastage of time.
Develops
professional competence.
Makes oneself
confident.
Exercises
originality.
Helps to judge
the learning outcome.
Lesson planning
organizes and systematizes learning process.
The hierarchy
of lessons become well-knit,
interconnected and associated.
The educative
process is takes definite shape and its continuity is assured.
FORMAT OF LESSON PLAN
Follow up Activities
•
Prepare a lesson
plan to teach English in
Standard VIII/IX.
HERBARTIAN APPROACH OF LESSON PLANNING
John
Fredric Herbart was a great European educationist and philosopher of 19th
century he advocated that teaching should be planned actively if we intend to
make it efficient He applied the knowledge of psychology regarding the Learning
process.
Herbartian
approach is based on apperceptive mass theory of learning. The main thing in
that theory is that the learner is like a clean slate and all the knowledge is
given to him from outside. If new knowledge is imparted by linking with old
knowledge of the student it is acquired easily and is retained for a longer
period. The contents should be presented into units and those units should be
arranged in a logical sequence.
Based upon
Educational psychology Herbart’s educational ideology advocated the following
four elements for a successful teaching.
1.
Interest. The teaching process should be interesting. When the interest of
pupils is crated in some subject, their attention is attracted towards it. They
acquire the new knowledge very easily.
2.
Apperception. The entire knowledge is provided to the pupils from outside.
Apperception of this external knowledge occurs in the unconscious mind of the
pupils. By relating new knowledge to the previous knowledge of the
pupils, their learning is simplified. Hence, in order to make the learning
process effective, the teacher should move from known to unknown.
3.
General Method. Learning activity occurs in a definite sequence. Hence, the activities
of the unit should be edited in a definite sequence and in a logical order.
4.
Correlation. Knowledge is one unit. All the subjects should be studied after
correlating each other in the form of one unit. All the subject of the
curriculum should be taught by correlating them with History.
Steps of Teaching Approach
1.
Clarity. The teacher should present the subject-matter with clarity. The
subject-matter to be taught is broken into various facts so that pupils pay
attention to each fact or element.
2.
Association. The new knowledge of the pupils is related to their previous
knowledge.
3.
System. New knowledge or thought should be organized in sequence on the basis
of logic. The specific are separated from the generals which may enable the
pupils to view the mutual relations between various fact or elements so that
they may gain the knowledge of ‘whole’.
4.
Method. The pupils apply the gained knowledge to the new situations.
HERBARTIAN FIVE STEPS TEACHING
While
Herbart emphasized only four steps his followers modified the above four steps.
Ziller , a disciple of Herbart, divided the first step i.e., clarity into two
introduction and presentation. Ryan incorporated one more step termed as
‘Statement of Aim’ in between these two. Still other disciples of Herbart
changed the names of other three steps. The term comparison was used in place
of association, generalization in place of system and application in place of
method. Thus, resulted five steps in place of four. These five steps are termed
as Herbartian five steps of teaching.
Preparation/ Introduction-. Some question are asked from the pupils in order to test their previous
knowledge so that curiosity may arouse in them for learning of new
knowledge. By testing their previous experiences the pupils are prepared for
acquiring new knowledge.
§ Statement of Aim Here, the topic becomes clear to the
pupils and the teacher himself is supposed to write the topic on the black-board
in clear words.
§ Presentation. The lesson is developed with the
cooperation of the pupils. Opportunities are provided to pupils to learn
themselves by stimulating their mental activity. The teacher tries to receive
most of the points from the pupils by questioning so that the new knowledge may
get related to the previous knowledge.
§ Comparison and Association In this, the
facts, events and application taught are related mutually by comparison to
enable the pupils to understand the taught material. The teacher establishes a
relationship between two subjects and also between the facts and events of one
subject and the facts and events of the other subject. He compares them so that
the new knowledge may get stabilized and clarified in the minds of the pupils.
§ Generalization
Herbart termed this step as ‘system’ After explaining the main lesson,
the pupils are provided with opportunities to think. They formulate such
principles and rules which may be used in various situations of the future
life.
§ Application In Application it is observed whether
the acquired knowledge may be applied to the new situations. The teacher
verifies this by asking recapitulate questions or by providing opportunities to
apply the acquired knowledge in the new saturations. This stabilizes the new
knowledge and validity of the rules may also be proved.
HERBARTIAN LESSON PLAN MODEL
Date……….
Class……………
Period………………..
Subject……………….
Topic………………
1.
1. General Objectives. These
objectives are formulated by the teacher in his subject keeping in view the
entering behaviors of the learners. For example: 1. To develop the knowledge of
grammar among the students…
2.
Specific Objective. These objectives are formulated on the basis of general objectives and
considering the nature of the topic and level of students. These are specified
in terms of knowledge, skill or appreciation. These objectives are written in
behavioral terms. For Example: (i) Students will be able to recall the definition
of noun. (ii) Students will be able to enumerate the examples of noun….
3.
Introduction. Here, the teacher employs his insight and experiences for liking new
knowledge with the previous knowledge of the students. The topic is not
introduced directly but it is usually emitted by the student’s responses by
asking introductory questions.
4.
Teaching Aids. Audio-visual aids are selected according to the proposed topic.
5.
Previous knowledge. Students’ previous knowledge is mentioned. For example: Students are
familiar with figure of speech. They know that nouns are naming words.
6.
Statement of Aim. The teacher gives his statement of teaching topic by incorporating the
student’s responses. For Example: “Today, we will study about the noun and its
kinds.”
7.
Presentation. The teacher prepares the developing questions after introducing the
topic. The question are arranged in logical sequence, i.e., from simple to
complex, considering the structure of the topic.
8.
Explanation. The teacher is supposed to explain the answers of the given developing
question. as whole of the content-matter is in the question-answer form.
9.
Black –board Summary. The teacher has to prepare the black-board summary of his teaching
point and explanations.
10.
Review Questions. The purpose of these questions is to practice the student’s learning
and to evaluate their performance whether they have comprehended the teaching
unit or not. These review questions are asked only after rubbing the
black-board summary. For example: Q.1. What is the definition of ‘Noun’? Q.2.
Give some examples of Noun…..
11.
Home assignments. At the end of the lesson plan, home assignment is given to the
students on the same teaching unit. The purpose of home work is to practice, to
organize and to study the topic for better understanding and retention.
Advantages
1.
Organized Teaching. Each step has been organized in a logical order which provides
an opportunity to the fresh teacher to become aware of future
mistakes. Originality is never affected and the teaching goes on in a very
organized way.
2.
Acquiring thoughts as apperception . Herbart believed that when the new thought related to the thoughts
lying in unconscious mind of the pupils are presented, the thoughts of
unconscious mind come to the conscious mind, establish relationship with the
new thought and again go to the unconscious mind. Herbart termed this material
process of acquiring thoughts as apperception.
3.
Use of Inductive and Deductive
Methods. While presenting the new knowledge, help of
various examples is sought through ‘generalization’ and rules are derived. it
is an inductive method. In the step application, these rules are to be
executed, this is a deductive method. Thus, both indicative and deductive
methods are used in this five steps approach.
4.
Recapitulation. Such question are asked while recapitulating which, on answering,
result in the learning and application of the acquired knowledge in
new situations.
5.
Correlation Possible. Herbart considered entire knowledge as a single unit. The
knowledge of the pupils is acquired in a single unit. This
allows to establish a correlation between previous and new knowledge and
between all subject of the curriculum.
Limitations
1.
Mechanical Method of Teaching. The use of the these steps takes away the freedom of the teacher as he
cannot incorporate his independent thought in any step. This reduces his
originality. Hence, Herbartian approach is a mechanical method of teaching.
2.
No Place for Individual Differences. While using Herbartian approach. Similar questions are asked to the entire
. This overlooks individual differences.
3.
Useful in Knowledge Lesson only. Useful in Knowledge Lessons Only. Herbartian approach can be useful in
the knowledge lesson only, not in appreciation and skill lessons. In other
words, Herbartian approach can be used successfully in knowledge lessons, but
not in appreciation and skill lessons.
4.
Teacher More Active. In Herbartian approach, the teacher has to be more active. It is more
desirable if the pupils remain more active than the teachers. As this teaching method
is not activity-centered, pupils don’t’ get any motivation for learning. It is
because, the new teaching methods do not include Herbartian steps.
5.
Uninteresting. This approach stresses upon the teaching of all the subjects of
curriculum in a similar sequence overlooking the interests, attitudes,
abilities, and capacities of the pupils according to their mental development.
. This makes the entire teaching a traditional one and the pupil does not show
any interest in acquiring new knowledge. The entire teaching become monotonous.
The pupil does not show any interest in acquiring new knowledge . Thus,
Herbart’s teaching method is not interesting.
6.
Difficulty of Correlation. Considering the knowledge as a complete unit, Herbart emphasized
correlation between different subjects for the unity in the mental life of the
pupils, But following these five steps teachers impart the knowledge of
different subjects to the pupils differently. They seek to establish a
correlation between various subjects in order to bring integration in the
mental life of the pupils which is essentially difficult, if not impossible.
7.
No Need
of Generalization. The generalization is the fourth important step in
Herbartian approach. While teaching a language, geography, history, music and
arts etc. generalization is not needed. From this point of view, all the five
steps are not needed while teaching according to Herbartian approach.
Conclusion
In
nutshell it can be concluded that Herbartain Five-Step Approach, is an
impressive and psychological teaching method. It includes both inductive and
deductive methods. A correlation among all the subjects of the curriculum
is possible by its use. There is a provision of recapitulation in the step
under ‘application’. However, some educationists point out that this method is
useful only for knowledge lessons. Generalization is not needed in every
lesson. Herbart’s method is mechanical. There is no place for individual
differences. It does not motivate the pupils to learn by doing. The correlation
between the different subjects is essentially difficult. Glower points out that
in Herbartian approach; emphasis is laid on teaching only instead of learning.
This reduces the freedom of the teacher. Pupils also become passive. Neither is
their character formed nor do they reach their desired goals. However, the
pupils-teachers should follow this approach with necessary changes keeping its
merits in view.
2.CONSTRUCTIVIST
APPROACH , FUNDAMENTALS OF SOCIAL AND COGNITIVE CONSTRUCTIVISM
Constructivism Constructivist Approach:The
term ‘constructivism’, refers to the idea that learners construct knowledge for
themselves---each learner individually (and socially) constructs meaning---as
he or she learns. Constructing meaning
is learning;
Basic
assumptions of constructivism:1) we have to focus on
the learner in thinking about learning (not on the subject/lesson to be
taught): 2) There is no knowledge independent of the meaning attributed to
experience (constructed) by the learner, or community of learners.
Characteristics:1)Paradigm
shift in the roles: education is learner
centred.Teacher is only a guide and facilitator a prompter behind the
curtain.Learner constructs knowledge, instead of delivered or spoon-fed as a
product.2)Learning Process :Learner actively constructs knowledge himself based
on the prior knowledge and experience.Learner interacts with content, teacher,
peers, and environment in the learning process.‘construct Knowledge’ means
‘recreate knowledge.’ The immanent potentialities ofthe humans are infinite but they use
infitesimally small amount of it.
Principles of learning :1.
Learning involves the active ‘learners
‘(Dewey) engaging with the world.2.
People learn to learn as they learn: 3. The crucial action of constructing
meaning is mental. 4. Learning involves language. 5. Learning is a social
activity. 6. Learning is contextual . 7. One needs knowledge to learn. 8. It
takes time to learn. 9. Motivation is a key component in learning. In Cognitive Constructivism , Piaget
identified a kind of cognitive scaffold called ‘schema’ for organizing
knowledge.‘ Assimilation’ and ‘Accommodation’
are two related processes in learning. In Social Constructivism propounded by LS Vygotsky creation of knowledge takes place in the social environment of student. nowledge is acquired through active
collaborative processes.
Educational Implication: The approach is closely related to co-operative learning and
Collaborative learning Activities and
the acknowledgment of the innate talents of the learner.
Teaching Techniques:1) Group work.2) Workshops. 3)
Group Discussion. 4) Role
playing. 5) Dramatization
Constructivismis is of of recent development.Most reputed expounders are: Jean Piaget,
Jerome S Bruner, Lev Semyonovich Vygotsky, Noam Chomsky, Donaldson and Skemp.
What is meant by constructivism?
What is meant by constructivism?
The term refers to the
idea that learners construct knowledge for themselves---each learner
individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; 1) we have
to focus on the learner in thinking about learning (not on the subject/lesson
to be taught): 2) There is no knowledge independent of the meaning attributed
to experience (constructed) by the learner, or community of learners.
CHARACTERISTICS
1)Paradigm shift in the
roles: Education is learner centred.Teacher is only a guide and facilitator a
prompter behind the curtain.Learner constructs knowledge, instead of delivered
or spoon-fed as a product.
2)Learning Process:
Learner actively constructs knowledge himself based on the prior knowledge and
experience.Learner interacts with content, teacher, peers, and environment in
the learning process.‘Construct Knowledge’ means ‘recreate knowledge.’ The
immanent potentialities ofthe humans are
infinite but they use infitesimally small amount of it.
Principles of learning
Guiding principles of constructivist thinking relevant to the educators
1. Learning involves the active ‘learners ‘(Dewey) engaging with the world:. Learning is an
active process in which the learner uses sensory input and constructs meaning
out of it. The learner needs to do
something. Learning is not the passive acceptance of knowledge which exists
"out there" but that
2. People learn to learn as they learn:
learning consists both of constructing meaning and constructing systems of
meaning Each meaning we construct makes us better able to give meaning to other
sensations which can fit a similar pattern.
3. The crucial action of constructing meaning
is mental: it happens in the mind. Physical actions, hands-on experience
may be necessary for learning, especially for children, but it is not
sufficient; we need to provide activities which engage the mind as well as the
hands. (Dewey called this reflective activity.)
4. Learning involves language: The
language we use influences learning. On the empirical level. researchers have
noted that people talk to themselves as they learn. As Vigotsky says that language and learning are inextricably
intertwined.
5. Learning is a social activity: our learning is intimately
associated with our connection with other human beings, our teachers, our
peers, our family as well as casual acquaintances, including the people before
us or next to us at the exhibit. We are more likely to be successful in our
efforts to educate if we recognize this principle rather than try to avoid it.‘
Progressive education’ (Dewey) recognizes the social aspect of learning and
uses conversation, interaction with others, and the application of knowledge as
an integral aspect of learning.
6. Learning is contextual: we do not learn isolated facts and theories
in some abstract ethereal land of the mind separate from the rest of our lives:
we learn in relationship to what else we know, what we believe, our prejudices
and our fears. On reflection, it becomes
clear that this point is actually a corollary of the idea that learning is
active and social. We cannot divorce our learning from our lives.
7. One needs knowledge to learn: it is not possible to assimilate new
knowledge without having some structure developed from previous knowledge to
build on. The more we know, the more we can learn. Therefore any effort to
teach must be connected to the state of the learner, must provide a path into
the subject for the learner based on that learner's previous knowledge.
8. It takes time to learn: learning
is not instantaneous. For significant learning we need to revisit ideas, ponder
them try them out, play with them and use them. If you reflect on anything you
have learned, you soon realize that it is the product of repeated exposure and
thought. Even, or especially, moments of profound insight, can be traced back
to longer periods of preparation.
9. Motivation is a key component in learning.
Not only is it the case that motivation helps learning, it is essential for
learning. This ideas of motivation is broadly conceived to include an
understanding of ways in which the knowledge can be used. Unless we know
"the reasons why", we may not be very involved in using the knowledge
that may be instilled in us. even by the most severe and direct teaching.
FUNDAMENTALS OF SOCIAL AND COGNITIVE
CONSTRUCTIVISM
types:
1) cognitive
constructivism
2) social
constructivism
They are
complementary to each other.
COGNITIVE CONSTRUCTIVISM
Propounded by Jean Piaget.Piaget
identified a kind of cognitive scaffold called ‘schema’ for organising
knowledge.‘Assimilation’ and ‘Accommodation’
are two related processes in
Assimilation: The process of linking of
the unfamiliar schema with familiar schema already existed in the cognitive
structure. Thus unfamiliar schema is
made familiar. The assimilated schemas are given a most suitable place
in the cognitive structure to become a part of that entity. Accommodation: The
process of incorporating new knowledge by modifying the existing cognitive
structure of the organism.Both maturation and experience (nature and nurture)
play significant role in building
knowledge.
SOCIAL CONSTRUCTIVISM
Propounded by
LS Vygotsky.Creation of knowledge takes place in the social environment of student.Knowledge is
acquired through active collaborative processes. Collaborative
learning
learning
occurs through social interaction and debates Not only the child’s biological
aspects but his social relations, civilization, history etc. make him grow
intellectually.commonly illustrated when groups of students work together to
search for understanding meaning, or solutions or to create an artifact or
product of their learning
Learning flourishes in a social
environment where conversation between learners takes place..
the learners
are challenged both socially and emotionally as they listen to different
perspectives, and are required to articulate and defend their ideas. Learners
create their own unique conceptual frameworks and not rely solely on an
expert's or a text's framework. The approach is closely related to co-operative
learning and Collaborative learning a ctivities like collaborative writing, group projects, joint problem solving, debates
study teams and other activities.
Aspects of Collaborative Learning
(i) Cross-age tutoring (ii) Peer-tutoring (ii) Mentoring
Other aspects
:
1) flexible class management
2) heterogeneous grouping.
3) teacher acts as a facilitator.
4) teacher helps the learner how to learn.
5) emphasis on interaction, self-evaluation
and peer-evaluation.
6) acknowledgment of the innate talents of
the learner.
Teaching
Techniques
1) Group work
2)
Workshops
3)
Group Discussion
4)
Role playing
5)
Dramatisation
Highlights of
the Coursebook and Sourcebook
This course of
instruction in English is based on the objectives and principles of
education
envisioned in N.C.F 2005 and K.C.F 2007. Issue based curriculum is its core and
the various problems faced by our society
are discussed and sensitised in the learning material. It is developed
on the basis of the principles of constructivism and critical pedagogy.Critical
pedagogy explores the social dimension of a constructivist, child centered and
process oriented classroom.
The approach to
language followed here is the cognitive interactionist approach. Representative
samples of authentic literary texts from across the world are used for
classroom transaction in all the units. Three abridged versions of world
classics, five poems, a short story and a one act play are included in the
extended reading section. Each unit
gives ample scope for creative expressions of language like songs/ poems/
skits/ stories/ narratives etc. to initiate them to the world of literature. Performance based activities like
choreography, enactment of skit and
role-playing
have to be given chance for presentation either in the class itself or
on
the stage. Various skills of language
are integrated and the scope for constructing different
discourses
is inbuilt in the classroom process of the material.
Editing and
analytical grammar are there in all units for helping the learners acquire a sense of accuracy in language use.
A glossary is appended to each unit for familiarizing dictionary reference and to
facilitate self-reading. Self-assessment checklists are provided in each unit
to help the self evaluation of the learners and continuous evaluation by the
teacher. Space is provided at the end of each unit in the Coursebook for the
learners to make a personal word list.
SOURCEBOOK TO
ENGLISH STD VIII
Along with the Sourcebook a seperate section
is included towards the end for
the
reference of literary terms. A wide range of literary terms which are helpful
for
the teachers and learners are provided. The transactional process of this learning
material explores the possibility of IT as a tool for language learning. A comprehensive Sourcebook which details the
approach, methodology,techniques of transaction, planning and assessment is
developed along with the Coursebook as a
comprehensive package of learning materials for this level. The activities suggested in the Sourcebook are
suggestive and not prescriptive.Teachers are free to adopt and modify the
suggested activities to suit to the level of the learners of their classroom
within the constructivist paradigm.
TEACHING
POETRY
- Arguments
for teaching Poetry
- tremendous
appeal for children
- Exciting
love of the language
- Appeal to
aesthetic and intuitive sides of the personality
- Educates
our emotion
- Increases
our power of imagination
- Imports pleasure
to the students and gladdens the heart of man
- cultivation
of aesthetic sensibility.- beauty of form, language, thought ,mood and
feeling.
- Provides
variety and interest in literature.
- more
memorable because of arrangements of rhyme and rhythm-‘‘memorable
speech’’.
- helps to
acquire natural speech rhythm. Useful for learning rhythm and
pronunciation
- Learning
sentence pattern because of repletion of certain patterns in a poem.
- Arguments
Against Teaching Poetry.
- does not
serve any utilitarian purpose.
- Not sued to
increase the student’s mastery over English language.
3.Not
used to enrich the vocabulary.
4.Difficulty
of understanding of metaphors and other
figures of speech.
5.
Word order is different from that of prose.
6.
very few teachers are there those who love poetry.
3. Difference between
Prose and Poetry
1. peculiar kind of
rhythm-Accented and unaccented syllables are
so arranged to form a pattern.
2. Different word
order.
3.Sound
effect,-repetion, refrain ,rhyme.
4. Subjective-more
personal and emotional.
5.Inspiring than
informative(Kelley).
6. More concerned with
affective domain.
4. Aims of Teaching
Poetry
-Affective Domain –
1. Enjoyment.
Inspiring than
informative(Kelley).
2. Appreciation
-Disintegration into
compartments.
Vocabulary , structure
, literature etc.
3. Intrinsic beauty
-Initial joy and perennial source of beauty.
Develops aesthetic
sense.
5.Enriching vocabulary
and helps tp train memory.
6.Cultivates interest
7. develops imagination
-figure of speech
-images and symbols.
8. cultivates
attitudes to language and literature.
9.inculcates values.
5.Conclusion
-1. poetry teaching is
the effective and lab our saving method of absorbing useful language.
2. Poetry humanizes and
warm the otherwise mere information
transaction.
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PROSODY
-science or art of
versification
-Includes structure ,
rhythms, rhymes and stanzas and stanza forms.
METER
-Pattern of stressed
and unstressed syllables in verse.
FOOT
-Metrical unit
-Group of syllables
-1)Iambic
2) Trochaic
3) Anapestic4)Dactylic
4) Spondaic
5) Dibrack
RHYME
-The correspondence of
end sounds in lines of verses.
RHYME SCHEME
-The pattern of rhymes
ina stanza or a poem.
STANZA
-A group of lines of
verse
-Eg. Quatrain- four lines with rhyme scheme aabb, abab, or
abcb, aaba etc.
FIGURES OF SPEECH
-An expression in which
words are used in a non-literal or unusual sense. To achieve a
special effect, such as vividness
or beauty.
Eg.- Simile-One thing
is compared with another in such a way
as to clarify and enhance an image.
-An explicit comparison
as opposed to the metaphor where the comparison is implicit.
-Recognizable by the
use of such words as ‘like’ or ‘as’.
Eg.- ‘My love is like a
red red rose newly sprung in June’.
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