204.11-MODULE: 5 - PEDAGOGIC ANALYSIS OF ENGLISH

MODULE V

PEDAGOGIC ANALYSIS OF 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.

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).

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.

CONTENT ANALYSIS OF PRESCRIBED COURSEBOOKS AT SCHOOL LEVEL OF STATE SYLLABYS

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