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Saturday, July 18, 2015

WELCOME TO THE TWO YEAR BATCH!!!! Here is the course syllabus!

B.Ed. – Semester I

EDU - 01: KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES.


COURSE CODE

COURSE TITLE


EDU-01

CONTEXT AND ISSUES IN HIGHER EDUCATION

CREDITS – 3

Semester - I


                 DURATION IN HOURS – 90 Hrs.  

Marks – 75 (50 external + 25 internal)


Course Facilitator:      Thomas Uzhuvath                     
Email ID:                 tuzhuvath@gmail.com
Mobile :                    9895604200

Course Context and Overview:
                       This course is offered in the first semester of a four semester Bachelor of Education (B.Ed.) Program of Kerala University. B.Ed. is a program for the professional preparation of secondary school teachers. The entry level qualification for the program is a second class bachelor’s degree in the concerned school subject. Candidates with Master’s degree also join this program and on completion such candidates are eligible to teach at higher secondary stage. The program components are the same for both levels of teacher candidates. The program includes core and optional courses. There are theory and practical courses. Core courses are common courses and optional courses are selected according to the courses candidates studied in their bachelor’s degree. The candidates are also placed in real school situation for short duration of time as an intern with in this program.
                        This course, Knowledge and Curriculum: Philosophical and Sociological Perspectives, is a core course common to all streams. Since Philosophy courses are not a part of most first degree programs, concepts in educational philosophy are new to most of the teacher candidates. The course aims to provide teacher candidates an opening to the various schools of philosophy and to the thoughts of great philosophers and educators and thus help developing a personal philosophy of teaching.
                          The major objective of this course is to build up the efficiency of student teachers to start their career by applying the philosophical theories and principles in the everyday classroom context. Philosophy is a discipline which tries to answer questions related to all issues of life. From the dawn of human culture, it is a basic nature of man to ask and answer questions pertaining to hundreds of issues related to its survival. This is the genesis of philosophy. Everybody tries to develop her/his own philosophy of life. In philosophy, it is more important to raise questions rather than answering them because it is through raising appropriate questions that we reach at correct answers. When a particular answer is formulated by a philosopher then it is quite natural that it is preached or communicated to the society. In the larger context, this process of communication is education. It is a prerogative of man to educate the offspring. In this modern technical society, no community can survive without a well structured system of education. When one society decides to educate the young generation, there are thousands of questions to be answered before a proper system of education is formulated. These questions range from deep philosophical nature to class room practices. Why should a man to be educated? How is s/he to be educated? To what extent the child needs education? There is no end to such questions. Educational Philosophy tries to address these questions. Naturally one is inclined to ask here a question regarding the role of Philosophy in answering matters related to education. It is philosophy which helps educators find answers to these questions. Thus there is a direct relation between the two.  It is very essential that every teacher develops her/his own philosophy of education/teaching. The work of a teacher, the way s/he approaches learning, the methods adopted in the class room, her/ his attitude towards children, parents and the community –all have very important implications for the process of education. It has profound influence on the way s/he looks at professional development. That is why this course is designed as a compulsory one in the professional preparation program of teachers.
                            The current educational scenario demands the novice teachers to develop a very critical, but positive attitude towards the very fast changes that human society is subjected to. Because of the changes in all spheres of human life it is also imperative to develop teaching as a professional activity. During the course, student teachers will be equipped to develop an appropriate philosophy of teaching. In order to accomplish this, the course will be transacted in the class through problem based approach. People, Media and technology will be used to great extent to drive everyday discussions and learning. Individual, small group and large group activities are assigned. Student teachers will be encouraged to reflect on their experiences with different stake holders. Information and communication technology tools will be used to enhance interaction with various stake holders in education.

 Assessment includes both internal and external components. A variety of dynamic assessment methods- self, peer, mentor, facilitator - will be adopted. Reflective Practice will be promoted as a tool for professional development. Student teachers will be encouraged to develop their Professional Portfolios.
Modes of Transaction
Lecture interspersed with discussion, Small group assignment/ discussion, Reflective Responses, Active Learning Strategies such as  Brain storming and Peer Teaching, Cooperative Group Assignments and Asynchronous Discussion on online platform
Course Outcomes
At the end of the course, the teacher candidate is required to

CO1. Demonstrate an awareness of and an understanding of the teaching profession and the role played by public education in contemporary society.


CO2. Articulate a rationale for becoming a teacher and explain a personal philosophy of education that incorporates relevant theories, approaches and models of education.


CO3. Demonstrate an understanding of the interactive role of education and society and the role of education in promoting desired social changes.


CO4. Value the involvement and support of parents, guardians, families and communities in schools.


CO5. Be a reflective practitioner, demonstrate readiness to change the teaching strategy, identify professional needs applicable to the knowledge era and work to meet those needs individually and collaboratively and engage in career-long learning.


Course Content

UNIT I: TEACHER AND EDUCATION (15 hrs)
Meaning and concept of Education. General Aims of education-Definitions of Education,- Formal, informal, and non-formal education- Child centered and life centered education- Teacher- Qualities and Competencies- Teaching- An Art and Science- Professional Ethics of Teachers
UNIT II: PHILOSOPHICAL PERSPECTIVES OF EDUCATION (30 hrs)
Relationship between Philosophy and Education. Thoughts on Education - Idealism – Naturalism-Pragmatism -Realism - Humanism- features and educational implications. Contributions of thinkers towards curriculum. -Methods of teaching by Froebel and Montessori. -Stage wise curriculum suggested by Plato -Aristotle- concept of realism-taxonomy of living organisms -Project method and experimental school suggested by Dewey Indian Thinkers-Vivekananda- S.Radhakrishnan, Gandhi –Tagore, Aurobindo.  Eclectic tendencies in education
UNIT III: SOCIOLOGICAL PERSPECTIVES OF EDUCATION (25 hrs)
Functions of education with regard to Culture –Preservation, Transformation and Transmission.  Acculturation and Enculturation, Cultural lag, cultural inertia, Cultural diffusion. Role of education to inculcate values. connected with Democracy and Secularism- National Integration- International Understanding
UNIT IV: EDUCATION AND SOCIAL CHANGE (20 hrs)
Characteristics of Indian Society –class, religion, ethnicity, language. Social Change – Factors influencing social changes- Role of Education
Major changes occurred in Indian society. Conscientisation - Areas where  conscientisation is needed. Role of education to curb Social evils like Corruption, Terrorism, Antinational activities, Violence against women, Drug abuse and Alcoholism etc.
Teacher as a Change agent and Nation builder

Wednesday, February 4, 2015

A Few Tips on EDU 102 - Initiatory School Experience


            The purpose of Initiatory School Experience is to provide student teachers an opportunity to have primary experiences with the functioning of the school. This program is for four continuous working days, giving them an opportunity to acquaint with the school environment and the day-to- day functions. The following activities are to be undertaken by student teachers.
1.      Observation of lessons engaged by school teachers (student teachers may observe lessons individually or in small groups).
            To observe means to watch keenly and to note down what goes on. One needs prior planning and gets oneself ready to observe the class. The first thing in planning is to get prior permission from the head of the school and the concerned teachers to observe their classes.
2.      Meeting students in an informal setting to learn their background and their interest in learning.
            Get prior permission from the teacher-in-charge of a class to collect necessary data from students. Data must be used only for academic purposes and must be kept confidential.
3.  To observe the learning facilities in the school.
            To take a stock of the learning facilities, prepare a check list of essential learning facilities needed and take the list of available facilities. Try to note down the working conditions and the frequency of use of these facilities. You may also collect data regarding students’ satisfaction with these facilities.
4.      Observing the social climate in the school etc.
To observe the social climate, prepare a check list incorporating a few components like teacher pupil relationship, punctuality of teachers and students, morale and motivation of students’, participation and success in co-curricular activities at various levels, school community relationship, involvement of various stake holders like parents, local self- government etc..  
5.      Engaging lessons individually or as Shared Practice.
Each student-teacher has to engage 3 lessons individually or as Shared Practice. Lesson plans need not be written with the rigidity employed for Practice Teaching lesson. In Shared Practice, student-teachers will be in small groups of three members. The lessons will be divided into three parts and each student teacher will practice one of the parts by rotation in the natural classroom situation.
6.      Maintaining a detailed diary as record of the visit.
           The diary must contain a brief history of the school, learning facilities available, social      and academic climate of the school, notes of all lessons engaged etc. This must also contain reflective text by the student teacher.
7.      Reflecting on your experience.
            After the four day initiatory school experience, a one day reflection session will be organized in the college. Student teachers are expected share their reflections in plenary as well as in small groups sessions.
 Please post your reflections as 'comments' to this link.

Wednesday, January 21, 2015

Hello friends,
Greetings.
Here are a few slides on the topic 'Meaning of Education'.
Please CLICK HERE to view the slides.
Please give your feedback by clicking on the 'comments' link just below here.
Best regrads

Hello friends,

The book 'Educational Thought And Practice' by 

Taneja V. Ris available on the Internet. 

Please click here to go to the link. 

You can also locate the book in our library. The

library possesses a good number of copies of the 

book.

Tuesday, May 13, 2014

MY TEACHING PLAN 2014

Teaching - learning processes and professional development of student teachers demand special attention of all concerned in teacher education. The B. Ed. program is often considered as a mixture of a number of trades and tricks and the scenario is marked by conflicting claims of stakeholders. Though these conflicting interests do pop up inside the classroom often, I could manage instructional activities smoothly throughout my teaching career.
This is my twenty fifth year as a teacher educator. Every year I used to modify my teaching style and my students used to enjoy it.  But during the last couple of years there were certain problems with my teaching and I am not satisfied with my performance. I tried to integrate learner centered and activity methods along with ICTs increasingly in my daily teaching. I could not achieve full integration of these two due to a variety of reasons. One of the root causes with the adoption of Learner centered and activity methods is that the university assessment systems do not require a teaching with such an approach and hence student teachers are not basically motivated to adopt these in their daily learning. Final assessment is rote memory based and do not require student teachers develop essential professional skills. The major problem with teaching with technology - especially with online/ digital tools is the lack of access to relevant technology by all student teachers. This also creates much discomfort in the learning process. It is my basic belief that exposure to ICT tools by student teachers is very much essential because the future teaching learning scenario demands it. Though the scope of addressing these two challenges seems still bleak this year, one emerging positive component is that with the restructured curriculum being implemented by the University from this year, there is a big talk about ‘techno pedagogy’ and ICT integration all around.  I am planning to continue the integration of the above two aspects in my teaching this year also with a renewed vigour.
The following five principles will the backbone of my teaching this year.
 1. Vision: Teach with Empathy.
The novice student teacher of today comes from a myriad of social, economic and educational problems. I am convinced that what they need more than pedagogic discourses are an empathetic support for their professional development as a teacher of 21st century. I am also convinced that the whole young generation needs the same type of scaffolding and hence I will help my student teachers develop the philosophy of empathetic teaching. A variety of activities will be adopted for the accomplishment of this vision. While transacting the curriculum I will adopt the ‘modern 3 Rs’- Relevance, relationship and reflection.
2. Mission: Develop Communication Skills.
Development of communication skills is an essential prerequisite for practicing empathetic teaching. The student teachers generally hold a lopsided view of communication skills by focusing on verbal communication only- that is even in English language. I will help them develop an integrated view on communication.
3. Teaching Approach – Real Life, Problem Based and Constructivist
In order to successfully attain the above goals, I will log on to real life, problem based and constructivist approach in my class. I do hope that my students will enjoy this approach. The curriculum stipulates the undertaking of practicum activities by student teachers. I will develop real life scenario based practicum activities and student teachers are expected to develop professional skills by addressing these issues.
4. Classroom Tools- People, Media and Technology.
People, Media and technology will be used to maximum extents to drive everyday discussions and learning interesting. Individual, small group and large group activities and project will be assigned. Student teachers will be encouraged to share and reflect their experiences with people, media and technology. Special sessions and activities will be organized to ensure basic technology exposure to every one of the student teachers.
5. Assessment
A variety of dynamic assessment methods- self, peer, mentor, facilitator- will be encouraged. Reflective Practice will be promoted on a daily basis as a tool for professional development .Student teachers will be encouraged to develop their Professional Portfolios. Since the summative part of the assessment process is with the university, I will try to make the formative part as learner centered as possible.
            It is my earnest ambition to provide my students with internationally comparable learning experiences in my course this academic year. I am assigned to engage the course Edu – 01: Philosophical and Sociological Perspectives of Education. I developed the following ‘Course Outcomes’ for my course in Semester I.
CO1. Demonstrate an awareness of and an understanding of the teaching profession and the role played by public education in contemporary society.
CO2. Articulate a rationale for becoming a teacher and explain a personal philosophy of education that incorporates relevant theories, approaches and models of education.
CO3. Demonstrate an understanding of the interactive role of education and society and the role of education in promoting desired social changes.
CO4. Value the involvement and support of parents, guardians, families and communities in schools.
CO5. Be a reflective practitioner, demonstrate readiness to change the teaching strategy, identify professional needs applicable to the knowledge era and work to meet those needs individually and collaboratively and engage in career-long learning.
For the course syllabus please CLICK HERE .
Your valuable comments are earnestly solicited. E-mail: tuzhuvath@gmail.com mob. 9895604200

Thursday, January 23, 2014

MY REFLECTIONS ON INITIATORY SCHOOL EXPERIENCE

MY REFLECTIONS
Eleven students and I were assigned St. Thomas HS, Karthikapally, for the Initiatory School Experience (ISE) from January 20th to 23rd   2014. ISE is a modified version of the School Visit Program of previous curriculum and it aims to provide student teachers an opportunity to have primary experiences with the functioning of the school. Though general instructions are given in the curriculum document, essential planning and customization at the college level is to be done. This aspect was not properly addressed by the college. Teacher educators provided a few practicum activities in addition to the one given in the curriculum document. At the college level, there was no attempt to integrate various activities provided by teacher educators. Therefore much planning was conducted at the school after the team arrived at the school.
        The program went smooth as planned by the group. The group could undertake all the stipulated activities. The school authorities cooperated excellently with the team and extended all the help to complete various activities. Teachers gracefully permitted student teachers observe their classes. The headmistress arranged required number of classes for each student teacher to engage lessons. Student teachers collected data regarding learning facilities and physical facilities available in the school.
      The group couldn't effectively undertake activities related to the study of the social and familial background of school students. I think there are two reasons for this lapse. One is the absence of proper planning and the other is the general negligence of role familial and social background of students in their learning. A focused attention of this aspect during the planning session will help mitigate this lapse.
      A few suggestions for better implementation of ISE are given below  
1.      Fixing the school and finalizing the students’ list much in advance will help student teachers prepare for the ISE in a planned manner.
2.      A thorough planning at the teacher educators’ level and customization and integration of activities must be undertaken.
3.      Distribute an instruction sheet to each student teacher containing various activities proposed by teacher educators. Core subject teachers may provide practicum works and help plan other general activities and optional teachers may help student teachers plan class observation and class engagement.
4.      A half day visit to the assigned school and meeting the Head teacher and the subject teachers a week ahead of the program will help student teachers plan the activity better.
5.      Distribution of attendance sheet to teacher educators help note down absentees and report the same to the college office.( There are stray cases of absenteeism during ISE)
6.      How to prepare observation notes and class engagement notes must be discussed with student teachers. A few models may be introduced.
7.      Out of school hours or Saturdays may also be included for the effective study of familial and social environment of school students.
8.      A workshop mode embedding constructivist approach will enhance the effectiveness of the program.

Your comments are earnestly solicited.                                  23/01/2014

Friday, January 17, 2014

EDU 102 - Initiatory School Experience

EDU 102 - Initiatory School Experience

(2 Credits- 20 marks)

The purpose of Initiatory School Experience is to provide student teachers an opportunity to have primary experiences with the functioning of the school. This programme is for four continuous working days, giving them an opportunity to acquaint with the school environment and the day-to- day functions. The following activities must be undertaken by student teachers.

1.      Observation of lessons engaged by school teachers (student teachers observe lessons individually or in small groups).

To observe means to watch keenly and note down what happens. You need prior planning and must get ready to observe the class. Please get prior permission from the head of the school and the concerned teachers before planning to observe their classes.

2.      Meeting students in an informal setting to learn their background and their interest in learning.

You may get prior permission from the teacher-in-charge of a class to collect necessary data from students.

3.      To see the learning facilities in the school.

To take a stock of the learning facilities, prepare a check list of essential learning facilities needed and take the list of available facilities. Try to note down the working conditions and the frequency of use of these facilities. You may also collect data regarding students’ satisfaction with these facilities.

4.      Observing the social climate in the school, etc.

To observe the social climate, prepare a check list incorporating a few components like teacher pupil relationship, punctuality of teachers and students, morale and motivation of students’, participation and success in co-curricular activities at various levels, school community relationship, involvement of various stake holders like parents, local self- government etc..  

5.      Engaging lessons individually or as Shared Practice.

Each student-teacher has to engage 3 lessons individually or as Shared Practice.Lesson plans need not be written with the rigidity employed for Practice Teaching lesson. In Shared Practice, student-teachers will be in small groups of three members. The lessons will be divided into three parts and each student teacher will practice one of the parts by rotation in the natural classroom situation.

6.      Maintaining a detailed diary as record of the visit.

           The diary must contain a brief history of the school, learning facilities available, social      and academic climate of the school, notes of all lessons engaged etc. This must also            contain reflective text by the student teacher.

7.      Reflecting on your experience.

             After the four day initiatory school experiences, a one day reflection session will be organized in the college on Friday 24th February. Student teachers are expected share          their reflections in plenary as well as in small groups sessions.