Saturday, November 19, 2011
Thursday, November 17, 2011
Monday, November 14, 2011
MY TEACHING PLAN 2011-2012
Introduction.
This is my twenty-third year of teaching. Throughout these years I used to... Click here for the teaching plan
Thursday, November 10, 2011
Are you ready to have a look at the syllabus of core course 1?
Internet is a wonderful tool to gather information very quickly. Let us have a quick look at certain web pages related to our course. By clicking on the following link you will be taken to a Wiki Educator page created by me. I am trying to develop this page/ book as an online guide for your core course 1. Please go to each link and have a closer look on our topics. Please don't forget to post your comments in the box provided on this blog. Have a nice time.ഈ ലിങ്കില് ക്ലിക്ക് ചെയ്യുക (റൈറ്റ് ക്ലിക്ക് ചെയ്തു പുതിയ ടാബില് തുറക്കുന്നതാണ് കൂടുതല് സൗകര്യം) Wiki book page
Tuesday, November 8, 2011
Some student teachers are scared about PRACTICUM. Why is it so???
Practicum is a key component of all the theory courses(papers) of the B.Ed. Program of the Kerala University. It is nothing but a small practical activity to be undertaken by student teachers in all the theory courses with a view to develop a better understanding of the theoretical aspects. Please go the relevant Page (no. 111 of the curriculum) for more details. You may visit some of the problems undertaken by student teachers.Please go to the link
http://tuzhuvath.blogspot.com/
Please see this sample problem scenario
How Far Has the School Scenario Changed in Recent Times?
Now- a- days people are much worried about the changes in school curricula. For example, the recent decision of the Central Board of Secondary Education to do away with 10th standard examination – that once considered being very sacrosanct- has been received with shock by many. The Kerala school system also has been in a flux of sweeping curricular changes for more than a decade. What is the true nature of these changes? Are these changes influenced by the system itself or by outside forces? Have the teachers, headmasters and the general public imbibed the real spirit of curricular changes? Is there a shift in the very purpose of schooling itself? What will be the nature of schooling in the coming decades? Are we going in the right direction?
To raise more questions and search for answers you are requested to have a revisit of the school scenario in terms of the following four sets of components.
1. Physical appearance of the school, buildings, facilities, profile of students and teachers, management, cost of education, interest of various stake holders etc.
2.Curriculum and syllabus, teaching- learning approaches, assessment practices, technological inputs for learning, importance of co- curricular activities etc.
3. Planning and implementation of lessons, students’ role in learning, student- teacher relationship, professional development of teachers, etc.
4. Parents’ involvement, community participation, local bodies and government initiatives etc.
Have a close look at them taking at least one component each from the above four areas. Prepare your report and share your findings.
http://tuzhuvath.blogspot.com/
Please see this sample problem scenario
How Far Has the School Scenario Changed in Recent Times?
Now- a- days people are much worried about the changes in school curricula. For example, the recent decision of the Central Board of Secondary Education to do away with 10th standard examination – that once considered being very sacrosanct- has been received with shock by many. The Kerala school system also has been in a flux of sweeping curricular changes for more than a decade. What is the true nature of these changes? Are these changes influenced by the system itself or by outside forces? Have the teachers, headmasters and the general public imbibed the real spirit of curricular changes? Is there a shift in the very purpose of schooling itself? What will be the nature of schooling in the coming decades? Are we going in the right direction?
To raise more questions and search for answers you are requested to have a revisit of the school scenario in terms of the following four sets of components.
1. Physical appearance of the school, buildings, facilities, profile of students and teachers, management, cost of education, interest of various stake holders etc.
2.Curriculum and syllabus, teaching- learning approaches, assessment practices, technological inputs for learning, importance of co- curricular activities etc.
3. Planning and implementation of lessons, students’ role in learning, student- teacher relationship, professional development of teachers, etc.
4. Parents’ involvement, community participation, local bodies and government initiatives etc.
Have a close look at them taking at least one component each from the above four areas. Prepare your report and share your findings.
Syllabus for Core Paper I
CORE PAPER I
Theoretical Base of Education - Philosophical and Sociological
Objectives.
The major objective of Theoretical Base of Education is to build up the efficiency of student teachers to start their career by applying the philosophical and sociological theories and principles. The following specific objectives are formulated for the study of this subject:
The student teachers:
1. Realize the scope of educational philosophy and how it determines the entire system of education
2. Apply, during curriculum transactions, the major philosophical systems and the educational ideas of great thinkers in the world.
3. Study how education can bring in desired social changes
4. Understand the significance of education for conscientization of people, and
5. Plan their teaching to develop students’ skill to work in future for the welfare of the society and social cohesion by achieving economic stability and creating new knowledge.
Content.
Unit-I. Relationship between Philosophy and Education
1. Scope of educational philosophy
2. How philosophy determines the education system.
Unit-II Major Philosophical Systems
1. Views of Aristotle, Socrates, Plato, Rousseau, Buddhists, Dewey, Tagore,
Mahatma Gandhi.
2. Features and educational implications of Idealism, Realism, Naturalism,
Pragmatism and Humanism
Unit–III Contributions to Education by Great Thinkers
Pestalozzi, Herbert, Froebel, Rousseau, Comenius, Montessori, Dewey, Paulo, Fraire, Mahatma Gandhi
Unit–IV Relationship between Education and Society
1. Interactive role of education and society.
2. Factors that threaten the relationship
3. Ways of improving the relationship
Unit–V Education and Social Change
1. Nature of Indian society
2. Factors influencing social change
3. Major changes occurred in the Indian society
4. How social changes take place
5. Role of education in promoting desired social change
Unit-VI Conscientization
1. Role of education for conscientization of people
2. Areas where conscientization is needed.
Unit-VII Education and Welfare of the Society
1. Education for peace and coexistence
2. Education for economic stability
3. Education an instrument for Intellectual Property and inventions and discoveries for the welfare of the society
1. Scope of educational philosophy
2. How philosophy determines the education system.
Unit-II Major Philosophical Systems
1. Views of Aristotle, Socrates, Plato, Rousseau, Buddhists, Dewey, Tagore,
Mahatma Gandhi.
2. Features and educational implications of Idealism, Realism, Naturalism,
Pragmatism and Humanism
Unit–III Contributions to Education by Great Thinkers
Pestalozzi, Herbert, Froebel, Rousseau, Comenius, Montessori, Dewey, Paulo, Fraire, Mahatma Gandhi
Unit–IV Relationship between Education and Society
1. Interactive role of education and society.
2. Factors that threaten the relationship
3. Ways of improving the relationship
Unit–V Education and Social Change
1. Nature of Indian society
2. Factors influencing social change
3. Major changes occurred in the Indian society
4. How social changes take place
5. Role of education in promoting desired social change
Unit-VI Conscientization
1. Role of education for conscientization of people
2. Areas where conscientization is needed.
Unit-VII Education and Welfare of the Society
1. Education for peace and coexistence
2. Education for economic stability
3. Education an instrument for Intellectual Property and inventions and discoveries for the welfare of the society
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