SIX FOLD TEACHER COPETENCIES FOR PRACTITIONERS

TEACHER'S ACTIVITY LOG SHEET- AN EVIDENCE BASED PERFORMANCE ASSESSMENT TOOL

WHY WE CAN'T OPT A 
TEACHERS' ACTIVITY LOG SHEET 
AS A TOOL FOR REALISING THE EVIDENCE BASED PERFORMANCE ASSESSMENT OBJECTIVE OF THE REVISED B. Ed. CURRICULUM?

SEE A SAMPLE

BHASKARA II THE FATHER OF LEELAVATHI-THE INDIAN LEGEND WOMEN SCIENTIST- HIS SIGNIFICANT CONTRIBUTION TO MATHEMATICSS

BHASKARA II THE FAMOUS MATHEMATICIAN

WAS THE INVENTOR OF 

NUMBER 10 BASED

DECIMAL SYSTEM

THE NAMES HE INVENTED/USED ARE

eka(1)

dasha(10) 

shata(100)

sahastra(1000) 

ayuta(10,000)

laksha(100,000)

prayuta (1,000,000=million)

koti(107)

 arbuda(108)

abja(109=billion)

kharva (1010)

nikharva (1011)

mahapadma (1012=trillion)

shanku(1013)

jaladhi(1014)

antya(1015=quadrillion)

 

Madhya (1016)

parardha(1017).

HANDS-ON TRAINING ON TECHNO-PEDAGOGY : CONTENT DEVELOPMENT AND UPLOADING / BLOGGING FOR TEACHER EDUCATORS

A CREATIVE ATTEMPT OF 
HOPE AND PRACTICAL WISDOM

TO LIGHT A CANDLE INSTEAD OF 

CURSING THE DARKNESS 

BY G.C.T.E. THYCAUD, THIRUVANANTHAPURAM AND KUPSTA

HANDS-ON TRAINING ON 

TECHNO-PEDAGOGY :

 CONTENT DEVELOPMENT AND 

UPLOADING / BLOGGING FOR 

TEACHER EDUCATORS

7th DECEMBER 2013 AT THE COMPUTER LABORATORY OF GOVT. COLLEGE OF TEACHER EDUCATION, THYCAUD, 
THIRUVANANTHAPURAM 
FROM 9.30 AM TO 4.00 PM 

just click the image below to see the invitation

MORE INPUT TO TACKLE THE TROUBLES OF SHIFT TO TECHNO-PEDAGOGY PARADIGM IN TEACHER EDUCATION

The five stages that learners go through in an e-learning platform      Gilly Salmon, Professor of E-learning and Learning Technologies at the University of Leicester, has identified five stages of online interaction. According to Salmon (2004), each stage requires different types of support from e-tutors. Salmon's five-stage model Gilly Salmon's s five stage model can be found on both http://www.atimod.com/e-tivities/5stage.shtml and in her book on E-moderating (details below). The following overviews of each stage rely heavily on this text. Stage 1: Access and motivation Participants need information and technical support to get started online, and strong motivation and encouragement to put in the necessary time and effort. Mastering the system can be fairly daunting to start with. Most learners will need some form of individual technical help at this stage as well as general encouragement to overcome their fear of the technology and any frustration they experience when 'the system' doesn't respond as expected. Access to technical support needs to be made available, for example through a telephone helpline, particularly when the participant is struggling to get online on his or her own.  Students who are used to having the teacher direct the learning process may expect a great deal of input from the e-tutor, especially at the start of a new programme. It is important to clarify roles from the beginning, in order to reduce the likelihood of unreasonable expectations arising. Nearly every participant, new or experienced, worries about how much time it takes to be online. With no (or very few) fixed time periods for ‘lessons’, learning online can seem endless. It helps to give learners a clear indication as to how much time the online interactions should take, and how often they are expected to log in. Stage 2: Online socialisation Some learners are initially reluctant to participate in written discussion forums, and they should be encouraged to read and enjoy others’ contributions for a short while before taking the plunge and posting their own messages. When participants feel at ease with the online culture and reasonably comfortable with the technology, they can contribute more confidently.  The e-tutor has an important role to play in helping participants to develop a sense of community. This is founded on social presence as discussed in Unit 1. Think of the techniques we use in face-to-face teaching, such as icebreakers, brainstorming ideas in a group and writing them up on a flipchart, taking tea breaks and so on. E-tutors need to set the scene by promoting mutual respect, defusing any potential conflicts between individuals and helping participants with similar interests and needs to find each other. It is essential to create an atmosphere where participants feel respected and free to express their views.  When participants start to share a little of themselves online, they will be ready to move into the next stage. Obviously socialising will continue to take place during all the stages, but it is worth noting that participants who have been given a good induction into the online environment report benefits in their later online learning. Stage 3: Information exchange In this stage, information starts to flow and participants generally become excited about the immediate access and fast information exchange. They also express concern about the volume of information suddenly becoming available and the risk of potential information overload. E-tutors can help participants to develop good time management and organizational skills.  Two kinds of interactions are required from participants: interaction with the course content and interaction with people. It is essential for participants to know where to find the various resources they need - whether on the Web, in a CD Rom or a set of printed materials, and to understand clearly how the interactions with peers and tutors can help them achieve their learning goals. At this stage, many participants are likely to need help from the tutor in developing or refining their seeking, searching and selecting skills. Some people may be overwhelmed by the mass of content and may need help to focus on the essentials. You can expect many queries about where to find things online. E-tutors need to provide guidance without inhibiting the free-flowing communication between students, as students derive an enormous amount of motivation and enjoyment from this personal communication. Stage 4: Knowledge construction As interactions unfold and expand, many (but not all) participants engage in some active exploration, and in the process widen their own viewpoints and appreciate differing perspectives. By now, learners should be interacting and starting to collaborate in their knowledge construction. Problem-based and practice-based tasks are appropriate at this stage. E-tutors have an important role to play in building and sustaining groups.  The e-tutor now needs to apply 'weaving' skills - a bit like weaving a coloured thread through a cloth to create or highlight a pattern. Weaving involves pulling together the participants’ contributions by, for example, collecting statements from a range of individual learners and relating them to concepts and theories from the course. The tutor enables development of ideas through discussion and collaboration, summarizes from time to time, ensuring that diverse views are given consideration, and helps keep the discussion on track.  At stage four participants start to become online authors rather than transmitters of information. Knowledge construction occurs when participants explore issues, take positions, discuss their positions in an argumentative format and reflect on and re-evaluate their positions. Stage 5: Development Participants begin to explore their own thinking and knowledge building processes. It is common at this stage for participants to reflect on and discuss how they are networking and to evaluate the technology and its impact on their learning processes. These higher level skills require the ability to reflect on, articulate and evaluate one’s own thinking. Learners become responsible for their own learning and need little support beyond that already available. Experienced participants often become most helpful as guides (or technical stewards, as described in Unit 2) to less experienced peers, and may feel confident to confront e-tutors and provide them with feedback to help improve the learning process. Linking the five stages and the four quadrants The diagram below shows how the five stages of Salmon's model can be integrated into our four-quadrant modelof approaches to learning and teaching.    Reflection  Which of the activities discussed in Unit 2 do you think might help learners to move more quickly through Stages 1 and 2? In stage 3, learners typically try to manage their time by using the following strategies: Trying not to read all messages Removing themselves from interactions that don’t interest them Saving or downloading discussions to read later Reading everything and spending an enormous amount of time online Reading everything but not responding to much; Sharing the workload in teams. Which of the above strategies do you think are likely to be most helpful? Do you think all of these strategies might be helpful at different times, in different situations? How do you think the tutor can help learners decide which strategies are most appropriate? According to Salmon, in Stage 4, knowledge construction occurs when participants explore issues, take positions, discuss their positions in an argumentative format and reflect on and re-evaluate their positions. Can you think of any examples in your teaching where learners are encouraged to do these things? Some people say that the learning curve described by Gilly Salmon is unlikely to be completed during a single online course. In the course that you teach, what level of learner engagement is required? Is it sufficient for learners to reach Stage 3, or do they have to demonstrate Stage 4 or 5 behaviours in order to pass? What does your answer say about the way in which your institution views the nature of learning? What are the implications for your teaching practice? Salmon’s five stages were conceptualised in relation to fully online courses. Do you think the stages would be the same for courses in which learners also meet face-to-face, or do you think that learners in blended environments have to deal with different challenges? Concluding comment The 'five stages' model has been an immensely influential in helping educators think through course design for e-learning. There are various versions of five stages in various publications. For example, in  Facilitating Online: A Course Leader's Guide prepared by the Centre for Educational Technology at the University of Cape Town, a five level model is proposed: 1. Arriving, 2. Conversing, 3. Facilitating, 4. Creating, 5. Applying.    Additional resources Salmon, G. 2004. E-moderating: the key to teaching and learning online, 2nd edition, London: Routledge.  www.e-moderating.com. Salmon, G. 2002. E-tivities: The Key to Active Online Learning, Kogan Page, London. Courtesy to        www.oerafrica.org

KUPSTA PLAN OF ACTION FOR SEMESTER ONE (2013-14) PHYSICAL SCIENCE B.Ed. CURRICULUM TRANSACTION

AN EARNEST ATTEMPT BY KERALA UNIVERSITY PHYSICAL SCIENCE TEACHERS' ASSOCIATION TO TRANSACT THE FIRST SEMESTER OF THE REVISED B.Ed. CURRICULUM.(SPECIAL CONGRATULATIONS TO MRS. SUNI KUMARI, ASST. PROF IN PHYSICAL SCIENCE, B.N.V. COLLEGE OF EDUCATION, THIRUVALLAM FOR THE DESIGNING)

JUST GIVE A CLICK ON THE IMAGES BELOW FOR AN ENLARGED VIEW OR DOWNLOADING

A BRISK ATTEMPT TO BE AT HOME WITH THE NEW CURRICULUM- MORE SELF LEARNING TRAINING SESSIONS OF TEACHER EDUCATORS

In an earnest attempt to get aquained with the prose and cones of the revised B.Ed. curriculum of University of Kerala; Teacher Educator of the following group are meeting at different colleges of Teacher Education as shown beow:

1) Kerala University College of Teacher Education, Kumarapuram, Medical College-PO, Thiruvananthapuram, Kerala, 695011.:  All Optional Subject eachers under Universiy Teacher Education Centres; 27th and 28th November, 2013.
2) S. N. Training College, Nedunganda, Varkala, Kerala. : Physical Science and Naturl Science faculty members fr Govt., Aided and Uunaided colleges of Teacher Education Colleges; 30th November 2013.
3) Government College of Teacher Education, Thycadu, Thiruvananthapuram, Kerala. : Physical Science Teacher Educators under University of Kerala for a hands-on Training on Techno-Pedagogical Components and practicals in the revised curriculum; 07th December 2013.

All concerned Teachers are coordially invited

ARAVIND GUPTA TOYS - A TREASURE HOUSE FOR THE CREATIVE 21st CENTURY TECHNO-PEDAGOGUE IN YOU

DEAR TEACHER EDUCATOR
ARE YOU SCARED WITH THE TECHNO-PEDAGOGIC CONTENT KNOWLEDGE TITLE IN THE NEW B.Ed. CURRICULUM?
DON'T WORRY, WE CAN EQUIP OURSELVES!

USE THE ARVIND GUPTA TOYS RESOURCES : AN AMAZING COLLECTION OF BOOKS AND EDUCATIONAL TOYS FROM TRASH WHICH CAN EASE YOUR TENSION WITH TANGIBLE SOLUTIONS TO MAKE OUR ROLE MORE MEANINGFUL

"And somewhere there are engineers
Helping others fly faster than sound.
But, where are the engineers
Helping those who must live on the ground?"

   --   Young Oxfam Poster

"A Million Books for a Billion People"

LOG ON TO http://www.arvindguptatoys.com/ 

How to Equip Ourselves to Function in a Techno-Pedagogic Knowledge Dissemination Era?

USE THIS OPPORTUNITY TO GUIDE YOUR WARDS AT YOUR TEACHER EDUCATION COLLEGES

N R O E R of M. H. R. D, Govt. of India

A Digital Repository for 

Open Educational Resources

National Repository of 

Open Educational Resources

 offers resources for all 

school subjects and grades 

in  multiple languages.

 The resources are available in 

the  form of concept maps, videos, 

audio clips, talking  books, multimedia, 

learning objects, photographs,

 diagrams, charts, articles,

 wikipages and textbooks.

LOG ON TO http://nroer.gov.in/home/

e-CONTENT DEVELOPMENT TEMPLATE

IS IT SO EASY TO DESIGN AN e-CONTENT IN YOUR SUBJECT?
LET US USE THE  FOLLOWING GENERAL DESIGN TEMPLATE
COMMENTS ARE WELCOME!



PART A

a)          Home

b)          Objectives

c)          Subject Concept Mapping

d)          Summary

e)          Text

  Case studies

  FAQ’s

f)           Video and audio/ Animations/Graphics

g)          Assignments

Quiz (on-line with link or off-line with immediate     feedback option)

 Tutorial

h)           References 

i)           Glossary Links

j)           Download

k)          Blog

l)          Contact [items from (i) to (l) are optional to the template depending upon the nature of the context and topic]

(For the full text of the document log on to the link http://www.ugc.ac.in/oldpdf/xiplanpdf/EContentxiplan.pdf)

***********************************************************
PART B


Another reliable source of reference can be retrieved through the following link 

Guidelines for Content Writers - e-PG Pathshala - INFLIBNET Centre

epgp.inflibnet.ac.in/download/cw.pdf‎

PART C

Use the content generator.net service at http://www.contentgenerator.net/

to generate flash based animations for your classes. Free trial is also available

Ways of Teaching Thinking?

Ways of Teaching Thinking An Introduction to Four Thinking-Centered Approaches

The four approaches to teaching thinking represent some of the research and products of the Harvard's Cognitive Skills Group. But more important, the four approaches together broadly attend to the core components of the instructional enterprise - from curriculum design, to implementation, to assessment. For instance, the Thinkpoint approach to teaching thinking centers on finding opportunities within the regular curriculum for students to think critically. Alternatively, teaching thinking through Thinking Dispositions focuses on the development of students' critical thinking skills and habits of mind. While each approach is distinct and could be adopted by teachers solely as a stand-alone pedagogy separate from the other three, it is likely you will draw on pieces from each approach to create your own unique culture of thinking in your own classroom.

Ways of Teaching Thinking: 4 Instructional Approaches

• Thinking Through Thinkpoints - an approach that helps teachers and students identify generative topics or ideas within the curriculum and then encourages students to explore those topics in critical and creative ways.
• Thinking Through Dispositions - an approach that aims to enrich and deepen understanding by cultivating not only students' thinking skills, but also their inclinations, attitudes, and habits of mind.
• Thinking Through Transfer - an approach that aims to secure and deepen learning by activating and connecting students' knowledge to topics and subject areas both in and out of school.
• Thinking Through Assessment - an approach that aims to improve thinking performances and deepen understanding through the design and employment of thinking-centered assessment.

How to use the Ways of Thinking section

1.    Use this section to orient yourself with a number of approaches to improve student understanding and learning through the teaching of thinking.

2.    Use this section to get physically and mentally ready to learn about the teaching of thinking.

3.    Use this section to help activate prior knowledge about the teaching of thinking.

4.    Use this section as research resource. You'll find a theoretical and practical rationale behind each approach for teaching thinking.

Excerpts from the source (http://learnweb.harvard.edu/alps/thinking/ways.cfm)

Critical Reflection in Professional Practices

THE 4C'S OF CRITICAL REFLECTION

(Eiler, Giles and Schmiedes-1996)

It has guided many service-learning practitioners in planning and implementing reflection activities.
Continuous Reflection: It occurs before the service-learning experience, during it, and afterwards  It is not something to be tacked on at the end of the service. It is not an afterthought. For the deepest learning to occur, reflection must be ongoing.

Connected Reflection: This type of critical reflection builds bridges between learning content, personal reflections, and first-hand experiences. It makes theories real, turns statistics into people and situations and raises questions that, were it not for the service experience, might not be raised. But it must be intentionally connected to the content.

Challenging Reflection: Challenging reflection means reflecting so old questions are seen in new ways, new perspectives are revealed, and new questions are raised. It avoids simplistic, one-dimensional conclusions. It examines causality. And as the service-learning course goes on, it raises deeper and deeper questions.

Balance is the key with this "C." What's optimal is a balance of challenge and, at the same time, support of the student. Too much challenge with no support means students may go inside themselves and avoid the risks necessary to experiment with new ideas and points of view. If there is a lot of support but a lack of challenge, students may not leave their "comfort zones" and little or no learning or growth is likely to occur.

Contextualized Reflection: This means that topics and activities for reflection are meaningful with regard to the experiences the students are having at the community site. There is meaningful interaction occurring between the student, the activity, and the setting. It may or may not involve community members. The form, process, and setting of the reflection should be guided by context.

Context can relate to critical incidents or what's going on in students' lives. When the Haiti earthquakes occurred, a number of colleges and universities had courses across the academic spectrum in which they stopped what they were doing and used critical reflection to relate issues about the earthquake to their course content. If it is mid-term exam time, students may be stressed and may find it difficult to concentrate. 

(Excerpt from Faculty Focus)

TEACHER EDUCATORS' SELF LEARNING EXERCISE WITH THE NEW B.Ed. CURRICULUM: AVAILABLE SCHEDULE OF EVENTS

The following seminars have been arranged by various colleges to discuss the revised B Ed curriculum.

1. Paper EDU 02 & Paper EDU 07 (Educational Psychology)- 

S. N. Training College, Nedunganda, Varkala on 5th Nov 2013.

2. Optional-Malayalam    -   S. N. Training College, Nedunganda, Varkala on 5th Nov 2013. Contact Dr Sindhya for details (9495969268)

3. Paper III & VIII  -  Fathima Memorial Training college, Pallimukku, Kollam, on 5th Nov 2013. Dr Anitha (9349336628) 

4. Physical Science & Natural Science - optionals on 6th of Nov 2013 at NSS training College, Pandalam. Dr Lekshmi ( 9495372344)

5. Social Science at Mount Tabor Training College, Pathanapuram on 8th Nov 2013. Sri George Vargheese (9447207008)

Make it convenient to attend the seminars. For details contact above mobile numbers.

Dr G. R. Santhosh Kumar, Chairman BOS in Edn (UG).

One Day Science Teacher Educators' Meet on Learning the New Curriculum

PHYSICAL SCIENCE AND LIFE SCIENCE FACULTY MEMBERS'  MEET AT N.S.S. TRAINING COLLEGE, PANDALAM ON 06TH NOVEMBER 2013

IN AN EARNEST ATTEMPT TO DIGEST THE FEATURES AND TO BRAINSTORM THE MANAGERIAL STRATEGIES ON IMPLEMENTING THE REVISED B.Ed. CURRICULUM THE PHYSICAL SCIENCE AND LIFE SCIENCE FACULTY MEMBERS OF TEACHER EDUCATION COLLEGES AND INSTITUTES UNDER THE UNIVERSITY OF KERALA ARE MEETING AT N.S.S. TRAINING COLLEGE PANDALAM ON WEDNESDAY THE 6TH OF NOVEMBER 2013 FROM 10 AM TO 3.30 PM. ALL ARE INVITED. AVAILABILITY OF PERSONAL PALMTOP/i-PAD WITH NET SETTER IS HIGHLY APPRECIATED.

A SAMPLE TEACHER EVALUATION RUBRIC FOR PRACTITIONERS

Teaching Competence Evaluation Rubric (3-Point Scale)

(This form may be downloaded at no cost from: www.journalchiroed.com)

Teaching competence	Needs improvement	Satisfactory	Exceptional
Commitment to Teaching and Student Learning	Exhibits a lack of enthusiasm and excitement toward teaching and students Discourages student's questions, involvement, and debate Makes accessibility and availability difficult for students Discourages individual expression	Often demonstrates enthusiasm and excitement toward teaching and students Encourages student questions, involvement, and debate Is accessible and available to students Allows for individual expression	Consistently demonstrates enthusiasm and excitement toward teaching and students Has a well-established learning environment that encourages student questions, involvement, and debate Makes students a priority in being accessible and available to their needs Encourages and allows for individual expression
Selection of Teaching Content	Rarely selects examples relevant to students experiences, “real-world” applications, and/or objectives Does not relate content with what was taught before and what will come after Does not present views other than own	Selects examples relevant to students experiences, “real-world” applications, and/or teaching objectives Relates content with what was taught before and what will come after Sometimes presents views other than own when appropriate	Frequently selects examples relevant to students experiences, “real-world” applications, and/or teaching objectives Often relates content with what was taught before and what will come after Presents views other than own when appropriate and provides explanation for possible differences of opinion along with evidence
Mastery of Teaching Content/Knowledge	Rarely explains difficult terms or concepts Does not present background of ideas and concepts Does not present best evidence and up-to-date developments in the field Does not answer students' questions adequately or does not admit error or insufficient knowledge	Explains difficult terms or concepts Presents background of ideas and concepts Presents best evidence and up-to-date developments in the field Answers students' questions adequately or admits error or insufficient knowledge	Explains difficult terms or concepts in depth and in more than one way Presents background of ideas and concepts in depth Frequently presents best evidence and up-to-date developments in the field Answers students' questions in depth and admits error or insufficient knowledge with commitment to seek out information
Organization	Does not begin on time and is disorganized Fails to preview material to prepare students for the content to be covered in patient encounter or workshop Fails to summarize main points at the end of session Does not provide clear directions and procedures Does not plan on a daily or weekly basis	Begins on time Previews patient cases or session content Summarizes main points at the end of session Explains directions and procedures Plans for daily and weekly activities	Begins on time in an orderly, organized fashion Consistently previews patient cases or session content Summarizes and distills main points at the end of session Consistently explains directions and procedures Plans daily and weekly activities and follows-up on plans that was not able to complete
Meeting Teaching Objectives	Teaching content and methods do not meet stated objectives of syllabus or as stated by teacher	Teaching content and methods are geared to stated objectives of syllabus and as stated by teacher	Teaching content and methods clearly meet stated objectives of syllabus and as stated by teacher
Instructional Materials (Readings, Media, Visual Aids)Didactic	Fails to provide students with instructional materials	Incorporates various instructional supports such as slides, visual aids, handouts, etc.	Incorporates various instructional supports such as slides, visual aids, handouts, etc; Also provides references for materials presented when appropriate
Intern Evaluation and Achievement (Methods and Tools)	Fails to provide students with assessment criteria and instructions Does not perform minimum number of assessments required Assessments are of poor quality, have minimal information, and do not lend themselves to meaningful student feedback Feedback is not provided or is minimal	Provides to students assessment criteria, instructions, and expectations Provides satisfactory number of assessments required by department Assessments are of satisfactory quality, have adequate information, and lend themselves to meaningful student feedback Feedback to students is adequate	Provides to students the goals of assessment, along with criteria, instructions, and expectations. Also provides examples of expectations and type of feedback given Provides beyond satisfactory number of assessments required by department Assessments are of exceptional quality, have in-depth information including comments, and lend themselves to meaningful student feedback Feedback to students is exceptional and allows for student's self-evaluation and reflection with steps for improvement
Teaching Methodology and Presentation	Fails to use a variety of clinical teaching strategies to address diverse learning styles and opportunities Fails to responds to changes in student attentiveness Speech is inaudible and unclear Is unprofessional and use of humor is negative and inappropriate Fails to establish and maintain eye contact with students Does not provide demonstrations when needed Does not promote life-long learning Does not promote students to be independent learners	Uses a variety of teaching strategies to address diverse learning styles and opportunities Responds to changes in student attentiveness Speaks audibly and clearly Models professionalism Establishes and maintains eye contact with students Provides demonstrations as appropriate Mentors students in life-long learning skills Allows students to be independent learners	Uses a large variety of teaching strategies to address diverse learning styles and opportunities Responds to changes in student attentiveness with comfortable transition of teaching strategies Consistently speaks audibly and clearly Models professionalism and use of humor is positive and appropriate Establishes and maintains eye contact with students while communicating a sense of enthusiasm toward the content Provides demonstrations as appropriate and has students demonstrate their understanding Routinely mentors students in life-long learning skills Guides students to be independent learners
Support of Department Instructional Efforts	Is unaware of department's instructional efforts Does not demonstrate support of department instructional efforts	Is aware of department's instructional efforts Demonstrates support of department instructional efforts	Has a comprehensive understanding of department's instructional efforts Demonstrates support of department instructional efforts and demonstrates leadership in progressing instructional programs

THE REVISED B.Ed.CURRICULUM NOW AN OPEN DOCUMENT

THE REVISED B.Ed. CURRICULUM OF UNIVERSITY OF KERALA JUST RELEASED

Finally the white smoke came out. The revised B.ed. curriculum guidelines, syllabus and act of the University of Kerala 2013-14 is released by the university the other day through its website (www.keralauniversity.ac.in) Kindly refer the link 
http://www.keralauniversity.ac.in/images/Downloads3/revised_bed_curriculum_2013_2014.pdf 
for details
A big thanks to all who suffered behind the task of framing the curriculum guidelines and syllabus. A meeting of the Principals of all Teacher Education Colleges affiliated to University of Kerala is scheduled on 06th of September 2013 at 10 am in the Senate Chamber. Palayam, Thiruvananthapuram to introduce the revised curriculum. Welcome to all concerned.

TIPS FOR CONCEPTUAL UNDERSTANDING IN SCIENCE

CONCEPTUAL UNDERSTANDING IN 

A TECHNO-PEDAGOGIC 

CONTENT KNOWLEDGE CONTEXT

The following activities can be used by teachers to stimulate the cognitive processes needed to develop a conceptual understanding of physics:

1. Use multiple representations. A representation may be linguistic, abstract, symbolic, pictorial, or concrete. Using many different representations for the same knowledge, and having students translate between representations, helps the student to inter-relate knowledge types and relate the knowledge to physical experience. It encourages the formation of links between knowledge elements and promotes a rich clustering of knowledge.
2. Make forward and backward references. Concepts require a long time to be formed. Thus, you cannot wait for students to completely learn one topic before moving on to the next. By making forward references, you prepare the student for new material. By making backward references, you associate new material with established (or partially established) material, thus making knowledge interwoven and interconnected, rather than linear.
3. Explore extended contexts. Concepts can be extremely context dependent and do not become globally useful until they are abstracted. Investigating a broad context of applicability helps the student to refine and abstract concepts. It also avoids incorrect or oversimplified generalizations.
4. Compare and contrast. Essential to the process of structuring (or re-structuring) knowledge is the classification and inter-relation of knowledge elements. Comparisons and contrasts sensitize students to categories and relationships, and helps students perceive the commonalities and distinctions needed to organize their knowledge store.
5. Categorize and classify. In parallel with comparisons and contrasts, students must be aware of categories and classification systems. Students must also practice creating and recognizing categorization systems. By requiring students to classify items, to choose names for their categories, and to explain their system, we can help students re-structure their knowledge store.
6. Predict & Show (inadequacy of old model). Carefully selected demonstrations and experiments can be used to bring out inconsistencies in student models. Students should be shown a set-up or experimental apparatus and should be asked to predict what will happen when something is done. It is important that students make predictions beforehand, thus making them aware of their own model. Students will consider alternate conceptions only if their own fails. Requiring students to use their models and showing them how their models are inconsistent or inadequate will prepare them to create better (though still their own) models.
7. Explain (summarize, describe, discuss, define, etc.). Standard problems seldom tell the teacher what students don't understand. Even when students get a problem right, there can still be confusion about the applicability of the equations used. Requiring students to explain how they will solve a problem exposes misunderstandings and misconceptions, and helps students reorganize their knowledge store. In addition, students seldom see in standard demonstrations and experiments what experts see. Students should explain and discuss what they think they've seen (during Predict & Show, for example), so that the teacher can interact with the students' models. Furthermore, the process of explaining (or summarizing, describing, discussing, etc.) helps students become aware of their own models as well as the models of other students.
8. Generate multiple solutions. Efficient problem-solving cannot occur unless students choose from a set of valid solution paths. By solving problems in more than one way, students learn to prioritize elements of their Strategic Knowledge.
9. Plan, justify, and strategize. Very few relationships in physics are always valid. To avoid equation manipulation, students should be asked to plan (and then explain) how they will solve problems. Students must learn how to determine which concepts are relevant (and which are irrelevant) for any particular problem situation and how to implement the relevant concepts to solve that problem. Having students generate their own strategies helps them to learn how concepts are used to solve problems.
10. Reflect (evaluate, integrate, extend, generalize, etc.) After completing most activities, students benefit from looking back on what they've done. What patterns have they perceived? What general rules can be constructed? Other types of activities give students the pieces needed to create a coherent picture of physics, but some sort of reflective activity is usually needed to "put the pieces together".
11. Meta-communicate about the learning process. To learn physics (or any other complex subject), students must become self-invested. They must be exposed to other people's (teacher's and student's) models. They must be warned that precision in communication is essential; they must be informed of common pitfalls and misinterpretations; and they must be told that they should re-structure their knowledge. Students must learn how they learn best. (COURTESY TO 

    Knowledge Structure 

    A qualitative model for the storage of domain-specific knowledge and its implications for problem-solving 
    Extracted from a booklet accompanying a workshop for high school science teachers. 
    by Robert J. Dufresne, William J. Leonard, and William J. Gerace
      http://www.srri.umass.edu)