READ AND COMMENT ON THE SAMPLE CURRICULUM GRID FOR THE SUGGESTED COMMON FIRST UNIT FOR ALL OPTIONAL METHODOLOGY PAPER OF SEMESTER ONE
UNIVERSITY OF KERALA, THIRUVANANTHAPURAM, KERALA
FACULTY OF EDUCATION – BOARD OF STUDIES IN EDUCATION
(PASS)- B.Ed. CURRICULUM REVISION 2013
WORKSHOP ON
DRAFTING THE CURRICULUM GUIDELINES, PRINCIPLES, FRAMEWORK,
SYLLABUS OUTLINE, ASSESSMENT STRATEGIES AND
TOOLS OF EVALUATION
1ST TO 5TH APRIL 2013
MAR THEOPHILUS TRAINING COLLEGE, NALANCHIRA,
THIRUVANANTHAPURAM, KERALA.
SAMPLE CURRICULUM GRID ON THE FIRST UNIT OF METHODOLOGY PAPER
FOR ALL OPTIONALS
Unit 1: Introduction to
Teaching and Learning for a Novice
LEARNING OUTCOMES
(What the Student-Teachers may Achieve)
|
CONTENT
(Concepts and Knowledge of functional dimensions of
concepts)
|
PROCESS
(A hint of the
mental-pedagogical-instructional-experiential contexts felt/received by
Student-Teachers)
|
STRATEGIES/
APPROACHES
(Initiated by the mentor)
|
ASSESSMENT ND EVALUATION
(To assess the progress of the novices)
|
DURATION IN HOURS
(To realize the experience)
|
REFERENCES
()
|
v
To provide the Teacher Professional Aspirants
a smooth entry in to knowledge/Functional plane of Teaching and Learning
v
To provide an initial collection of new and
essential professional and technical terminology as a star-up base
v
To mould
mindset suitable for an attitude formation to get fully committed with
the vocation of being a teacher (Guru) in future
v
To introduce the changing paradigms of the
concept and process of Teaching and Learning
v
To familiarise the challenging and divergent
roles and working environment associated with educational practices in a
postmodern world
v Etc
(Inconclusive)
|
v
Interdependence of Teaching and Learning –
Basic Teaching Model of Glazer-
v
Learning Paradigms: Behavoural, Constructivist
and Cognitive concepts
v
Maxims of Teaching as Thumb Rules for
promotion of learning and learner autonomy
v
A general view on methods and strategies for
learning enhancement
v
Teacher as a professional - Teacher
Competencies and roles- Knowledge Worker,
Facilitator, Scaffolder, Mentor, Social Engineer and Reflective Practitioner
v
Phases of Teaching – Pre-Active, Interactive
and post- Active, Teacher Behaviour and Learning
v
Changing Concepts of classroom environment –
Classroom Climate, Classroom as a Social Laboratory, classroom without
walls(CWW), Blending of synchronous and asynchronous mode of learning,
Virtual learning Environment (VLE)
v
Factors affecting learning – Human, Non-Human
and Contextual factors; Role Models in Teaching (Optional Specific)
v
Teaching and Learning as Socio, Political and
Economic Enterprise; Knowledge Economy and Beyond- The role of Science (ADD OPTIONAL NAME) Teaching in it.
|
v
Intellectual dilemma
v
Cognitive Challenging
v
Controlled Listening
v
Collaborative interaction
v
Disequilibration and accommodation
v
Reflective Intellectual Discourses
v
Contemplative self expression
v
Verbal and pedagogical conflict management
v
Narrative expression of self experiences
v
Field based mental imagery formation
v
Collective expression of consensus points
v Etc (inconclusive)
|
v
Meaningful Verbal Expression
v
Group Discussion
v
Narrative Expression Sessions in small or
medium groups
v
Virtual tour to digital learning platforms
v
Dramatization and miming (e.g.: varying roles
of teacher)
v
Personality Profile Presentation/Building
v
Document Analysis and peer-instruction
v
Etc (inconclusive)
|
v
Role Performance Analysis in group discussion
and miming
v
Assessment of Optional
Note Book entries
v
Evaluation of daily Reflective Journals
v
Debating and quizez
v
Participant Observation
v
Optional level Focused Group Discussion (E.G.:
Changing classroom environment)
v
Etc (inconclusive)
|
v
12 Hrs
(1 Credit)
|
To
be filled later
|
PREPARED BY: Dr. K. Y. BENEDICT
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