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.